PD Fest 2025

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With thanks to our Event Sponsors

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Event Program
Face to Face – Saturday, 11 October 2025

Registration and Tea/Coffee/Snacks
Location: Lunch Area
9:15 – 9:45 AEDT

Acknowledgement of Country
Welcome to the UECA PD Fest
Location: Main Lounge
9:45 – 10:00 AEDT

Heather Thomas, UECA Vice President and Deputy General Manager/Director Global Programs, UOW College

Opening Plenary: Chi Baik
Location: Main Lounge
10:00 – 10:45 AEDT

UECA Benchmarking Project: Ben Doran and Aparna Jacob
Location: Main Lounge
10:45 – 11:15 AEDT

Language Cert Award: Dr Patrick Pheasant
Location: Main Lounge
11:15 – 11:30 AEDT

Morning Tea
Location: Lunch area
11:30 – 11:45 AEDT

Session 1A – Walk in Their Shoes: Neurodivergent learners in ESL classrooms
Location: TBA
11:45 – 12:25 AEDT

Dani Gross, University of Sydney, Centre for English Teaching

Abstract
Recently, there has been a significant increase in the recognition of neurodivergent learners in ESL classrooms, and many educators and leaders are now focusing on how to better support these students. This interactive session invites participants to share their experiences of working with neurodivergent learners and explore strategies, both formal and informal, that have helped facilitate learning.

Dani will provide insights into the unique struggles faced by these learners, based on both personal experience and research. The presentation will examine the complexity of neurodivergence and discuss why a one-size-fits-all approach is unlikely to be inclusive for every individual. While challenges exist, accommodations and alterations can have a meaningful impact in the classroom. However, there are limitations and challenges that educators face in meeting the needs of neurodivergent learners. Fundamentally, empathy is one of the most powerful tools we have to understand and support students. This session aims to help participants develop that empathy through shared experiences and reflection. Let’s walk in their shoes.

Bio
Dani Gross is originally from the UK and came to Australia in 2010 for a holiday, which some argue she is still on. Dani has a BA in Theatre Studies and Education and has been working in the ELICOS industry for 15 years. As a neurodivergent person, Dani has lived experience of trying to navigate education in a largely neurotypical world and because of this, Dani is passionate about increasing awareness and empathy for these students and finding the most manageable ways they can be supported.

Session 1B – Custom GPTs for ESL Students and Teachers
Location: TBA
11:45 – 12:25 AEDT

Diala Ibrahim, UNSW College
Brad McClymont, UNSW College

Abstract
As AI continues to reshape education, Generative Pre-trained Transformers (GPTs) offer new opportunities to enhance teaching, learning, and assessment across English language programs. This session shares how a 2024 English Australia Action Research project at UNSW College, initially exploring AI as a brainstorming, discussion, and feedback tool, has led to the development and integration of custom GPTs within academic English curricula. Built using OpenAI’s GPT framework, these bots are designed to model expert thinking, scaffold academic literacy, and extend personalised support for teachers and students while embedding ethical use of AI.

The presentation will showcase a range of custom GPTs currently embedded in the University English Entry Course (UEEC), Foundation Standard A and B (FS), and the Communication and Academic Literacy (CAL) programs at UNSW College. These tools help students practise academic discussion and prepare for assessments through structured, personalised engagement and instant feedback. In addition, GPTs designed for teachers offer practical support with lesson planning and understanding assessment expectations.

Attendees will gain insights into how these tools were created and implemented, and how they might be adapted to suit a variety of teaching contexts. The session will highlight ethical considerations, onboarding strategies, and principles of prompt design, while inviting broader reflection on how teachers can adapt confidently, include diverse learners, and inspire future-focused innovation through AI-enhanced practice.

Bios
Diala Ibrahim and Brad McClymont are Educational Professionals and Language Facilitators at UNSW College with expertise in academic English, curriculum design, and digital innovation. They design communicative AI-enhanced tools that enrich blended delivery, personalise learning, build autonomy, and strengthen critical thinking and metacognitive awareness. Passionate about the future of language education, Diala and Brad focus on exploring how technology can create transformative learning experiences and foster collaboration among students, educators, and institutions.

Session 1C – Designing Future-ready Classrooms for Diverse Minds
Location: TBA
11:45 – 12:25 AEDT

Mahnaz Armat, UNSW College
Adina Stan, UNSW College

Abstract
With recent policy changes in international education and the growing presence of local student cohorts, classrooms have become more heterogeneous than ever before.

This shift has prompted a rethinking of assessment and classroom activity design with a focus on diverse skill development, varied modes of evaluation, and scaffolded learning experiences. In response, a Progressive Assessment Framework has been implemented in the Diploma in Media program at UNSW College, a university pathway program.

