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The Second

International Perspectives on Assessing World Languages

Conference

IPAWL 2020

January 27-28, 2020

IPAWL 2020 ORGANIZING COMMITTEE

Emad Abdelmalek, AMIDEAST

Dalal Abo El Seoud, Department of Arabic Language Instruction, AUC

Wael Amer, Institute of Education, University of London

Iman Aziz, Chair, Department of Arabic Language Instruction, AUC

Sophie Farag, Department of English Language Instruction, AUC

Atta Gebril, Department of Applied Linguistics, AUC (Conference Chair)

Rudolf de Jong, Director of the Netherlands-Flemish Institute in Cairo

Nagwa Kassabgy, Chair, Department of English Language Instruction, AUC

Maggie Nassif, Executive Director, Fulbright Commission in Egypt

Mariam Rayan, AMIDEAST

Ramy Shabara, School of Continuing Education, AUC

About IPAWL 2020

The International Perspectives on Assessing Wold Languages (IPAWL) conference

is organized by the American University (AUC), Egypt. IPAWL is jointly organized by

the AUC Department of Applied Linguistics, the Department of Arabic Language

Instruction, and the Department of English Language Instruction, in collaboration with

the following programs: The Fulbright Commission and the Netherlands-Flemish

Institute in Cairo (NVIC). The conference targets assessment specialists and language

professionals representing various languages in different parts of the world. IPAWL will

be held at AUC Tahrir Campus in Downtown Cairo from January 27-January 28, 2020.

The theme of the IPAWL conference this year focuses on integrated skills in language

assessment. The integration of skills in language assessment has received substantial

attention with the inclusion of integrated tasks in different language tests. Integrated

tasks are perceived as authentic since they tend to replicate activities in the target

language use domain. In such contexts, language skills are rarely used independently

and consequently language tests should reflect this reality. The purpose of this

conference is to showcase assessment efforts in different settings that have employed

integrated tasks.

The conference program includes a wide range of exciting sessions that address issues

related to the use of integrated assessment in different settings. We hope you find the

program interesting and useful!

Welcome from the IPAWL 2020 Organizing Committee Chair

On behalf of the Organizing Committee, I am delighted to welcome you to the

Second International Perspectives on Assessing World Languages

Conference (IPAWL 2020). IPAWL 2020 builds on the huge success of the

IPAWL2019 conference and we promise to continue exhibiting the same excellent

performance this year.

Language assessment conferences in our region have usually focused only on English

language assessment, and IPAWL attempts to change this trend by involving colleagues

who teach different languages in Egypt and worldwide. The theme of the conference

addresses issues related to integrated language assessment, an area that has gained

considerable attention in recent years in several countries. The purpose of IPAWL is to

showcase assessment efforts in different contexts that espouse an integrated approach

to language assessment. The IPAWL conference this year attempts to tap into how

integrated assessment could be used in such contexts and the challenges associated

with this endeavor.

We are honored and fortunate to have a wonderful group of plenary and featured

speakers whose expertise in integrated language assessment will substantially

contribute to the discussions and debates during the conference. Our speakers have a

wide range of experiences both in testing and in academic programs, and I cannot wait

to listen to their thought-provoking presentations. In addition, the IPAWL team was

able to put together a wonderful program including presenters from different parts of

the world. I am confident that conference participants will enjoy the different sessions

and will go back to their classes with inspiring ideas and wonderful assessment tips.

I would like to take this opportunity to thank a number of people and entities without

whose help IPAWL would not have been possible. First, I would like to thank the AUC

Provost’s Office for their generous grant that has helped us organize this conference. My

thanks are extended to the different language programs and the Organizing Committee

members for their hard work and dedication in planning for IPAWL. My appreciation

also goes to the reviewers of the proposals who did a good job selecting this impressive

list of speakers. In addition, I would like to extend my gratitude to the IPAWL sponsors

for their continuous help and support.

Last but not least, I would like to thank the conference participants for their interest in

IPAWL. I wish you a wonderful IPAWL 2020 and hope to see you in IPAWL 2021!

Atta Gebril,

The American University in Cairo

IPAWL 2020 Plenary Speaker

Paul Kei Matusda, Arizona State University, USA

The Case for Not Grading Grammar in the Language Classroom

As language teachers, we are all concerned about students’ language development. This

is also the case in the context of second language writing instruction, in which one of the

primary focus of discussion has been the role of corrective feedback. In 1996, John

Truscott argued that corrective feedback is ineffective and therefore should not be

offered at all; in a recent issue of the Journal of Second Language Writing, Charlene Polio

(2019) argued that we need to make more efforts to facilitate language development

through writing instruction. As an alternative to the polarized discussion of language

development, I argue the importance of examining the place of classroom assessment in

facilitating (or limiting) student language development. Specifically, I will argue it is the

punitive assessment of grammar—not the presence or absence of feedback—that is

negatively affecting students’ language development. I will then offer specific strategies

for avoiding the negative impact of classroom assessment on language development.

Paul Kei Matsuda is Professor of English and the Director of Second Language Writing. His

research centers around second language writing, a transdisciplinary field of inquiry that

integrate theoretical and methodological insights from both language studies and writing

studies. He is a former president of the American Association for Applied Linguistics and

founding chair of the Symposium on Second Language Writing. He has also chaired the

CCCC Committee on Second Language Writing and the Nonnative English Speakers in

TESOL Caucus. He has edited numerous books and special journal issues on second

language writing. He is also the series editor of Parlor Press Series on Second Language

Writing.

Matsuda has received several awards for his research and publications, including 2012

Outstanding Book Award (Conference on College Composition and Communication), 2009

Emerging Voice Award (College of Liberal Arts, Purdue University), 2006 Richard Ohmann

Award for the Outstanding Refereed Article published in College English (National Council

of Teachers of English) and 2004 TOEFL Outstanding Young Scholar Award (Educational

Testing Service). His article has also received honorable mention for the 2001 Journal of

Second Language Writing Award for the Best Article. Matsuda's work appears in journals

such as Annual Review of Applied Linguistics, College Composition and Communication,

College English, Composition Studies, Computers and Composition, English for Specific

Purposes, International Journal of Applied Linguistics, Journal of Basic Writing, Journal of

Second Language Writing, PMLA, TESOL Quarterly, and Written Communication. He has

also published chapters in various edited collections in both Applied Linguistics ad

Rhetoric/Composition.

IPAWL 2020 Plenary Speaker

Atta Gebril, The American University in Cairo

Integrated Language Assessment: Are we there yet?

Integrated language assessment has recently received considerable attention, especially

with many language tests adopting an integrated approach to task design. Testing

practices following an integrated approach are supported by research evidence citing a

wide range of advantages for this trend. Authenticity has constantly been mentioned as

one of the main reasons why practitioners prefer integrated tasks over other traditional

ones given that such tasks replicate language use in actual settings. For example,

integrating skills in academic contexts is a critical skill, with students being involved in

synthesizing information from external sources when constructing a text. Research has

also cited fairness as another advantage since external sources provide background

knowledge to test takers who are sometimes not familiar with assigned topics. This

plenary attempts to address issues related to the construct of integrated tasks by

investigating how it has been conceptualized on different tests and in a wide range of

instructional settings. It also attempts to address concerns raised about design and

scoring of integrated tasks drawing on research results from a number of studies

conducted by the presenter and his colleagues (e.g., Gebril & Plakans, 2009, 2013, 2014,

2016; Ohta, Plakans, & Gebril, 2018; Plakans & Gebril, 2012, 2013, 2017). On a related

note, the presentation will tap into test takers’ cognitive processes employed while

working on integrated tasks. Concerns voiced by language professionals about score

validity and reliability of these tasks will also be discussed through focusing on issues

related to task representation, textual borrowing, score reliability. The presenter will

conclude by providing a number of practical implications for L2 writing instructors,

curriculum designers, and assessment specialists.

