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

The COVID-19 pandemic has led the world into an online teaching mode that has impacted every aspect of education. This presentation will explain the importance of how reflective practice on teaching online can lead to successful learning outcomes and better teaching practices. The reflections come from the presenter’s own writings while teaching writing online during a virtual camp for middle school students, which have helped in self-awareness and increased confidence when converting to a new platform of teaching. Through observing the progress of students while collaborating in class and submitting their assignments on Google Classroom, and receiving feedback through surveys about the overall impressions of the class, the teacher could see the development of his students. Finally, the presentation will highlight the reflections of the instructor on mental health amid teaching during the pandemic and how managing the complex challenges of online teaching has helped him improve his teaching. MYSTERY EASTER EGG