The Conference Model: Task-Based Learning for Academic Communication Skills

Anila R. Scott-Monkhouse, University of Parma, Parma, Italy

This article describes the use of a simulated academic conference as the central pedagogical framework in an English for Academic Purposes (EAP) course for PhD STEM students, based on principles of Task-Based Learning (TBL). The advantages of this model include integrated language skills (i.e. reading, writing, speaking, listening and mediation), increased confidence in public speaking, critical thinking and time management, as the students progress through a sequence of tasks: abstract writing, peer review, research, presentation and question-and-answer practice. The perceived ‘authenticity’ is enhanced through role allocation and formal procedures, and fosters learner engagement and ownership. The conference model offers a versatile, motivating, and effective approach to EAP instruction, with potential for adaptation to diverse academic contexts.

Theoretical Framework: English for Academic Purposes and Task-Based Learning

The theoretical foundation for the conference model rests on the intersection of TBL principles, EAP skills development, and integrated, authentic learning experiences. This framework provides the pedagogical basis for simulated conferences to be a method which effectively prepares students to communicate in real academic contexts.

EAP focuses on developing the language, skills, and strategies needed in English-medium academic contexts. A key challenge lies in bridging the gap between the artificial classroom practice and the authentic communicative demands which students meet in their academic journey. The simulated conference model applies TBL principles to create a unifying theme for an EAP course, and provides an engaging and effective means of fostering integrated academic communication skills. Indeed, TBL organises learning around the completion of meaningful activities that reflect genuine communicative needs rather than the direct teaching of discrete language items. Central to TBL is a focus on meaning before form and the emphasis on authenticity and learner engagement.

Integration of Skills Through Authentic Contexts

The conference model embodies TBL principles by offering learners a clear, purposeful goal: deliver a presentation and engage in a Q&A session, while displaying multiple communicative skills in an integrated manner since language skills are practised in combination rather than isolation with learners reading sources, writing abstracts and slides, making oral presentations, and engaging in critical listening during peer sessions.

The sequence of tasks included in the conference reflects authentic academic processes, from abstract writing to post-presentation discussion, providing both structure and realism, and increases student motivation thanks to its clear rationale for language use. Genre awareness is also raised as students are exposed to the conventions of conference abstracts, oral presentations, and formal discussion. In addition, the model fosters transferable competencies, such as dealing with (unexpected) questions, managing time, and using visual aids effectively. Indeed, by placing skills development within the simulated conference model, learners experience a context that is both discipline-flexible and academically authentic.

The Conference Model in Practice

The conference model was implemented in an EAP course for STEM PhD students at B2/C1 level of English, and was structured around the following core stages:

1. Topic Selection and Abstract Writing – Learners chose a topic for their presentation and drafted a 150-word abstract following academic conventions.
   
   
2. Biodata paragraph – Learners prepared a 50-word biotext to be used as an introduction to their presentation.
   
   
3. Peer Review and Abstract Revision – Abstracts were uploaded to a shared folder on OneDrive and evaluated on the basis of a review form whose criteria had been discussed and shared; subsequent revisions were based on peer and teacher feedback. “By evaluating student writing against criteria and providing constructive feedback, peer reviewers do not only help reviewees improve their assignments but they also develop as writers themselves.” (Kostopoulou and O’Dwyer 2021: 72), and become better able to assess their own progress (Kane 2018).
   
   
4. Presentation Skills Workshops – Sessions covered presentation organisation, visual aids, delivery techniques, and hedging and clarification strategies when dealing with questions.
   
   
5. Simulated Conference – After these introductory classes, each session included a presentations section with formal introductions by a nominated chairperson, timed talks, and Q&A. Roles such as chairperson, presenter, and audience member mirrored real academic events.
   
   
6. Peer feedback – Each presentation was assessed by two peers on the basis of a review form with shared criteria.
   
   
7. Self-reflection – Each presenter filled in a self-reflection form to focus on strengths, weaknesses and learning points.

The students had to choose a topic which had to be unrelated to their studies so as to force them to really prepare a new informative presentation and prevent them becoming too technical or using obscure jargon. This choice also aimed to encourage critical thinking of a topic, without the students becoming too narrowly focused on their field of research. They then had to research the topic, plan the talk, design the slides, rehearse, self-assess and anticipate the questions which their audience might ask them (Scott-Monkhouse et al. 2021). They also had to prepare a discussion question to pose to their audience, so as to engage the group in a speaking activity should the attendees not be able to come up with a question and to avoid attendees not paying attention to the presentation. The Q&A session therefore entailed an authentic element of improvisation as neither the presenter nor the audience knew what question(s) would be asked. After the presentation each presenter was expected to reflect on their performance and complete a journal entry in which they focused on what they felt had gone well and what needed improving, and why.