Atta Gebril is an associate professor and director of the TESOL program in the

Department of Applied Linguistics, the American University in Cairo (AUC). He also serves

as chair of the Institutional Review Board (IRB) at AUC. He obtained his PhD in Foreign

Language and ESL Education with a minor in language testing from the University of Iowa

(USA). He previously worked for American College Testing (ACT, Inc.) where he was part of

the Workkeys team. In addition, he has been working as an assessment and evaluation

consultant and has participated in a number of test development projects in many parts of

the world. His research interests include writing assessment, reading-writing connections,

assessment literacy, and test validation. He serves on the editorial boards of Journal of

Language Testing, Language Assessment Quarterly, Assessing Writing and TESOL Journal.

In January 2018, he joined the Language Assessment Quarterly editorial team as an

associate editor. His book entitled Assessment Myths, co-authored with Lia Plakans, was

published by the University of Michigan Press in 2015. His edited volume ‘Applied

Linguistics in the Middle East and North Africa’ was published by John Benjamins in 2017.

In 2018, he won the ‘best article in the field of language testing’ award from the

International Language Testing Association (ILTA). In 2019, he won a Scopus award for

the impact of his research in the field of education on Egyptian society from Elsevier and

Egyptian Knowledge Bank (EKB).

Sunday January 26, 2020

Pre-Conference Workshop 9:00 AM – 4: 00 PM

Oriental Hall

Developing engaging writing assignments Paul Kei Matsuda,

Arizona State University, USA

IPAWL 2020

Conference At-a-Glance

Day One: Monday January 27, 2020

8:30 - 9:45 Registration

Ewart Hall Foyer

9:45 - 10:00 Opening Remarks

10:00 - 11:00 Plenary Ewart Hall

The Case for Not Grading Grammar in the Language Classroom Paul Kei Matsuda,


11:00 – 11:30 Coffee Break

11:30 - 5:15 Concurrent Sessions

Time Oriental Hall Armenian Room 109 Hill House

11:30 – 12:00 Paper

Assessing Dutch youths’ school writing: A

mixed-method approach with automatic

software analysis and expert evaluation

Lieke Verheijen,

Radboud University,

The Netherlands

Paper

Using student-led discussions as

integrative formative assessment

Elisabeth Yoder,


Workshop

Using Instagram, Facebook and Twitter

in formative assessment in the classroom

Aisha M Osman,

Eduline, Egypt

12:15 – 12:45 Paper

Utilizing videos as source material for

more effective timed tasks

Alexander M. Lewko,


Paper

Integrating alternative assessment methods

in the ESL curriculum: Case studies

Rasha Osman Abdel Haliem &

Sherine Al Magrabi

Higher Technological Institute,

Egypt

Workshop

How to overcome the problems of

integrating speaking skills in the

classroom?

Nada Elfawal,

Notting Hill College, Alexandria

1:00 – 1:30 Paper

Assessing Arabic writing:

Empirical measurement of learner

production in communicative

writing tasks

Workshop

Mobile apps for ESL assessment: A case

study

Rasha Osman Abdel Haliem,

Workshop

Teach and assess CLIL

Samir Omara,

Michael Raish Higher Technological Institute Teachers First Egypt

1:30-2:30 Lunch Break

2:30 – 3:00 Paper

Exploring student engagement with

automated writing evaluation (AWE)

feedback on second language writing

Victor Zhang,

The Chinese University of Hong

Kong

Paper

Developing integrated English assessment

in the foreign language academic

curriculum

Leila Kara Mostefa-Boussena,

Hassiba Ben Bouali University of

Chlef, Algeria

& Nabila Bedjaoui,

University of Mohamed Khider,

Biskra, Algeria

Workshop

Integrating the four skills in the EFL/ESL

classroom

Nour Negm

Ministry of Education

3:15-3:45 Paper

Assessment of languages and

languages of assessment in a multi-

cultural/lingual context

Mai Hussein,

Concordia University of Edmonton

Paper

Students’ perceptions of integrated writing

tasks

Salah Mohamed,


Paper

Assessment during a Spanish course

in Hong Kong - Teaching methods and

the Internet: Learning challenges of

the new era

Doris L Borrero,

University of Salamanca, Spain

4:00 – 4:30 Paper

Portfolio: Student-teacher

involvement in learning and assessment of writing

Workshop

Upgrading critical evaluation and skill

development through group/ peer assessment

Work in progress

Psychological attitude in self-

assessment: Creative or nonsense?

Afaf Mishriki & Amani Demian,


Maha H. Mohamed,

Teaching ESL Hub

Nadine M. Nasef,

Misr International University

4:45 – 5:15 Paper

Creating multi-disciplinary, integrated skills

instructional materials by using TED Talks

Sanaa Makhlouf,


Workshop

Digital tools for formative

assessment

Mona Azam

Paper

The Arabic Lingua Test (ALT)

Muhammad El Ghaled

Conference At-a-Glance

Day Two: Tuesday January 28, 2020

9:00-10:00 Registration

Ewart Hall Foyer

10:00- 11:00 Plenary Ewart Hall

Integrated Language Assessment: Are we there yet?

Atta Gebril,


11:00–11:15 Coffee Break

11:15 – 5:00 Concurrent Sessions

Time Oriental Hall Armenian Room 109 Hill House

11:15 – 11:45 Paper Work in Progress Workshop

Do complexity, accuracy, fluency, and

vocabulary use predict integrated

listening-to-write assessment scores?

