Elena's Blog

My name is Elena Ončevska and I have taught EFL and Academic Writing to English majors at the Department of English Language and Literature at Ss Cyril and Methodius University (Skopje, Republic of Macedonia) since 2004. Researching the use of drama techniques for English language learning at a tertiary level (MA thesis, University of Leeds, UK) helped me learn more about how group dynamics can enhance the quality of students’ learning. It is group dynamics that I am setting out to explore in my PhD research, both from a teacher and a teacher-trainer perspective. My research interests also include affect in ELT, motivation, learner autonomy. In my spare time I like to walk and hike, both of which allow me to explore my passion for photography. I am also a film and music enthusiast.

I am, of course, deeply honoured to be selected as a Roving Reporter for this year’s IATEFL conference. Writing about various aspects of the conference will not only be an interesting reporting experience for me, but it will also allow me to mediate between the participants at the conference and the audiences who will be keeping pace via the internet. I am a firm believer in the social constructivist theory of all learning, teacher learning included, and I hope that the dialogues sparked by my reports will lead to a new, socially co-constructed understanding of our own and each other’s teaching contexts. This, in turn, may well give birth to ideas for further research and mutually supported development into better-informed and more reflective English language teaching professionals.

Sunday, April 11, 2010 - 13:04

Minutes before the start of the closing plenary on the topic of something that seems to have been interweaved in the very tissue of this conference: stories. At this point everyone seems to be tired, although pleasantly confused by all the ideas mulled over at the conference. So much to quietly digest back home… And so grateful for the opportunity to experience this amazing professionally developing thrill! Many thanks once again to the British Council for making my reporting dialogue with all of you possible.

Sunday, April 11, 2010 - 12:04

“It’s very hard to live in a studio apartment in San Jose with a man who’s learning to play the violin.” That’s what she told the police when she handed them the empty revolver.

By going through this short narrative, Alan outlined some of the features of a story: setting, character, plot, dialogue, point of view. He then went on to discuss some aspects of storytelling in a QnA fashion.

Why are stories so important?

Sunday, April 11, 2010 - 12:02

Hitomi talked about her passion for using materials that help learners tell their stories. An example of such an activity is writing the so called ‘stem poems’, especially as a getting-to-know-your-students activity at the start of a course. The students are expected to produce poems by using the following stem:

I’ve never…
I’ve never…
I’ve never…
But I’ve always…

Sunday, April 11, 2010 - 12:00

If we dream, daydream, love, hate, think, etc. by using narrative, one wonders why stories have been virtually banished from ELT course books. This is how Brian started his talk, adding that he understands ‘his ELT mission’ as one of bringing back narrative to ELT.

Saturday, April 10, 2010 - 17:23

Richard talked about his (research) interest in the craft of language teaching, i.e. its social, affective and cultural dimensions. Teaching, to him, is more than just facilitating learning – it’s very much about continuous learning on the part of the teacher, too.

Saturday, April 10, 2010 - 17:18

Chris delivered a very inspiring talk, at the heart of which lay her invitation to teacher-trainers to resort to the world of fiction/imagination/metaphor when planning their teacher training courses.

Saturday, April 10, 2010 - 17:09

Ema started her talk by underlining the centrality of internally-driven motivation to successful learning. However internalised, though, motivation is socially-formed, i.e. embedded in a certain social context. What she claimed was vitally important for learning is the need for motivation to come from within, not to be externally imposed on by social factors, although social factors are important in mediating the development of the internally-driven motivation.

Friday, April 9, 2010 - 17:12

In his talk Jim set out to take us (methodologically!) back in time (quite refreshing, in a context when presenters tend to impress their audience with new technology) by reminding us of what a situational presentation (sitpres) is. He conceded that it is old-fashioned, discredited and does not feature on most training courses. Has it rightfully been forgotten, though?

Friday, April 9, 2010 - 15:52

Scott, a passionate collector of old course books (which he sees as encapsulating the history of teaching methods), shared with us examples of English in use to illustrate some course book language, often entirely empty of communicative meaning, such as “I put my finger on your nose.”

Some funny titles of course books from around the world followed: “English Made Funny”, “Laugh and Be Merry”, “Interesting English”, “Toil and Chat”.

Friday, April 9, 2010 - 11:50

Dave began his talk by offering some definitions of ‘grammar’. Does ‘knowing grammar’ mean: knowing the rules or knowing how to implement the implicit rules? The misuse of the term ‘grammar’, he believes, can lead to doubtful teaching practice.

Discussing the following example sentence:

At 8 o’clock I’m usually having breakfast.

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