www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

IAFOR has entered into a number of strategic partnerships with universities across the world to form the IAFOR Global
Partnership Programme. These academic partnerships support and nurture IAFOR’s goals of educational cooperation
without borders, connecting the organisation with institutions that have an international and internationalising profile,and a commitment to interdisciplinary research. The IAFOR Global Partnership Programme provides mutual recognitionand scope for Global Partner institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.

/iaforjapan@iafor.official@iafor (#iafor)
www.iafor.org

ECE/ECLL2020 Organising Committee

Kwame Akyeampong Anne Boddington
University of Sussex, UK

Kingston University, UK

Steve Cornwell

Jean-Marc Dewaele

Joseph Haldane

Jo Van Herwegen

Brian Hudson

Barbara Lockee

Zachary Walker

Birkbeck, University of London, UK

University of Sussex, UK

IAFOR

Virginia Tech, USA

IAFOR & Osaka Jogakuin University, Japan

University College London, UK

University College London, UK

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Letter of Welcome
Dear Delegates,
In more normal times I would be writing this letter to welcome
people to London, however these are very different times, andso I welcome you instead online to IAFOR’s 2020 European
Conference Series, from more than forty different countries
around the world.
While this conference is organised in the spirit of hope andwith the possibilities of technology, it is also organised in acontext of global uncertainty in the wake of the coronavirus, anunprecedented global crisis of enormous proportions. Many of
the things that we have come to take for granted over the past
decades, such as cheap, easy and reliable travel between countries, has become questioned as
different nations have responded to the global health crisis in different ways, each impacting local
societies, economies, communities, and many individual lives.
Perhaps the most important thing that this crisis will have taught us is that the freedoms that wehold so close, such as those of expression and movement in a globalised world, bring to the fore
questions of transparency and governance on an international level. This serves to remind us thatquestions of human security and public policy, as they relate to such issues as health, climatechange, pollution, and individual rights and responsibilities, do not happen in sovereign vacuums,
but instead impact other nation-states. If one country is not as transparent as it otherwise mightbe, then the repercussions are not only domestic, but frequently felt across borders. In a globalised
world, our problems are increasingly global, and require concerted cooperative measures between
countries in order to seek solutions.
Let us use this time together to meaningfully engage, to combat complacency, and ensure thatthese conferences, even in trying circumstances, are the best that they can be.
As a response to the ongoing situation, we have decided to open the ECE/ECLL and ECAH/EuroMedia
conferences to registrants of either, giving delegates the chance to see ALL presentations in bothconferences over a six day period.
I look forward to meeting you all online. Please enjoy the conferences!
Take care and stay safe!
Dr Joseph Haldane
Chairman & C.E.O, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, Japan
Visiting Professor, Doshisha University, Japan & The University of Belgrade, Serbia
Member, Expert Network, World Economic Forum

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is a Scopus indexed, internationally reviewed andeditorially independent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Editor: Dr Yvonne Masters
ISSN: 2187-0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. This would include exploring significant themes, exceptional programs andpromising practice in the field of education, and educational policy. The anticipatedaudience is preservice and inservice teachers and administrators, university faculty
and students, education policy makers, and others interested in educational research.
Papers submitted by academic researchers, theorists, practising teachers, policymakers and educational administrators are welcomed. Submissions should be original,
previously unpublished papers which are not under consideration for publication in
any other journal. Please note that papers already submitted to or published in IAFOR
Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
Indexed in: Scopus (from 2019), DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR,TROVE, SHERPA/RoMEO, WorldCat and Google Scholar. DOIs are assigned to each publishedissue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.iafor.org/journal/iafor-journal-of-education
The IAFOR Journal of Education is indexed in Scopus.

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Conference
Guide
Conference at a Glance
Conference Proceedings
IAFOR Membership
Professor Stuart D. B. Picken (1942–2016)
IAFOR Publications
IAFOR Academic Grant & Scholarship Recipients

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iaforRESEARCH
ARCHIVE

www.papers.iafor.org

Visit the IAFOR Research Archive, where you cansearch and access the repository of research
generated by IAFOR.
You can search by keyword(s), subject area(s), or
speciﬁc conference proceeding(s) to access
abstracts and full papers from past IAFOR
conference proceedings, browse and read them
online, or download them to your device.