Writing interventions for Nigerian primary

school students with covert special

needs

Web 2.0 tools in integrated skills

assessment

Renka Ohta,

University of Iowa, USA

Oluwole O. Sanni,


Amira D. Ali & Mohamed Zakaria,

Sadat Academy for Management

Sciences, Egypt

12:00-12:30 Paper

CEFR translations: current state and

future directions

Bjorn L Norrbom,

National Center for Assessment,

KSA

Paper

Investigating learners' speaking

performance through an evaluation of

their teachers’ assessment practices: The

Case of second year students of English at

Biskra University

Ramadan Mehiri & Ahmed

Chaouki Hoadji,

Biskra University, Algeria

Workshop

A full-fledged integration and

assessment practice for teaching and

learning effectiveness and excellence

Shoghig Keoshkerian,

The American University of

Armenia

12:45-1:15 Paper

Developing a CEFR Glossary: a common

language for common practice

Jacob Zuboy,


KSA

Paper

The negative washback effect of the

Baccalaureate examination on EFL

practitioners in Algerian schools

Ahmed Chaouki Hoadjli & Ramdan

Mehiri


Workshop

Systematic modelling, analysis, and

editing of listening and reading

comprehension passages to fit local

CEFR-based test specifications

Bjorn L Norrbom,


KSA

1:15 – 2:15

Lunch Break

2:30-3:00 Paper

Integrated-skills assessments in language

classrooms in Taiwan

Shu-Chen Huang,

National Chengchi University,

Taiwan

Paper

Assessing Arabic reading

comprehension, Arabic writing skills,

and content mastery

Magda Siekert,

Dickinson College, USA

Paper

Designing an assessment framework for a

project-based integrated skills course

Marwa Baza, Mariah Fairely, &

Sophie Farag, The American University in Cairo

3:15-3:45 Paper

Assessing integrated skills for students

of Arabic as a Foreign Language: A

literary visual context

Dalal Y. Abo El Seoud,


Workshop

Designing task-based assessment: A step-

by-step recipe

Ramy Shabara,

School of Continuing Education, The

American University in Cairo

Work in progress

A comparison between peer and teacher

assessments of oral presentations at the

university level

Yi Li,

Shenyang Sports University, China

4:00-4:30 Paper

Formative assessment (FA) as an effective

teaching/learning opportunity

Azza Hassanein, The American University in Cairo

Workshop

Towards young learners’ assessment

through CEFR revisions

Maha H. Mohamed, Teaching ESL Hub, Egypt

Paper

An integrated approach to a writing

task in legal English

Hanan A. Hegazi, The American University in Cairo

4:30-5:00 Paper

Self and peer assessment effectiveness in

writing

Paper

Identifying the factors underlying

foreign language anxiety in a listen-

to-speak task

Sally Y. Ali Yafei Ye, The University of Iowa, USA

5:00-5:15

Closing Ceremony, Ewart Hall

IPAWL 2020

Program Book

Sunday January 26, 2020

9:00 AM – 4: 00 PM

Pre-conference Workshop

Developing engaging writing assignments

Paul Kei Matsuda,


Writing is often considered to be a drudgery both for students and for teachers, but it

does not have to be that way. In this workshop, the presenter—a leading expert in the

field of second language writing--will discuss why writing prompts often fail to engage

students, who in turn produce texts that are not interesting for teachers to read. He will

then explain how writing assignments can be reconceived and made more engaging

both for students and teachers. He will also share many other tricks of the trade to

enhance participants’ ability to enhance student learning.

9:45- 10:00

Ewart Hall

Opening Remarks

10:00- 11:00

Ewart Hall

Plenary

Paul Kei Matsuda,


The case for not grading grammar in the language classroom

11:00 – 11:30 Coffee Break

11:30 – 12:00

Oriental Hall

Paper

Assessing Dutch youths’ school writing: A mixed-method approach with automatic software analysis

and expert evaluation

Lieke Verheijen,

Radboud University, The Netherlands

As part of a large-scale empirical study examining whether Dutch youths’ school writing

is affected by their social media use, we needed to determine how to best assess youths’

writing skills in an educational context. We had 400 Dutch youths of different

educational levels and ages complete an essay-writing task in a classroom setting. These

texts were analyzed with a mixed-method approach. First, we aimed to objectively rate

the school writings. We used state-of-the-art software called T-Scan to determine the

quality of the essays. T-Scan automatically analyses Dutch texts on over 400 measures

relating to text complexity and genre. We selected a subset of 27 indices that were

IPAWL 2020

Program Book

Day One: Monday January 27, 2020

8:30- 9:45 Registration

Ewart Hall Foyer

11:30 – 12:00

Armenian Room

Paper

Using student-led discussions as integrative formative assessment

Elisabeth Yoder,


Many university level content courses involve students participating in and leading

classroom discussions. Using class discussions in English language courses as formative

assessment not only prepares students for their content courses, but also provides a

natural opportunity to give students integrative formative feedback. This feedback

focuses on their reading, writing, speaking, and listening as well as on the pragmatics of

a classroom discussion. This presentation will first outline the basic procedures on the

part of the students to prepare for the discussions. It will then explain the various grade

sheets that are used in a university setting to provide the formative assessment. The

presentation will also address how both the procedures and/or the grade sheets can be

adjusted depending on the goals or level of a particular course.

Elisabeth Yoder received a BA in Government and International Studies from the

University of Notre Dame and an MA in Teaching English as a Foreign Language from

AUC. She has taught everything from primary to post graduate and from students illiterate

in their own language to those pursuing an academic degree in English. Elisabeth has

deemed relevant for essay writing, and used principal component analysis (PCA) to

reduce these to four key factors indicative of writing quality of essays: lexical richness,

syntactic complexity, writing productivity, and formality. We then determined the

validity of the four writing factors resulting from the software to determine text quality

based on objectively measurable characteristics, by having a sample of the texts

evaluated by (prospective) teachers of Dutch using more subjective methods of writing

assessment. First, text evaluation by pairwise comparison was made, by presenting

multiple text pairs online and asking expert readers to choose the best of each pair.

Second, classical holistic evaluation of the texts by expert readers was done. We can

conclude that the scores of the automatic assessment, generated by using T-Scan in

combination with PCA, are a good proxy for the quality of the school texts written by

Dutch youths.

Lieke Verheijen is Assistant Professor in Communication and Information Studies at

Radboud University in Nijmegen (the Netherlands), at the Department of Language and

Communication. She has completed a PhD project about Dutch youths’ informal online

writing and how that affects their more formal writing in educational contexts. She

conducts her research at Radboud University’s Centre for Language Studies.

12:15 – 12:45

Oriental Hall

Paper

Utilizing videos as source material for more effective timed tasks

Alexander M. Lewko,


The American University in Cairo (AUC) Academic English for Graduates (AEG) program

offers an upper-level academic writing course as a prerequisite for graduate students

based on their performance on the IELTS or TOEFL examinations. Three timed tasks, in

addition to other assessments, are required for successful completion of the course. In

11:30 – 12:00

109 Hill House

Workshop

Using Instagram, Facebook and Twitter in formative assessment in the classroom

Aisha M Osman,

Eduline, Egypt

The three Apps students all over the world are using every day are Instagram, Facebook

and Twitter. The golden rule we learned on our first day in Education is “Use what is

interesting to your learners”. In this workshop, participants will learn how to use these

three Apps in formative assessment in order to turn the assessment to its real target “A

tool to adjust and improve learner’s performance”. By using these Apps, learners will be

motivated to do the assessment and more importantly, enjoy it. Teachers will have more

accurate indicators about learners’ strengths and weaknesses. In this interactive, lively,

hands-on workshop, all attendees should have and use their smart phones.

Aisha Osman is an International Educational Consultant specializing in education for the

Middle East. Aisha has served as Managing Director of Cambridge University Press in

Egypt, publishing director in different local companies, and now she has opened her own

Educational Consultancy firm. After graduating from French schools, Ms. Osman

completed her studies in Psychology at Cairo University’s Faculty of Arts. She holds

Teacher Education and TEFL Certificates from the American University in Cairo and the

University of California, Santa Cruz.

taught English at AUC since 1996. She was the graduate program coordinator for many

years before returning to full-time instruction.

12:15 – 12:45

Armenian Room

Paper

Integrating alternative assessment methods in the ESL curriculum: Case studies

Rasha Osman Abdel Haliem & Sherine Al Magrabi

Higher Technological Institute

This presentation aims at introducing teachers to some alternative assessment

methods. The presenter will explain different types of alternative assessment

techniques that can be integrated in the ESL curriculum to enhance the teaching and

learning processes. The presenter will show how she used journals, role plays,

multimedia (audio and video recordings), reading response logs, content area logs, and

blogging as assessment tools. For better achieving the session purpose, group

discussions, questions and sharing views are encouraged.

Rasha Osman Abdel Haliem is an English lecturer and TKT (Teacher Knowledge Test) trainer,

at the Higher Technological Institute. She is a certified teacher from University of Oregon

and Cambridge TESOL, and an avid researcher who presented in many national and

international conferences. Rasha has completed a number of training courses with the

the past, the timed tasks required students to read an article the evening before in order

to be prepared to answer a prompt in class. AEG instructors were concerned, however,

that this method encouraged students to guess prompts and write a version of the essay

the evening before to reproduce for the task. This would negate the overall point of the

timed task. However, this also served as an assignment that through its design could

encourage plagiarism (Scribner, 2003, p. 32). In order to address these concerns, AEG

instructors have experimented with the use of videos as source materials in place of

articles read the evening before. In this presentation, the AEG program director will

discuss the concerns with the prior way of assessing timed writing and the reasons why

AEG instructors decided to experiment with the use of videos. Once that has been

established, issues surrounding this change will be discussed, including how we had to

update rubrics for this task as well as how the selection of videos for the tasks changed

over time. Finally, instructor reactions to this new kind of task will be discussed.