This assessment design draws on progressive levels of cognition informed by Bloom’s Taxonomy and accommodates a wide range of learner skillsets through a balanced mix of theoretical, practical, and creative components. This approach ensures equal opportunities for all students regardless of prior knowledge or educational experience creating an inclusive and engaging environment that challenges advanced learners while supporting those who need extra guidance.

Evidence from Moodle analytics, student surveys, educator feedback, and classroom observations demonstrates that this assessment model combined with scaffolded classroom activities grounded in backward design principles offers multiple forms of evaluation that effectively support diverse learning styles and improve overall student outcomes.

Bios
Mahnaz Armat is currently a leading Arts (Social Science) education professional at UNSW College, a university pathway program in Sydney, Australia. She has extensive experience in ESL teaching, supporting non-native English learners in enhancing their language proficiency and communication skills. Her primary focus is on assisting international students in meeting tertiary entry requirements by fostering independent thinking, problem-solving abilities, and academic integrity. Additionally, she works to raise cultural awareness and develop strategies to better prepare these learners for a new academic environment.

Adina Stan is an experienced educator with over 15 years in teaching and curriculum design. Her expertise encompasses assessment for and of learning, evaluation of embodied learning, and maintaining assessment integrity in the era of generative AI. Adina is particularly interested in innovative assessment methods, including role-play simulations, dynamic assessments, and viva voce examinations.

Session 2A – Focused Feedback: Actionable Instruction
Location: TBA
12:30 – 13:10 AEDT

Ian Mazykin, New Zealand Language Centre

Abstract
To be admitted into higher education institutions in English-speaking countries, international students often take a large-scale English language proficiency test. University admission staff are therefore important test score users. Previous research has focussed on the assessment literacy of admissions staff in relation to specific large-scale English language tests (e.g., Baker et al, 2014; O’Loughlin, 2011, 2013) or a specific set of tests (Ginther & Elder, 2013). What has not yet been investigated is how admissions policy settings in relation to English language tests are made or amended, who is involved in making these decisions and what factors might influence changes to admissions policies. The current study aims to fill this gap.

Interviews were conducted with admissions managers from 31 of 42 Australian universities. In the interviews, staff were asked to describe examples of instances when English language test requirements in their admissions policy were changed, including the factors that initiated discussions about changes. The findings showed that a range of both internal and external factors triggered changes, or change discussions, including feedback from academic teaching staff, results from systematic tracking studies, comparisons with other similar, universities, major global events such as the Covid-19 pandemic, and changes to external regulations. The findings are explained drawing on the multiple streams framework (Herweg et al, 2024). The study has both theoretical and practical implications, including for language testers interested in better understanding processes involved in admissions policy-making and for efforts to improve the assessment literacy of policy makers.

Bio
Ian finished the CELTA course in 2014 and the DELTA course in 2023. Ian is currently enrolled in an MTESOL program at Victoria University of Wellington. Ian has been teaching English for about 11 years in Russia, China, and New Zealand, and currently works as Exams Manager at New Zealand Language Centre in Auckland.

Session 2C – The UNSW Law Study Hall: Integrity in Action
Location: TBA
12:30 – 13:10 AEDT

Tania Bencic, UNSW College
Carmel Walsh, UNSW College

Abstract
Increasingly international university students post enrolment are facing significant challenges related to their coursework, academic skills, and completion of high-stakes assessment tasks. Whilst some of these issues relate to students’ language proficiency, they can also relate to discipline-specific language and concepts. To address this gap, the UNSW Law Faculty and UNSW College collaborated on an initiative to establish a Law Study Hall for students.

Using an ‘integrated learning support’ framework, the initiative combined face-to-face support from language advisors with law peer mentors to co-design a program that could be accessed by law students outside regular lecture and tutorial hours. This created a ‘third space’ for students as an intersection of linguistics and discipline-specific pedagogy. This innovative pedagogical space promotes co-learning and peer-supported academic development to enhance student academic and subject-specific skills.

This presentation will focus on the implementation of this initiative through an ‘integrated learning’ methodology and present key findings to analyse the value of the ‘third space’ and identify positive influences on a new pathway course curriculum to foster consistency and transparency for student progress. The initiative has become an ongoing program allowing students to bridge the gap between lectures, tutorials and independent study whilst also providing a safe environment to engage with peers and build language confidence, leading to discipline competence.

The Study Hall’s success highlights the impact of integrity in action bridging the gap between language and discipline content with English proficiency being a collective responsibility university-wide with the potential to extend to other faculties.

Bios
Tania Bencic, a Senior Education Professional at UNSW College in Sydney, has over 20 years teaching experience including China, Malaysia and Canberra. She has been a language advisor since the founding of UNSW Law Study Hall. In 2018, she was the joint winner of the English Australia Action Research Award.

Carmel Walsh is a Senior Educational Facilitator at UNSW College. She has worked in tertiary education for 25 years nationally and internationally. Carmel is passionate about enhancing the international student experience in Australia and has worked on the UNSW Law Study Hall since its inception.