Over the course each student had multiple roles: presenter and discussion leader during their talk, assessor of their peers’ talk, and active member of the audience, as recommended by CEFR-CV (2018: 57 and 69) in the descriptors for listening and for spoken production at B2 and C1 levels. The course led to the development of soft or life skills such as critical thinking through collaboration (Gokhale 1995), self-assessment and self-reflection, autonomy and accountability, leadership and team work, effective communication and mutual respect.

[for a detailed description and lesson plan, see Scott-Monkhouse, A.R. (2023) Developing Presentations Skills: The Simulated Conference. Humanising Language Teaching. 25(5). https://www.hltmag.co.uk/oct23/developing-presentation-skills (accessed 14 September 2025)]

Pedagogical Benefits

The simulated conference model offers significant benefits for EAP instruction. Among these are:

· Integrated Skill Development: Reading, writing, speaking, listening and mediation are combined in one coherent project, mirroring real academic communication.

• Authenticity and Transferability: the structure and conventions of real conferences are replicated, enabling learners to hone their academic skills.
• Autonomous learning, Motivation and Engagement: the freedom in choosing the topic enhances personal and academic involvement, the tangible end goal sustains interest, and the varied roles ensure active participation
• Confidence in Public Speaking: gradual exposure and feedback reduce anxiety and build confidence.
• Collaboration and Peer Learning: peer reviews and peer feedback foster cooperation and academic dialogue skills.
• Critical Thinking and Question Handling: Q&A practice develops the ability to think quickly and respond with evidence-based arguments.
• Language in Use: language instruction is contextualised, reinforcing the link between form and communicative purpose.

Challenges and Solutions

The following challenges were addressed:

• Unequal Participation and Presentation Anxiety – Mitigated through staged skills-building, rotating roles, and supportive peer and teacher feedback.
  
  
• Logistical and Time Constraints – Addressed by using Zoom and by integrating conference tasks into existing lessons rather than adding separate units. In each lesson a section was devoted to a few students delivering their presentations to a group of peers in parallel Zoom break-out rooms where screen sharing was enabled. All the material produced (abstracts, biodata, slides) was uploaded to a shared folder in a cloud storage so that non-presenting students could read it in preparation for the talk and think about possible questions to ask (flipped classroom approach).

Conclusion

The simulated conference model is a practical, motivating, and authentic approach to EAP teaching. It integrates skills, builds confidence, and mirrors the communicative demands of real academic life.
The model is adaptable to varied teaching contexts, including online formats. As higher education continues to prioritise international research exchange, the ability to navigate conference discourse in English will remain a vital skill, and the conference model offers a robust pathway for developing it. It may be worth exploring the long-term impact on learners’ participation in real conferences and its effectiveness in discipline-specific settings.

References

Council of Europe (2018). CEFR-CV - Common European Framework of Reference for Languages: learning, teaching, assessment Companion Volume with new descriptors. Council of Europe, Strasbourg https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 (accessed 13 September 2025)

Gokhale, A. A., (1995) Collaborative learning enhances critical thinking. Journal of technology education 7(1) https://scholar.lib.vt.edu/ejournals/JTE/v7n1/gokhale.jte-v7n1.html (accessed 13 September 2025)

Kane, C., (2018) Peer-teaching methods in the classroom. Independence IATEFL LASIG 74. pp. 15-18

Kostopoulou, S., and O’ Dwyer, F., (2021) “ “We learn from each other”: peer review writing practices in English for Academic Purposes." In C. Argondizzo and G. Mansfield (eds.), Language Learning in Higher Education, 11(1), pp. 67-91. Berlin/Boston: De Gruyter.

Scott-Monkhouse, A. R., Tal, M., and Yelenevskaya, M., (2021) International Teleconferences in EGAP courses: preparing students for prospective professional situations. In C. Argondizzo and G. Mansfield (eds.), Language Learning in Higher Education 11(1), De Gruyter, pp. 15-32, Berlin/Boston

Anila R. Scott-Monkhouse teaches English (general, EAP/ESP) at Parma University (Italy), and is involved in teacher training. She holds a Master’s in languages, and DELTA, CertPT and TKT CLIL teaching qualifications. Her interests lie in analyzing the learners’ needs within and outside the classroom, and bridging the gap through learner training, task-based learning and development of soft skills. She has published several papers, won an IATEFL ESP Scholarship in 2024, and is passionate about lifelong learning and CPD.