Alexander Lewko is Senior Instructor I at the Department of English Language Instruction

and is currently serving as the Director of the Academic English for Graduates (AEG)

program. He has taught at AUC since 2012 and has extensive experience teaching both

undergraduate and graduate English courses. In 2017, Alexander was president of

NileTESOL and was Co-chair of the 2016 NileTESOL Annual Conference. He is currently Co-

chair of the 2020 ILACE Conference.

1:00 – 1:30

Oriental Hall

Paper

Assessing Arabic writing: Empirical measurement of learner production in communicative writing tasks

Michael Raish

Although recent decades have seen the widespread adoption of the complexity,

accuracy, and fluency (CAF) framework to model L2 production, the empirical

12:15 – 12:45

109 Hill House

Workshop

How to overcome the problems of integrating speaking skills in the classroom?

Nada Elfawal,

Notting Hill College, Alexandria

Integrating the four skills, reading, writing, listening and speaking, in assessment has

become so important nowadays. The workshop will be focusing on the speaking skill, as

it is one of the important sources of communication. According to assessments that

make use of integrating skills, it is essential to prepare our students for the assessment

and practice of speaking in a second language. Moreover, the attendees will be sharing

the problems that face the students and the teachers in assessing speaking and finding

together solutions to solve the problems. Furthermore, there will be discussions and

generating ideas on the activities that could be done in the classroom that integrate the

speaking skill and help the students to use the second language in their real life.

Nada Tarek ElFawal is an experienced teacher trainer. She is training Phonetics and

Phonology at Notting Hill College, Alexandria. She graduated from Pharos University,

Faculty of Language and Translation, Methodology Department, in 2011. She received her

MA in TESOL from Eton University in USA in 2015. She is doing her EDD at Eton University,

USA.

University of Massachusetts Lowell, Arizona State University, South Graduate Institute,

and University of Oregon.

Sherine Al Magrabi is a Fulbright Commission alumnus. She is interested in CALL,

assessment, and adult education.

1:00 – 1:30

109 Hill House

Workshop

Teach and Assess CLIL

Samir Omara,

1:00 – 1:30

Armenian Room

Workshop

Mobile Apps for ESL assessment: A case study

Rasha Osman Abdel Haliem,

Higher Technological Institute

This presentation is to introduce teachers to using mobile Apps in assessment for and of

learning to enhance the teaching and learning processes. Using mobile Apps for

assessment makes students work more on their own, and be more prepared for

summative assessments. The presenter pinpoints how the Applications can be used

differently according to the teacher's design of the curriculum. For better achieving the

session purpose, group discussions and sharing views are encouraged.

Rasha Osman Abdel Haliem is an English lecturer and TKT (Teacher Knowledge Test) trainer,

at the Higher Technological Institute. She is a certified teacher from University of Oregon

and Cambridge TESOL and avid researcher who presented in many national and

international conferences. Rasha has completed a number of training courses with the

University of Massachusetts Lowell, Arizona State University, South Graduate Institute,

and University of Oregon.

measurement of L2 Arabic writing remains relatively under-explored. This study

investigates the written production of beginning and intermediate L2 Arabic learners in

the context of two communicative writing tasks, with reference to 9 direct measures of

CAF. Additionally, learner scores on an Arabic C-test are shown to be moderately

predictive of empirical aspects of participants’ writing.

Michael Raish received his PhD from Georgetown University’s Department of Arabic and

Islamic Studies in 2017. His dissertation focused on the empirical measurement of L2

Arabic writing, and his research interests include assessment design, task-based language

teaching (TBLT), and instructed Arabic acquisition. Michael currently works as a research

consultant and program evaluator, and his clients include the Wikimedia Foundation and

Educational Testing Service (ETS).

1:30 – 2:30 Lunch Break

2:30 – 3:00

Oriental Hall

Paper

Exploring student engagement with Automated Writing Evaluation (AWE) feedback on second language

writing

Victor Zhang,

The Chinese University, Hong Kong

This study looks at how two L2 students engage with AWE feedback in a 4-month

academic semester at a Chinese university. Drawing from the data collected from

student written assignments, AWE feedback, and student retrospective interviews, the

study shows that the two participants differed in their engagement with AWE feedback,

but both demonstrated three interrelated dimensions of engagement with feedback:

behavioral, affective, and cognitive, which might be attributed to a multitude of

individual and contextual factors.

Zhe (Victor) Zhang is a postdoctoral fellow at the Department of English of The Chinese

University of Hong Kong. He obtained his PhD degree in Applied Linguistics at The

University of Hong Kong. His research areas include digital literacy, computer-assisted

language learning, second language writing, second language acquisition, and

educational assessment. His articles have appeared in Assessing Writing, ELT Journal,

IEEE Engineering Management Review, etc.

Teachers First, Egypt

CLIL is an approach to help students learn about a subject matter and learn a new

language as well. It is based on three principles. It has a 4Cs framework of content,

communication, cognition, and culture. To activate it, teachers analyse, link and apply

the language of/for/through learning. It implies different roles for teachers. There are

different techniques to assess CLIL.

Samir Omara is an English teacher and a teacher trainer. He has got diplomas in Education,

Special Education, and Educational Leadership. He has a TEFL certificate from the

University of Exeter and Management & a Leadership Development course at the University

of Westminster in the UK. He presented at ILACE, NileTESOL, IPAWL, TESOL, and BETT.

He is a NileTESOL Board of Directors’ member. He has also got the “UK Alumni

Professional Achievement Award”. He is head of Professional Development at Teachers

First, Egypt.

2:30 – 3:00

Armenian Room

Paper

Developing integrated English assessment in the foreign language academic curriculum

Leila Kara Mostefa-Boussena,

Hassiba Ben Bouali University of Chlef, Algeria

Nabila Bedjaoui,

University of Mohamed Khider, Algeria

Teaching different language skills in isolation proved to be inefficient in terms of

communication in such real life settings as the workplace. This article provides

suggestions for the development of integrated English assessment in a foreign language

context via a project-based approach. This type of assessment is about the integration of

skills, knowledge and attitudes, all working together to form lifelong competence.

Leila Kara Mostefa-Boussena is a full professor of Literature and Didactics (language

teaching) at the Department of English, Head of the Foreign Language Teaching Centre at

the University UHBC, Algeria. She is also Head of TICELET Research Laboratory

(technology of information and communication, language teaching and translation). Her

fields of interest include teaching/learning, innovative practices, assessment, and

constructive approaches.

Nabila Bedjaoui is a lecturer at the Department of Foreign Languages, the University of

Mohammed Khider, Biskra. Algeria. She holds a doctorate in language sciences in French

language and also a license in English. Her research interests are in teaching/ learning of

foreign languages, specifically learners’ representations of languages. She is mainly

interested in supporting learners of foreign languages through helping them overcome the

sense of linguistic insecurity and build positive representations of the target language.

