Conference Speakers



WORKSHOP: Collaborative Project-Based Learning

Most of the teachers of English face a common problem while choosing an appropriate project for learners to help them be active problem solvers and promote their civic engagement. Personally, I attended a webinar about Civic Engagement that inspired me of multidisciplinary goals that projects can help install within our learners. I will tackle in this workshop how to implement educational projects in class. Guiding learners to do projects, leaving the space for innovation and the freedom of choice. Providing examples for each criteria will be the core of my presentation. First, I will begin with a driving question aliened to a learning goal, appropriate to the type of students in the classroom. Second, the use of an inquiry process where students should use learned knowledge, ask and answer critical thinking questions to locate resources. Third, students find a solution to the driving question with creative models and presentations. The last step is to allow students publish their projects to the public and give them voices. Using the technique of think, pair , share, participants will work in groups to discuss all the steps along the workshop . Finally, participants would provide other possible ways to do it differently.


WORKSHOP: Teaching Writing, The Process

The writing process is something that no two people do the same way. There is no “right way” or “wrong way” to write. It can be a very messy and fluid process, and the following is only a representation of commonly used steps.

Process Writing is an approach to teaching writing that allows the teacher and the students to go through the process of producing a text together. In process writing, students have the chance to think about what they are going to write, produce drafts, revise, edit, give and receive feedback on their work before coming up with the final version of the text.

A process approach to writing contrasts with a product approach, where the main idea is to reproduce a model text.

I will rouse the importance  of the writing skill and its difficulties. Both productive writing vs the process writing should go hand in hand to help students produce a piece of writing.

My presentation starts with a group work dealing with a paragraph using strips, moving gradually to another step where the attendees will uncover the different steps of writing using a deductive strategy. At the end of my presentation, the participants will be asked to write their personal paragraphs going through (pre-writing, drafting, revising ,editing and publishing)


WORKSHOP: Collaborative Learning

Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts. Through defending their positions, reframing ideas, listening to other viewpoints and articulating their points, learners will gain a more complete understanding as a group than they could as individuals.                                                                               

 The purpose of this workshop is to aware teachers on the development of higher-level thinking, oral communication, self-management, and leadership skills, and Promotion of student-faculty interaction to increase in student retention, self-esteem, and responsibility. A teacher should also know the Collaborative Learning Strategies on how to establish clear group goals, and build trust and prompt open communication. However it is so important to distinguish between Collaboration and Cooperation.                                                                                                                                                                             

My presentation requires a theatre/ auditorium style room since it is a lecture like. The whole attendees should face the presenter and the screen of the projector


-ttps:// › collabo… -IOSR Journal of Research & Method in Education (IOSR-JRME) e-ISSN: 2320–7388,p-ISSN: 2320–737X Volume 5, Issue 2 Ver. III (Mar – Apr. 2015), PP 00-00


WORKSHOP :                               The Stanley Parable:

                    Using Naration-Driven Video Games to Enhance EFL Students’ Receptive Skills

It is quite undeniable that learning, and particularly language learning, is most effective when it is enjoyable. The gamification of language learning is a viable option to boost EFL students’ engagement and improve their language skills through interactive games. Amongst the plethora of interactive videogames on the market, The Stanley Parable is an excellent example of a multiple ending narration-driven video game that is very suitable for English language learning. The game requires only basic understanding for first-person video game mechanics, and is jam-packed with insightful narrations and choices that the player can take. The narrator of the game, in eloquent spoken English, will attempt to guide the player throughout the game, and offers commentary on almost every action or choice that the player takes. Teachers and educators can use this game specially with auditory and kinaesthetic learners to develop their English listening and reading skills.

This workshop will attempt to get teachers and educators to try the game, learn how to guide and monitor students during gameplay, and regularly explain vocabulary and idioms uttered by the narrator to the classroom. The Ultimate goal of this paper is to encourage more EFL teachers to incorporate narration-driven video games in their classrooms to enhance students’ receptive skills

Mustapha Louznadji

WORKSHOP: Teacher Self-Care Matters

Being a teacher is a challenging job. With competing demands such as supporting students’ needs, preparing lessons, correcting tests, creating new resources,  attending workshops, continuing school, exam and parents’ pressures make teachers experience setbacks, frustration and anxiety. Keeping on top of everything can be exhausting.

Teachers do not find any support in and outside school. They are left behind. Isolation, stress and mental disorder are generally the key reasons for their burnout.

In this workshop, we think that teacher’s self-care matters. Self-care doesn’t solve all these problems, but it can change the impact they have on how they feel. It can be the difference between feeling overwhelmed and feeling re-energized and renewed.

In this workshop,  we want to demonstrate that self-care is an important professional development activity that helps teachers to cognitively, physically and emotionally ‘bounce back’ each day over their career.

Many activities such as brainstorming, doodling, gaming, rehearsing and singing are suggested to empower teachers with enough tools/tips to get ready to take care of themselves because their health and well-being matter!