July 16, 2020 | All times are British Summer Time (UTC+1)

Thursday Plenary Session
11:00-11:15
			

Welcome Address & Recognition of IAFOR Scholarship Winners
Joseph Haldane, IAFOR, Japan

11:15-12:00
						Keynote Presentation
Creating a Motivating School: Considerations and Challenges
Woon Chia Liu, National Institute of Education, Singapore

12:00-12:05		

Break

12:05-12:55
Keynote Presentation
			
The Future of People
			Zachary Walker, University College London, Institute of Education, UK
12:55-13:00

Break

13:00-14:00
			
			
			
			

Plenary Panel Presentation
That's NOT Online Learning!: The Difference Between Emergency
Remote Teaching and Online LearningCharles B. Hodges, Georgia Southern University, USA
Barbara Lockee, Virginia Tech, USA

14:00-15:00
Keynote Presentation
			Flexible Learning in Uncertain Times: The HyFlex Model in 		
			Response to COVID-19
			
Brian Beatty, San Francisco State University, USA			Moderator: Barbara Lockee, Virginia Tech, USA

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July 17, 2020 | All times are British Summer Time (UTC+1)

Friday Plenary Session
10:45-10:55

Plenary Welcome Address

10:55-11:55
Plenary Panel Presentation
			The impact of COVID-19 on Children and Young People
			Across the Globe			
Jake Anders, University College London, Institute of Education, UK			Jo Van Herwegen, University College London, UK
			Andrea Samson, University of Fribourg & Swiss Distance University
			Institute (Unidistance), Switzerland			Keri Wong, University College London, Institute of Education, UK
12:00-13:00
						

Keynote Presentation
Multi-Competence, Translanguaging and Multimodal Learning
Li Wei, University College London, Institute of Education, UK

13:00-13:05

Break

13:05-14:25
Plenary Panel Presentation
			Inclusive Education: A Critical Dialogue on Marginalized Communities			
Kwame Akyeampong, University of Sussex, UK
			Christine Callender, University College London, Institute of Education, UK
			
Tam Cane, University of Sussex, UK			Tamsin Hinton-Smith, University of Sussex, UK			Farish A. Noor, Nanyang Technological University, Singapore			Moderator: Krisna Uk, Association of Asian Studies, USA
14:25-14:30		
			

Break
[Continues on the following page.]

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July 17, 2020 | All times are British Summer Time (UTC+1)

Friday Plenary Session
14:30-15:45
			
			
			
			

Plenary Panel Presentation
Embracing Difference? Adaptive Lifelong Learning
Thanassis Rikakis, Virginia Tech, USA
Joseph Haldane, IAFOR, Japan
Moderator: Anne Boddington, Kingston University, UK

15:45-16:00

IAFOR Documentary Photography Award

16:00-17:00
						Sponsored Workshop
Creating a Podcast with Hindenburg
Nick Dunkerley, Hindenburg, Denmark

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July 18, 2020 | All times are British Summer Time (UTC+1)

Saturday Room A: Language
08:00-08:05
			

Welcome from the Organising Committee
Steve Cornwell, IAFOR & Osaka Jogakuin University, Japan

08:05-08:55		
Live-Stream Session 1A: Teaching Experiences, Pedagogy, 					Practice & Praxis
08:55-09:05

Break

09:05-10:20

Live-Stream Session 2A: Applied Linguistics Research

10:20-10:30

Break

10:30-12:10
Live-Stream Session 3A: Learning Experiences, Student Learning
			& Learner Diversity
12:10-12:20

Break

12:20-13:10
Live-Stream Session 4A: Challenging & Preserving: Culture, Inter/			Multiculturalism & Language
13:10-13:20

Break

13:20-15:00

Live-Stream Session 5A: Interdisciplinary Education

15:00-15:10

Break

15:10-16:25

Live-Stream Session 6A: Language and Education

16:25-16:30
			Closing from the Organising Committee
Joseph Haldane, IAFOR, Japan

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July 18, 2020 | All times are British Summer Time (UTC+1)