3:15 – 3:45

Oriental Hall

Paper

Assessment of languages and languages of assessment in a multi-cultural/lingual context

Mai Hussein,

Concordia University, Edmonton

In this study, the increasingly complex nature of assessment strategies that arises in

academia and in schools is discussed. Different ways to embed broader competencies

and integrated skills are presented. Some of the challenging questions asked in this

study include: Who/what needs assessment? How is it done? What is the purpose of

such assessments? This study explores a few elements from the Canadian multi-

lingual/cultural context. A threefold assessment strategy is presented: for school

teachers, for school/university students as well as for school resources.

Mai Hussein holds a Master’s Degree in French Literature from Alexandria University and a

PhD in French Language from the University of Alberta, Canada – 2014. She currently

2:30 – 3:00

109 Hill House

Workshop

Integrating the four Skills in the EFL/ESL Classroom

Nour Negm

Ministry of Education

This workshop focuses on the integration of the four skills in the EFL/ESL classroom.

The presenter will share samples of integrated tasks and lesson plans that could be

used in language classes. The workshop participants will have the chance to look at

reflect on the hypotheses underlying skills synthesis in instructional practices

Nour Negm holds CELTA and TESOL Canada credentials and is a seasoned teacher

trainer with authentication of BC Egypt, Cambridge University and EDT. He

supervised and trained a groups of English language teachers in National Institutes

school for a pedagogic filming project for Englishinfocus.com.

3:15 – 3:45

Armenian Room

Paper

Students’ perceptions of integrated writing tasks

Salah Mohamed,


There is a gap between the assessment practices employed in ESL programs and the

literature. This study aims at shedding some light on how students perceive integrated

writing in order to help ESL programs adopt the new practices.

Salah Mohamed is an MA student at AUC and an Intensive English Program instructor. He

graduated from Fayoum University in 2013. In 2015 he joined Vassar College as an Arabic

teaching assistant as part of the Fulbright FLTA program. He is also a part-time language

instructor at the School of Continuing Education, AUC.

3:15 – 3:45

109 Hill House

Paper

Assessment during a Spanish course in Hong Kong - Teaching methods and the Internet: Learning

challenges of the new era

Doris L. Borrero,

University of Salamanca, Spain

In this study, chat rooms, online dictionaries and Web Quests are analysed to

demonstrate that virtual learning has potential to enhance learner’s' language and

thinking skills. Chapel (1998) proposes the following qualities: (1) language learning

potential, (2) learner fit, (3) meaning focus, (4) authenticity, (5) positive impact and (6)

practicality. Through the literature review, the advantages and disadvantages of these

qualities are presented. The results demonstrate the development of activities involving

brainstorming, cooperative collaboration and styles of communication.

Doris L. Borrero received her PhD in Applied Linguistics and Discourse Analysis from the

University of Salamanca in 2016. Her book “Goodbye, Europe? Hello, Chaos? Research and

Teaching Experience on ESL” was translated in 2018 from English to Spanish. Her areas of

serves as an Assistant Professor of French (also teaching Arabic)- at Concordia University

of Edmonton, Canada.

4:00 – 4:30

Armenian Room

Workshop

Upgrading critical evaluation and skill development through group/peer assessment

Maha Hassan Mohamed,

4:00 – 4:30

Oriental Hall

Paper

Portfolio: Student-teacher involvement in learning and assessment of writing

Afaf Mishriki & Amani Demian,


In this session, the presenters will share with the audience the findings and conclusions

of a study they conducted on first-year university students and their English language

teachers at an English-medium university. The purpose of the study was to gain clearer

insights into both students’ and teachers’ attitudes towards the use of portfolios, an area

in which research is still limited, with the hope of helping teachers, students, and

administrators utilize this versatile tool.

Afaf Mishriki, MA TEFL, is an English Language Senior Instructor at the Department of

English Language Instruction, AUC. She has been teaching English for Academic Purposes

for 30 years, has seen the inception of her program, and was actively involved in all its

major developments. She has special interests in action research and material

development and held the position of Assessment Specialist for 3 years. She has regularly

attended, presented, and published at national and international conferences over the past

10 years.

Amani Demian is an English Language Senior Instructor in the Department of English

Language Instruction at the American University in Cairo. She has been teaching in the

Intensive English Program, ELI, as a full-time instructor since 1989. Amani is an AUC

graduate with a BA in Psychology and a master’s in TEFL. In the IEP, she teaches reading,

vocabulary, writing and study skills. She enjoys working with young people very much and

believes that her background in psychology helps her deal more effectively with students.

interest include discourse analysis, teaching methods, studies in translation, lexicography,

ESL learning and linguistic policies.

4:00 – 4:30

109 Hill House

Work in progress

Psychological attitude in self-assessment: Creative or nonsense?

Nadine M. Nasef,

Misr International University

This work in progress (WIP) will introduce the audience to the approach of

psychological attitude in self-assessment when it comes to integrating language

assessment. Does such an attitude create a motivating atmosphere in the EFL

classroom? Self-recognition and self-awareness of certain attitudes are key elements to

the participants of the session. The audience will go through various scenarios to

visualize their assessments after considering the “psychological attitude” when dealing

with a diversity of self-assessing strategies.

Nadine Nasef is an English Linguistics and Literature class of 2018 honoree from MIU. She is

a mentor and Teaching Assistant at her alma mater and is always taking strides to mentor

and gain insights about language. Her interests include any discipline related to linguistics,

sociology, psychology, anthropology, literature, and foreign languages. She is currently

taking strides in gaining insights about an amalgamation of her passions: sociolinguistics,

psycholinguistics, neurolinguistics, language acquisition, gender studies, and literary

theories.

Teaching ESL Hub

Have you applied peer and group assessment before in class? What criteria did you use?

What did you apply it for? Join us for this session to discuss the relation between critical

thinking and both peer and group assessment and how they can help in enhancing your

students’ critical evaluation and skill development for learning the language.

Maha Hassan is an Educational Consultant, Teacher Trainer and Founder/CEO of Teaching

ESL Hub. She was nominated for Lead 5050 Women in International Education Award –

WIE 2018 for her work as an Academic Director. She has presented at a number of

international conferences including IATEFL, TESOL International Convention-CALL IS

EVO and Nile TESOL. She had a number of articles published on IATEFL Voices, Pilgrims “A

New Contribution to Bloom’s Taxonomy”, HEIS International TESOL Newsletter and Nile

TESOL Newsletter. She blogs on: teachingenglishcafe.blogspot.com

4:30 – 5:00

Armenian Room

Workshop

Digital tools for formative assessment

Mona Azam

The purpose of this workshop is to expose teachers to a number of formative

assessment digital tools that aim at assessing speaking, listening, and writing skills in

the foreign language classroom. Additionally, the workshop will provide a few samples

or suggested activities for each of the tools discussed in the workshop.

Mona Azam is a passionate Arabic as a Foreign Language (AFL) instructor, researcher, and

material developer who has been teaching Arabic both online and offline for six years. She

holds a master’s degree in Applied Linguistics (Teaching Arabic as a Foreign Language)

from the American University in Cairo. Her thesis focused on students’ perceptions of

reading and creating digital comics in the online AFL classroom. Mona has presented in two

national and international conferences. Her conference presentations are titled

“Integrating Comics in the Online AFL classroom” and “It’s fun to make comics!

4:30 – 5:00

Oriental Hall

Paper

Creating multidisciplinary, integrated skills instructional materials by using TED Talks

Sanaa Makhlouf,


To assess learners in our 21st century classrooms, instructors have to be creative and

tech-savvy, while assignments have to be varied and engaging. Therefore, the purpose

of this talk is to demonstrate three ways of using the public domain TED Talks as a

venue for helping learners form contextual relationships between the selected TED

Talks, the multi-disciplinary instructional materials, and the assessment framework,

while simultaneously developing students’ language and critical thinking skills.