WORKSHOP : How to Make Your Shy Learners Shine

But what about those students who stay shy and withdrawn through weeks and weeks of classes? We have all had a shy learner in the class. You know, that student who stays very silent during class work. The one who stares at her desk when you are looking for your learners to answer. The one who did his homework but never gave the answers aloud. The one who got great mark and teacher thinks he or she cheated because such learners never take part in the lessons nor behave as their mates Although it is great to have a range of different personality and temperaments learners in a classroom, teachers have to worry if learners are always quiet. It is not about getting these students to ‘overcome’ their shyness or turning them into extroverted students. It is about encouraging and supporting them, creating a learning environment that they feel comfortable in. They will provide you with a little more, but it takes time. They are not being disruptive or creating problems for the rest of the class, which makes it easy to just let them fade into the background and consider shyness as not special educational need, But putting in the effort to get those learners to participate is a big challenge for teachers. As a teacher, supporting and encouraging shy students in your class can sometimes be one of those ‘thoughts’ you have every good intention of focusing on. Shyness is a difficulty experienced by many learners. Learners who are shy will experience anxiety and want to avoid many educational situations. Teachers may falsely belief these students are less capable and less intelligent. As a result, these students are unable to reach their full potential in the academic setting. Teachers and other staff must be aware of the needs of shy students as well as know how to address them Teachers have many ideas about their shy students. Most agree that shyness can negatively impact student futures. However, we have seen that this does not have to be the case. Such ideas I will be very pleased to tackle them with my audience at ELT conference and see how we really can make our shy learners shine for better efficacious teaching and learning process.

The workshop is a variety of task , where the audience will be invited to work in pairs , groups in a room with round tables for interaction and theatre or classroom style while being invited to view and interact on particular situations on the power point presentation.

As a wrap up, the attendees are invited to share what they have learned.They will complete an evaluation worksheet so that  I can gauge what worked best about the workshop and what improvements need to be made.


WORKSHOP: The Impact of Edmodo as an E-Learning Platform on Promoting EFL Learners’ Writing Skill

The shift towards E-Learning  in Algeria has made it challenging for teachers and learners to maintain continuity of the teaching-learning process outside the classroom setting, especially that it is a novelty in our education field. In this respect, teachers often struggle in teaching and assessing certain skills, especially writing, which is a complex productive skill. This situation inspired and encouraged the submission of the present paper which is based on a research study conducted during the academic year 2020-2021 at the level of the Higher College of Teachers’ Training in Laghouat, where a random sample of 33 students were selected and tested. To collect data on “The Impact of Using Edmodo as an E-Learning Platform on Promoting EFL Learners’ Writing Skill”, the mixed method was implemented through a single-group pre-test post-test experiment and a students’ questionnaire. Data collected was analyzed using SPSS and Excel, and results concluded that Edmodo E-Learning platform, if implemented effectively, promotes EFL learners’ writing skill and makes them more motivated to take part in the learning process.

An overview of Edmodo platform, its implementation and results from our study will be presented in 45mns, while 15mns will be devoted to answer the audience’s questions. By the end of this presentation, participants will be able to understand the concept of E-Learning and use Edmodo platform to teach and assess their students.


WORKSHOP: Unveiling The Effeciency of Co-Teaching in Improving Teacing and Learning Potentials

Language learning in the 21st C has evolved considerably. Teachers are instructing classes with the challenge of balancing students’ needs. Co-teaching, also known as collaborative-team teaching, is indisputably a practical solution that has attained attractiveness as a model for instructional delivery in meeting students’ varied academic needs. Co-teaching is the partnership of two or more teachers in front of the classroom who share instructional responsibility for one group of students and take turns delivering specific content, with equally active but different roles and styles throughout the lesson. In a co-taught class, teachers work together to gain each others’ perspective on how to plan lessons, use resources, teach effectively, monitor student progress, and manage the class, thereby valuable feedback is refined and professional relationship is improved. Students, likewise, would benefit from increased individual attention, engagement, and more interaction with teachers who use a variety of strategies and have access to diverse teachers’ experiences and perspectives. This article intends to inspire teachers to apply co-teaching in EFL classes to improve their teaching skills, raise professional satisfaction, and support each student’s learning. In this workshop, teachers will be invited to experience a hands-on session to get an idea of how to deliver a lesson during collaborative-team teaching.


WORKSHOP: Creativity in Thinking and Learning 


WORKSHOP: Lifelong Learning in Teachers’ Training and Education

Lifelong learning in Education is one of the major innovative topics in 2st century learning. With the advent of globalization and its main corollaries of information and knowledge explosion, along with the constant developments in Information and communication technologies, the school no longer holds monopoly over the provision of teaching and learning. Nevertheless, the school can now shift its emphasis to a nobler role, the one of teaching learners how to learn, i.e. promoting autonomy in the learners by equipping them with the necessary skills to be the agents of their own lifelong learning and development. Our present contribution to the National ELT Conference will focus on the language teacher and educator as a lifelong learner. We shall attempt to explore those needed skills and strategies likely to help language teachers and educators to reach their full potentials, i.e. to become the best professionals that they can be. Our foundational principles are two fold, firstly that lifelong learning is self -directed and thus must come from within to be effective. Secondly, that lifelong learning goes beyond teacher development in that its scope is from the cradle to the grave and encompasses all areas of life concerns. The presentation will be participant-centred, reflective and interactive. Themes: Teacher self- development – Teacher competency framework – comfort zone and risk-taking – growth strategies – goal -setting and time management – motivation – 21st century skills- self-assessment