It is widely understood that 'positive' feelings like enjoyment and curiosity can motivate language learning. However, motivation also emerges from 'negative' feelings, like shame, frustration, and antagonism. Some people learn languages to resist, to prove others wrong, and to transform an unjust situation. This presentation is about such 'negative' motivation, and how and why it manifested for one learner of Korean.

This presentation is based on a narrative study of the experiences of a Korean adoptee from the US learning Korean. With illustrative examples from this learner's narrative, the presenter will demonstrate the power of painful emotions and unwelcome social pressures to foster and sustain a long-term commitment to language learning. At issue are the ways that the Korean language and the Korean ethnicity are discursively related, the ways that society pressures individuals to conform, and the ways that language learning decisions can be a response to this pressure. EASTER EGG 2

Despite being taught the English language all throughout their education, many students in South Korea struggle to grasp a basic command in conversational English. In addition, the worldwide pandemic has virtually shifted most learning to remote settings which adds to the complexity of pedagogy and effective practice. This presentation (literature review) will address a span of current and longstanding scholarly sources regarding L2 fluency with additional insights from personal practice. It will critically examine the main pedagogies used in South Korea in respect to building L2 oral fluency. Also, it will demonstrate key components for developing L2 oral fluency and how it may complement within a Korean EFL online context. Lastly, the presentation will offer recommendations and implications that can better serve Korean EFL learners of multiple age groups. MYSTERY EASTER EGG

In this presentation, we describe online materials designed for groups of sixth and seventh graders with diverse social, racial, and cultural roots. To help children depressed in times of loss, disease, and social distancing during the pandemic, we turned to Asian, African, and Native Brazilian stories of characters who faced hardships and made their dreams come true. The objective is to widen students’ reading repertoire and promote multimodal analysis. After storytelling sessions and discussions about songs, tales, poems, historical documents, and myths from different parts of the world, learners were invited to write back to such narratives, criticizing the texts and reconfiguring them in different discourse genres. Therefore, they had the opportunity of interacting with the stories, reacting to them, and acting socially (or even dramatically) according to the themes tackled. EASTER EGG 5

When remote teaching comes unexpectedly, some teachers and some students might find it challenging to adapt to it. Switching suddenly from one educational model to another might entail overwhelming situations that, undoubtedly, affect teachers and students' performance in the distance. So, how to nurture physical and mental well-being in remote teaching times at basic and higher education levels? This presentation intends to share with attendees both, the results that an action-research study carried out at teacher training college and secondary education levels provided during the pandemic of COVID-19, and some practical ideas to be replicated in different contexts. This study was done, first, by applying some actions to pre-service teachers and some educators at Escuela Normal de Amecameca in the State of Mexico, Mexico, and then, by having volunteer teachers from some secondary schools in the area apply some to themselves as well as to their students. EASTER EGG 4

This presentation will discuss original research that investigated the use of pedagogical chatbots in an EFL conversational English class. Specifically, this study was concerned with how different types of questions can be used to elicit information from students. Within a Bloom’s Taxonomy Framework, lower-order to higher-order levels of thinking were observed among user-bot interactions. Nineteen South Korean English majors completed six chatbot assignments through an in-house developed Facebook Messenger chatbot. The chatbot activity entailed creating original stories for the class presentation. In addition to directives requesting plot details, the chatbot used closed-ended button reply questions, open-ended questions, and fill-in-the-blank template statements to help students create stories. Results indicated that button reply questions allowed for pacing, recall and content assessment and require low levels of critical thinking. Lastly, directives requesting user input resulted in 35% more output, indicating students took more action when told to do something than when asked. MYSTERY EASTER EGG

The research addresses English teachers’ attitudes towards the socioeconomically diverse ELLs affecting their academic practices in rural Bangladesh. The study explores five elementary and high school English teachers’ perceptions about the diverse student population's skills, aptitudes, and achievements. Primary data on teacher beliefs were obtained from interviewing the EFL teachers working in northern Bangladesh using semi-structured forms. Later, the author observed some of their recorded online lectures to understand how teachers’ beliefs and attitudes influenced their strategic preferences and teaching practices. Results show teachers’ attitudes are powerful predictors of pedagogical choices and actions. Insufficient resources, technology, and learner motivation affect teachers' beliefs and ideologies about diverse students. These non-native teachers need better training to teach a foreign language effectively and indiscriminately to the rural poor learners. Therefore, the research calls for rethinking the local teacher preparation programs to address teachers' negative attitudes towards ELLs in non-Anglophone contexts, including Bangladesh and Korea. MYSTERY EASTER EGG

Examining the negative connotations related to the perception of change, the study shall explore the mechanics involved in creating a knowledge sharing workplace to combat workplace deviant behaviour. Many factors contribute to such unwarranted behaviour and one of key importance is the relationship between organizational leadership and the employee. This relationship is critical for successful change management. Additionally, the scope of information shared in relation to the change management process will either hinder or enhance positive perception to change. Therefore the working environment is critical for cognitive influence and decision making. Change itself happens in the workplace due to external market pressures, internal policies, and sometimes a combination of both. However, resistance to change also occurs at a cognitive level, where the fear of the unknown, job insecurity and feelings of helplessness are factors that contribute to the negative narrative perception. MYSTERY EASTER EGG

The Awards Ceremony has been POSTPONED to Saturday, November 13. This give you more time to play the conference games and vote for your favorite films! We will announce the Winners of the Gamification and the Winners of the Film Festival Awards at the Awards Ceremony. There will be prizes for the Easter Egg Hunt, Top Participant for the Fliphunt. We will be awards to the winners in both student films and non-student film categories for: Best Film, KOTESOL Award, Liquid Arts Award, & Viewer's Choice Award. *This will be held in conjunction with a KOTESOL Yongin Chapter meeting, the week after the conference. *