Sanaa Makhlouf received her BA in English and Comparative Literature from the

American University in Cairo, completed two graduate diplomas in Anglo-Irish literature

and linguistics from Trinity College, Dublin and received her MA in TEFL from AUC. She

has been a full-time instructor at the Department of English Language Instruction since

1988. She is mostly interested in developing instructional materials while encouraging

student autonomy and active engagement.

4:30 - 5:00

109 Hill House

Paper

The Arabic Lingua Test

Muhammad El Ghaled

The attendees will be introduced to the features of the Arabic Lingua Test (ALT) App.

including, animations, videos, exercises, Arabic to IPA Translator, word and picture of the

day, and audio samples that describe the essential features of each of the consonants.

Muhammad El Ghaled has a master’s degree in Applied Linguistics, 2018. He is an

experienced Arabic instructor and a private teacher of modern standard and colloquial

Arabic for foreign learners to expatriates and visiting diplomats 2005-to date. He is

currently working on his PhD.

Integrating Digital comic creation tasks in the online AFL classroom”. She is also the

founder of arabicglobal.com, a website that offers Arabic video lessons for AFL students.

Her research interests include teaching methodology, technology integration in the AFL

classroom, and corpus linguistics.

10:00- 11:00

Ewart Hall

Plenary

Atta Gebril,


Integrated language Assessment: Are we there yet?

11:15 – 11:45

Oriental Hall

Paper

Do complexity, accuracy, fluency, and vocabulary use predict integrated listening- to-write assessment

scores?

Renka Ohta,

University of Iowa, USA

This mixed-methods study uniquely contributes to the integrated writing assessment

field by investigating the validity of listening-to-write (L-W) assessment scores for high

school ELs who received vocabulary support for listening comprehension during

assessment. We explored the relationship between the scores and various textual

features. Results showed that fluency and grammatical accuracy significantly predicted

the L-W scores, and more proficient test-takers made effective use of the given

vocabulary in their essays.

Renka Ohta obtained her PhD in Foreign Language and ESL Education at the University of

Iowa. Her research focuses on L2 integrated skill assessment, score generalizability, and

essay rating.

11:15 – 11:45

IPAWL 2020 Program Book

Day Two: Tuesday January 28, 2020

9:00- 10:00 Registration

Ewart Hall Foyer

11:15 – 11:45

109 Hill House

Workshop

Web 2.0 tools in integrated skills assessment

Amira D. Ali & Mohamed Zakaria

Sadat Academy for Management Sciences, Egypt

If you want to explore the power of Web 2.0 tools in assessing integrated language

skills, then this workshop is for you. Through engaging in practical tasks and navigating

some Web 2.0 sites, participants will identify the use of various E-tools in assessment.

Useful websites/tips will be provided.

Amira Ali is a lecturer in the Department of Languages at Sadat Academy for

Management Sciences. She is a PhD holder in TEFL and a certified TOT trainer. Her

interests include teaching language skills and integrating technology in teaching and

assessment.

Muhammed Zakaria is an English Language Arts teacher at Dover American International

School, and also an ESL instructor at AUC. He is TESOL certified from iTTi;

Armenian Room

Work in Progress

Writing interventions for Nigerian primary school students with covert special needs

Oluwole O. Sanni,


Writing is a creative, stylistic, and productive process of giving expression to one’s

thought in a lucid, unambiguous manner aimed at achieving specific intention(s). This

literacy skill has instrumental and integrative connotations and thus a salient necessity

for all. However, the systematic process of writing production and construction follows

a rigid format in the Nigerian context which is unfavourable for learners with special

needs. This paper identifies and discusses innovative ways of teaching writing to

Nigerian primary school students with special needs so as to give them a sense of

inclusion in the writing community. These innovative ways transcend the traditional

methods of teaching writing as it makes the learner-centred approach its focus.

Oluwole Oluwatobi Sanni was best graduating student in his BA and MA studies in English

Language at the Obafemi Awolowo University, Nigeria. He is currently a TESOL Fellow and a

graduate student of Applied Linguistics at the American University in Cairo.

12:00-12:30

Armenian Room

Paper

Investigating learners' speaking performance through an evaluation of their teachers’ assessment

practices: The case of second year Students of English at Biskra University, Algeria

Ramdane Mehiri & Ahmed Chaouki Hoadjli


This study was based on the problem that both teachers and students have difficulties

in teaching and learning speaking, which is mainly due to the inefficient methods and

techniques used by teachers of Oral Expression to assess their students’ speaking

performance. Therefore, the present study sought to investigate all the actions to assess

the speaking skill, with an intent to find solutions to these obstacles which resulted in

12:00-12:30

Oriental Hall

Paper

CEFR translations: Current state and future directions

Bjorn L Norrbom,

National Center for Assessment, KSA

The Council of Europe (COE) proclaims that the Common European Framework of

Reference (CEFR) is available in over 40 languages. “Availability”, however, is a relative

concept, wholly dependent upon quality of translation, a variable the Council, its

partner institutions and the many scholars who cite the claim all seem to take for

granted. This paper questions the “availability” of the Framework, belying the

assumptions that underlie it. This is to say, “available” does not by default mean

“accessible”.

Bjorn Norrbom is a consultant at the National Center for Assessment, Saudi Arabia. He has

acted as lead test developer for several high-stakes language exams. His research

interests include test validation, evidence-centred design, reference level descriptors for

Arabic, and the assessment of Arabic as a second/foreign language. He has presented

papers at several top-level international language testing conferences and is also the

author of several published book chapters on applied linguistics.

AE-teacher program alumni. He has received a scholarship to study FELT at AUC. One of

his biggest interests is integrating technology into teaching ESL and CCSs.

12:00-12:30

109 Hill House

Workshop

A full-fledged integration and assessment practice for teaching and learning effectiveness and excellence

Shoghig Keoshkerian,

The American University of Armenia

Are you an advocate of fostering learning-oriented assessment with an integrated skills

approach to motivate your students and help them produce their best performance? It

is time to upgrade your assessment plan and spice it up with the latest trends in

education. The presenter will describe integrated teaching/learning approaches and

attempts to reconcile types of assessment and focus all assessment on stimulating

productive student learning. The presenter will also embed a technology toolbox to

offer a platform for collaborative actions.

Shoghig Keoshkerian is an EFL instructor at the American University of

Armenia/Extension Program, dealing with domestic and international students and a

Trainer of Trainers at Teach for Armenia. She holds a dual bachelor’s degree and an MA in

TEFL. She has been awarded a certificate of “Teaching Excellence and Achievement” from

both Claremont Graduate University and ECA Washington DC. Her interests include

implementing inclusive, integrated and innovative approaches to learning/teaching and

the incorporation of formative assessment as a continuous process to track the

students’ performance and to balance between teaching and assessment practices as a

good teaching/learning strategy.

Ramdane Mehiri is a full-time Senior Lecturer at Biskra University, Algeria. He graduated at

Ouargla University where he got his License in English Language (1998) and Magistère

Degree in Comparative Stylistics (2006). He defended his doctoral thesis at Constantine

University (2016). Ramdane’s main academic interests are applied linguistics, literature,

research methodology and assessment. His recent activities include a research laboratory

and doctoral project, working with scholars from different local and foreign universities.

Ahmed Chaouki Hoadjli is a full-time senior lecturer at Biskra University, Algeria. He

graduated at Batna University where he got his License in English language (1994). He got

his Magistère degree in Language and Civilization (2005) at Biskra University. He

defended his doctoral thesis in 2016. Ahmed Chaouki’ s main academic interests are

assessment, research methodology and education. His recent activities include a research

laboratory and doctoral project, working with scholars from different local and foreign

universities.