Lunch
Location: Lunch area
13:10 – 14:00 AEDT

Session 3A – Reading the Room: Building Empathy and Validation
Location: TBA
14:00 – 14:40 AEDT

Christine Lining Bulandusasow, Torrens University

Abstract
Student well-being in ESL classrooms extends beyond language acquisition; it is rooted in whether learners feel heard, validated, and connected. This presentation explores how empathy and validation are essential for fostering well-being in ESL classrooms.

Paraphrasing plays a dual role in these contexts. Academically, it strengthens comprehension, critical thinking, and integrity in writing. In a counselling-informed sense, paraphrasing validates meaning, communicates active listening, and affirms emotions. When reframed as both a linguistic and relational skill, paraphrasing becomes a bridge between language learning and socio-emotional growth. Similarly, the Socratic method, posing open, reflective questions such as “If belonging was the answer, what might the question be?” encourages multiple perspectives, builds empathy, flexibility, and deeper understanding.

At Torrens University Language Centre, recent projects illustrated this integration. At the end of each project, TULC students participate in a collaborative ZINE-making activity. Students create “finished artefacts” weaving together personal stories, peer reflections, and cultural insights. Across these activities, empathy was not an abstract value but a practised skill: students listened attentively, rephrased meaning and validated perspectives.
By combining paraphrasing, reframing, and Socratic dialogue with creative, task-based pedagogy, educators can “read the room” more effectively, supporting both linguistic development and socio-emotional learning. This presentation offers practical strategies for designing lessons where empathy and validation are not just by-products but deliberate outcomes, ensuring classrooms are transformative spaces not only for language learners but for lifelong learning.

Bio
Christine Lining Bulandus is a university lecturer and counsellor-in-training with over a decade of experience in English language teaching across primary, secondary, and tertiary contexts. She currently teaches TESOL at Torrens University, where she integrates creative, task-based pedagogy with counselling-informed practices to foster student well-being, resilience, and authentic communication. Her professional interests include intercultural communication, heritage language learners, and embedding socio-emotional learning in ESL classrooms, informed by her dual background in education and student support. As a practicing visual artist, Christine brings creativity, compassion, and critical inquiry into both her teaching and professional practice.

Heather Thomas, Deputy General Manager/Director Global Programs, UOW College

Abstract
UOW College Australia has offered their direct entry program, English for Tertiary Studies for over 25 years. During that time, there have been many revisions and changes, but the current rapidly shifting environment has led to an unprecedented level of transformation. Changes made in response to the online learning environment in the pandemic, followed by the influence of AI on both students and teachers have lead to rapid, responsive change and adaptation.

Some of the greatest change, however, has come from responding to the needs of offshore, collaborative delivery partners. This has led to versions of the course embedded in the first year of University study and studied concurrently with undergraduate subjects in an EFL environment.

This presentation will highlight the way in which the course has been adapted to be delivered in this mode. The presentation showcases the innovation required in reshaping English for Tertiary Studies and also demonstrates how the direct entry program not only responds to the current challenges but has redefined its future. In the reshaping of the course, UOWCA has incorporated a variety of tools and methodologies to enhance curricula, assessments , student learning experience and staff training and support in our college offshore programs.

In the process of adding ‘new tricks’ to this ‘old course’, we have needed flexibility to address the complexities of globalization, diverse student populations and the integration of rapidly changing technologies.

Bio
Heather Thomas is the Deputy General Manager and Director of Global Programs at UOW College Australia.

Heather is currently responsible for Student Services and Academic Quality at UOW College as well as developing and managing opportunities for the collaborative delivery of programs with offshore partners.

Her experience in the English Language sector includes teaching and managing AMEP and ELICOS programs as well as strategic development of Group Programs, English Language Support for University students and language testing.

She is the Vice President/ Secretary of University English Centres Association and a Life Member of NEAS.

Closing Plenary: Jarrad Merlo
Location: Main Lounge
14:45 – 15:25 AEDT

Abstract
Writing test items is time-consuming, expensive, and requires an eye for detail that few people possess. While AI can automate this process, recent attempts with single large language models (LLMs) like ChatGPT have produced ​half-baked results.

This presentation explores a different approach: orchestrating multiple LLMs, each with a specific role, along with digital tools and traditional programming, to significantly improve the quality of automatically generated test items. In this session, Jarrad will share lessons learned from building an “automated item generator” using agentic AI workflows.

Bio
Jarrad Merlo taught English in Indonesia and South Korea before co-founding E2Language, which he grew into the world’s most popular English language test preparation platform, attracting over 2 million users and 3 million YouTube subscribers. He later worked at OET as a Product Specialist, researching new test designs, before joining Pearson as an AI Product Manager in its assessment incubator, where he focuses on early-stage product development.

Closing, Social Event, Drinks/Nibbles
Location: Main Lounge
15:25 – 16:00 AEDT

Registrations open on Monday, August 29

Register Here