Speaker
Description
Language teachers invest considerable time commenting on student writing, yet a persistent gap remains between the feedback provided and the feedback learners actually act upon. Research locates this gap not in delivery but in reception: learners engage with feedback affectively, behaviourally, and cognitively, and these dimensions operate simultaneously and interdependently (Ellis, 2010; Han & Hyland, 2015). This hands-on workshop, designed for English language teachers and university lecturers, uses Ellis’s three-dimensional framework as both its content and its method. Participants will first experience the framework from the learner’s seat, through a live demonstration of a working AI marker built on it: they receive a student draft, watch a first feedback round respond exclusively through Socratic questioning, revise on paper guided only by those questions, and then watch a second round deliver targeted, criterion-referenced correction that quantifies publicly how much self-revision the questions alone produced. Each round is debriefed through the same lens: which dimension did this design choice serve? The workshop then turns the framework into a design brief. Working in groups, participants will specify their own AI marker: mapping each engagement dimension to concrete feedback requirements, prompt rules, and the teacher’s place in the loop — and stress-testing their quality-control eye by diagnosing which dimension flawed AI output collapses first. Throughout, students never interact with the AI directly; the teacher curates every exchange.Participants leave with a design-specification worksheet, an engagement-diagnostic checklist, and the rationale to build — and defend — an AI marking workflow of their own.
Biography
Đinh Quang Đức is the Academic Director at SEH Education Joint Stock Company, where he oversees academic strategy, curriculum design, and teacher development across the organization. With ten years of experience in English language teaching, he has developed a strong track record of translating language education theory into practical, classroom-ready solutions.
He holds a Master's degree in TESOL (MTESOL) from Victoria University, Australia, and currently serves as Co-Leader of the professional development committee at VietTESOL, where he works alongside fellow educators to advance teaching standards and share best practices across the country's ELT community.
Đức's professional focus lies in student-centered teaching methodologies and curriculum design that responds directly to Vietnam's ongoing shift from English as a Foreign Language (EFL) to English as a Second Language (ESL) instruction. Rather than treating this transition as a distant policy goal, he is actively piloting new instructional approaches at his own center, using real classroom outcomes to refine and validate these methods.
Through his dual role as an academic leader and active practitioner, Đức brings a grounded, evidence-based perspective to conversations about the future of English language education in Vietnam — one shaped as much by daily classroom realities as by broader pedagogical theory.
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