12:45-1:15

Oriental Hall

Paper

Developing a CEFR glossary: A common language for common practice

Jacob Zuboy,


One of the main objectives of the CEFR is to provide common meta-language to compare

learning objectives, learners, assessments, etc. Technical terms must be carefully

defined so that they have the same core meaning for all stakeholders. To date, no

comprehensive list of common definitions for CEFR technical terms has been offered.

The absence of a glossary hinders effective Framework use. The paper describes the

development of a comprehensive CEFR glossary of technical terms.

Jacob Zuboy has worked as a teacher and/or teacher trainer in a variety of cultures and

contexts in seven countries on three continents. Now, he is a consultant in the Department

of Language Testing at the National Center for Assessment (Qiyas) in Riyadh, Saudi

Arabia.

12:45-1:15

Armenian Room

Paper

The negative washback effects of the Baccalaureate examination on EFL practitioners in Algerian

schools

Ahmed Chaouki Hoadjli & Ramdane Mehiri


This study was based on the problem that the Baccalaureate examination in Algerian

high schools has a negative influence on both teachers and students which has proven

to exist and need to be solved as an urgent issue or problem. This study called for a

radical change in the teachers’ practices and a new perception of the examination on the

part of students. Therefore, it sought to investigate all the sources and techniques to

eliminate or, at least, lessen the black image of the BAC examination for the students,

with an intent to suggest solutions which resulted in the implementation of continuous

activities and assessment as a strategy to enhance the students’ performance and to

balance between teaching and assessment in formal situations.

assessment, designing courses/curriculum, educational leadership and training of

trainers.

1:15 – 2:15 Lunch Break

12:45 -1:15

109 Hill House

Workshop

Systematic modelling, analysis, and editing of listening and reading comprehension passages to fit local

CEFR-based test specifications

Bjorn L Norrbom,


Practitioners creating Listening Comprehension (LC) and Reading Comprehension (RC)

tests related to the CEFR have a number of free tools at their disposal that will help

them model, analyse, and edit passages to make sure these are appropriate to learners’

levels and the assessment context. Here we use two separate approaches to passage

modelling, one for LC and one for RC, and consider two main tools for passage analysis

and editing, focusing on vocabulary.

Bjorn Norrbom is a consultant at the National Center for Assessment, Saudi Arabia. He has

acted as a lead test developer for several high-stakes language exams. His research

interests include test validation, evidence-centred design, reference level descriptors for

Arabic, and the assessment of Arabic as a second/foreign language. He has presented

papers at several top-level international language testing conferences and is also the

author of several published book chapters on applied linguistics.

Ahmed Chaouki Hoadjli is a full-time senior lecturer at Biskra University, Algeria. He

graduated at Batna University where he got his license in English language (1994). He got

his Magistère degree in Language and Civilization (2005) at Biskra University. He

defended his doctoral thesis in 2016. Ahmed Chaouki’ s main academic interests are

assessment, research methodology and education. His recent activities include a research

laboratory and doctoral project, working with scholars from different local and foreign

universities.

Ramdane Mehiri is a full-time senior lecturer at Biskra University, Algeria. He graduated at

Ouargla University where he got his license in English language (1998) and Magistère

degree in Comparative Stylistics (2006). He defended his doctoral thesis at Constantine

University (2016). Ramdane’s main academic interests are applied linguistics, literature,

research methodology and assessment. His recent activities include a research laboratory

and doctoral project, working with scholars from different local and foreign universities.

2:30-3:00

Armenian Room

Paper

Assessing Arabic reading comprehension, Arabic writing skills, and content mastery

Magda Siekert,

Dickinson College, USA

This paper examines the assessment of Arabic reading comprehension, writing skills,

and content mastery in a Culture and Languages across the Curriculum course taught in

English. Advanced Arabic students taking the class are assigned additional performance

tasks that include reading authentic Arabic literary works and writing short analytical

and opinion essays in Arabic. They also undergo holistic assessments for content

mastery and language skills.

2:30-3:00

Oriental Hall

Paper

Integrated-skill assessments in language classrooms in Taiwan

Shu-Chen Huang,

National Chengchi University, Taiwan

With a focus on Classroom Assessment (CA) practices in the language classroom, 43

Taiwanese students were interviewed. Results indicated that successful CA tasks were

characterized by the integration of multiple skills. Furthermore, to compare CA

practices across languages, teachers of Arabic, Japanese, Spanish, and Vietnamese were

interviewed for their CA practices with a focus on skill integration. While some teachers

emphasized difficulties of skill integration for beginning learners, others reported

innovative approaches in task designs.

Shu-Chen Huang is a professor at Foreign Language Center of National Chengchi

University in Taipei, Taiwan. She has taught English at the college level in Taiwan for

about 25 years. Other major responsibilities she has shouldered include directing the

Center and conducting a curriculum reform project. Her research interests lie in formative

classroom assessment and language learning motivation, with publications appearing in

journals such as Language Assessment Quarterly and Assessment and Evaluation in Higher

Education.

2:30-3:00

109 Hill House

Paper

Designing an assessment framework for a project-based integrated skills course

Marwa Baza, Mariah Fairely, & Sophie Farag


In this session, the presenters will walk the audience through the process of creating,

designing, and assessing a newly introduced project-based integrated skills course in

their department. They will share the task descriptions and grading rubrics they

developed and cover the challenges faced in implementing the course, the solutions

found, and lessons learned. Attendees should leave with practical ideas for

implementing the assessment for a similar course in their own contexts.

Marwa Baza is a language instructor at The American University in Cairo and currently serves

as the IEP Assessment Specialist. Marwa is an MA TEFL holder and her previous experience

includes working in Egypt, the UAE and Kuwait. Her research interests include applied

linguistics, language assessment, academic writing, and teacher training.

Mariah Fairley works as a Senior Instructor and Program Director at the American

University in Cairo in the Department of English Language Instruction. Her interests

include language teacher education, teacher identity development, reflective practice, and

teaching academic writing and discussion skills.

Sophie Farag is a Senior Instructor II in the Department of English Language Instruction

(ELI) at the American University in Cairo (AUC). She has experience as a teacher, mentor,

and academic administrator. Her interests include course design, inclusive practices and

using technology in the classroom.

Magda Selim Siekert is Senior Lecturer in Middle East Studies at Dickinson College since

2009, specializing in Arabic language and culture and US diplomacy. Courses taught

include beginner, intermediate, and advanced Arabic; Arabic media; and public diplomacy.

A graduate of AUC, Cairo University, and Georgetown University, she previously served as

Foreign Service Officer with the Department of State in the Middle East, Europe, and Latin

America. She is fluent in Arabic, English, French, and Spanish.

3:15-3:45

Armenian Room

Workshop

Designing task-based assessment: A step-by-step recipe

Ramy Shabara,

School of Continuing Education, The American University in Cairo

3:15-3:45

Oriental Hall

Paper

Assessing integrated skills for students of Arabic as a foreign language: A literary visual context

Dalal Abo El Seoud,


This paper addresses the integration of language skills of learners of Arabic as a foreign

language. It uses visual literary content as the receptive skills to be introduced to

students, while intertextual productive skills are expected from students in the form of

new stories. Two models of integration are used, content-based, for developing the

receptive skills, and task-based for developing the productive skills. The assessment will

be in students' ability to create new interrelated stories and record it on a web page for

their colleagues to make use of.

Dalal Abo El Seoud earned her Master’s degree in Teaching Arabic as a Foreign Language in

1994 from the American University in Cairo (AUC). Her thesis was entitled “Collocations

and Vocabulary Teaching”. She earned her PhD from Ain Shams University in 2003 from

the Department of Curricula and Methods of Teaching, where her dissertation was entitled

“The Effect of an Integrated Approach on Developing the Oral Skills of Learners of Arabic

as a Foreign Language”. She has been teaching at AUC since 1997 in the Department of

Arabic Language Instruction. She has taught Arabic as a foreign language since 1986, first

as a part time instructor in CACE, then as a full time instructor in1997 in the Arabic

Language Institute. In 2013, she was elected to be the chair of the department, now called,

Arabic Language Instruction, and then re-elected for another three years. She also teaches

in the MA TAFL program. Her research interests focus on teaching methodology and

thinking skills. She is a co-author of a series of three level Arabic writing textbooks called

‘uktub al ‘arabiyya, and the “Arabic- English Lexicon of Verbs in Context”. She has also

published a number of articles focusing on teaching Arabic as a foreign language, the

latest of which is entitled “Integrating Reading and Writing: Literature Circles”, in

“Handbook for Teaching Arabic Language Professionals in the 21st Century” 2nd edition.

4:00-4:30

Oriental Hall

Paper

Formative assessment (FA) as an effective teaching/learning opportunity

3:15-3:45

109 Hill House

Work in progress

A comparison between peer and teacher assessments of oral presentations at the university level

Yi Li,

Shenyang Sports University, China

The study investigated the effectiveness of and differences between peer and teacher

assessments in evaluating university students’ oral presentations in an EFL context,

across several different year groups. The study took place at a sports university in China

and included participants whose educational background was in physical education and

sports training. Quantitative and qualitative research methods were used to investigate

the degree of correlation between peer and teacher assessments and students’

attitudes.

Yi Li holds a BA in English from Northern Arizona University and a MA in TESOL from

University at Buffalo, the State University of New York. She has been working as a full-time

university lecturer at Shenyang Sports University since 2014. Her main job is to give

various English curriculums to undergraduate and graduate students and provide

interpretation assistance when there is a need. Her research interests include second

language acquisition and language assessment.

The workshop opens with a glance on task-based assessment in terms of its main

features and components. Then, attendees will be introduced the CEFR and its CAN Dos.

Next, the attendees will be trained to select appropriate Can Dos to design integrated

assessment tasks. Finally, through a step-by-step technique, they will be trained to

design integrated assessment tasks for various CEFR levels.

Ramy Shabara is the Manager of Test Development & Assessment of the Evaluation,

Testing & Assessment Department, School of Continuing Education, the American

University in Cairo, Egypt. He gives lectures in language assessment and research methods

in several universities. His research interests include teacher education and language

assessment.

4:00-4:30

Armenian Room

Workshop

Towards young learners’ assessment through CEFR revisions

Maha H. Mohamed,

Teaching ESL Hub

Are you looking for a way to boost your students’ learning and usage of the language?

The New CEFR Revisions have a lot in this concern. Join us for an engaging workshop to

find out interesting assessment tools provided by CEFR and how you can apply them

practically in class with young learners.

Maha Hassan Mohamed is an Educational Consultant, Teacher Trainer and

Founder/CEO of Teaching ESL Hub. She was nominated for Lead 5050 Women in

International Education Award – WIE 2018 for her work as an Academic Director. She has

presented at a number of International Conferences including IATEFL, TESOL

International Convention-CALL IS EVO and NileTESOL. She had a number of articles

published on IATEFL Voices, Pilgrims “A New Contribution to Bloom’s Taxonomy”, HEIS

Azza Hassanein,


Formative assessment that is designed before lessons and based on the outcomes of

learning is highly recommended for evaluating students’ performance. It takes place

during the learning/teaching process. It proved to be a very effective learning

opportunity which provides students with the required support that enhances their

learning. Besides, it allows teachers to monitor the learning process. In order to receive

the payoffs of such assessment, it has to be carried out consistently during everyday

activities.

Azza Hassanein is a Senior Arabic Language Instructor, ALI, AUC. She is a holder of an MA

in TAFL (1995). She has worked as an instructor of Modern Standard and Egyptian

Colloquial Arabic at AUC since 1992. Azza received the “CASA Excellence in Teaching”

Award in 2013. Azza has developed and piloted the Department of Arabic Language

Instruction’s blended-learning initiative for Arabic requirement, in collaboration with the

AUC Center for Learning & Teaching in 2019. Her research interests focus on writing,

grammar and assessment. She has authored a reference book for Arabic grammar and co-

authored a series of AFL books on Arabic writing at different levels as follows: “Modern

Standard Arabic Grammar – A Concise Guide”- The American University Press, 2006.

“Uktub Alarabia” - a series of three books for teaching writing to elementary, intermediate

and advanced levels – The American University Press, 2014.

4:30-5:00

Oriental Hall

Paper

Self and peer assessment effectiveness in writing

Sally Y. Ali

Teacher training, students' self-and peer-assessment, and constant teacher feedback

can all contribute to students' learning processes and to the improvement of their

writing skills. In the end, students learn to write by writing and enjoy the pleasures of

good written communication too. Self and peer assessment are key factors in authentic

assessment and student empowerment. The focus of this presentation will be on

showing the effectiveness of self and peer assessment in writing.

4:00-4:30

109 Hill House

Paper

An integrated approach to a writing task in Legal English

Hanan A. Hegazi,


This paper mainly focuses on how to integrate an academic writing task in Legal English

with the other main language skills of reading, listening and speaking to develop the

learners' interaction and motivation. As a result, participants' interaction and

participation will improve while working on this integrated writing task using the

process approach.

Hanan A. Hegazi has been teaching for ten years in different private universities, delivering

more than 1000 teaching hours. She has taught at the American University in Cairo for 5

years, focusing on teaching English for Specific Purposes (ESP) courses such as English for

Engineering and Legal English to university students and Legal Specialists. She received her

CELTA two years ago and is currently a teaching fellow at the Department of English

Language Instruction (ELI) providing academic listening and speaking courses to university

students.

International Tesol Newsletter and Nile TESOL Newsletters. She blogs on:

teachingenglishcafe.blogspot.com/

5:00 – 5:15

Ewart Hall

Closing Ceremony

4:30-5:00

Armenian Room

Paper

Identifying the factors underlying foreign language anxiety in a listening-to-speak task

Yafei Ye,

The University of Iowa, USA

The current qualitative study aims to identify the factors relating to foreign language

anxiety of L2 students engaged in listening-to-speak task. Six ESL participants provided

data by way of integrated speaking performance. Contents elicited through the

retrospective interview processes were coded and inductively analysed via thematic

content analysis. Findings will inform the development of a questionnaire on anxiety

tailored specifically for the integrated speaking context.

Yafei Ye is a PhD student of the Foreign Language and ESL Education program at the

University of Iowa. His research interests include second language acquisition, with a

specific focus on foreign language anxiety, and validity issues associated with language

assessment.

We hope you enjoyed IPAWL 2020!

See you in IPAWL 2021!

Sally Y. Ali earned her PhD in Linguistics from Georgetown University in 1994 and has

been teaching since 1977. She has achieved many goals in the professional field of

linguistics & applied linguistics/TESOL. In particular, she has been a teacher, teacher

trainer, researcher, curriculum developer, presenter and practicum coordinator. Also, she

was the Applied Linguistics Program Coordinator, [Fall 2015 - Spring 2017] and Associate

Professor at UAE University.

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