Saturday Room B: Interdisciplinary Education
07:55-08:00
			

Welcome from the Organising Committee
Clementina Cardoso, CIHRC Research and Development, Japan

08:00-09:15

Live-Stream Session 1B: Interdisciplinary Education

09:15-09:25

Break

09:25-11:05
			Live-Stream Session 2B: Design, Implementation & Assessmentof Innovative Technologies in Education

11:05-11:15

Break

11:15-12:30

Live-Stream Session 3B: Higher Education

12:30-12:40

Break

12:40-13:55

Live-Stream Session 4B: Interdisciplinary Education/Medical Education

13:55-14:05

Break

14:05-15:20
			Live-Stream Session 5B: Education & Difference: Gifted Education,
Special Education, Learning Difficulties & Disability

15:20-15:30

Break

15:30-16:20
Live-Stream Session 6B: Educational Policy, Leadership, 					Management & Administration
16:20-16:25
			Closing from the Organising Committee
Cynthia Northington Purdie, William Paterson University, USA
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July 19, 2020 | All times are British Summer Time (UTC+1)

Sunday Sessions
08:10-09:00

Workshop Presentation

09:00-09:05
			

Welcome from the Organising Committee
Clementina Cardoso, CIHRC Research and Development, Japan

09:05-09:55
Live-Stream Session 1: Professional Training, Development & 					Concerns in Education
09:55-10:55

Break

10:05-11:20

Live-Stream Session 2: Culture and Language

11:20-11:30

Break

11:30-13:10

Live-Stream Session 3: Educational Research, Development & Publishing

13:10-13:20

Break

13:20-14:10
Live-Stream Session 4: Learning Experiences, Student Learning
			& Learner Diversity		
14:10-14:20
Break
14:20-16:00		

Live-Stream Session 5: Assessment Theories & Methodologies

16:00-16:15
			Conference Closing Address
Joseph Haldane, IAFOR, Japan

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Conference Proceedings
IAFOR Conference Proceedings are Open Access research repositories that act aspermanent records of the research generated by IAFOR conferences. The Conference
Proceedings are published on the IAFOR Research Archive (papers.iafor.org). All
accepted authors who present at the conference may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by August 20, 2020, through the online system. The
proceedings will be published on September 20, 2020.

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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics and scholarsof all ages and backgrounds to come together and exchange the latest ideas, and inform eachother’s perspectives through their own cultural and disciplinary background and experiences. We
are able to do this thanks to the exceptional network of individuals and institutions around theworld who support our work and help shape our exceptional events globally. We emphasise thenurturing and supporting of young academics from different backgrounds, providing mutual advice
and guidance, and offer more senior academics the chance to forge working relationships outsideof their traditional networks.
In a world where division and strife are underlined and played up in national and local contexts,
and political posturing frequently seeks to ostracise and demonise, IAFOR is committed to working
across cultural and national borders, and to work to bring people together. We believe that mature
human interaction and academic and cultural exchange are essential to offering positive versions of
the future, where cooperation happens with individuals and institutions who share a commitment tobridge divides, to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission of facilitating international
exchange, encouraging intercultural awareness, and promoting interdisciplinary discussion in thehope and expectation of generating and sharing new knowledge. Join us now in this growing globalorganisation, and help make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia asa Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself toreligious studies, he immediately became fascinated by Japanese culture and the practice of Shinto.
He was particularly drawn to the parallels and differences he saw in Western pedagogy comparedto that of the East and began a lifelong mission to bridge the communication and knowledge gap
between the two worlds.
Picken was appointed Professor of Philosophy at the International Christian University (ICU) in
1972. Here he turned his Western theological and philosophical training to comparative religious
and cultural studies of Japan, at a time when the country was emerging from the shadows of theSecond World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country,
but it was his subsequent work on Shinto that influenced the rehabilitation of the religion at a time
when it was dismissed in the West as pagan and primitive, or unjustly caricatured for its wartime
associations.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding
between his adopted country of Japan and the West, and in 2007 he was recognised with the Order of
the Sacred Treasure, an imperial decoration for his pioneering research and outstanding contribution
to the promotion of friendship and mutual understanding between Japan and the United Kingdom.
He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one ofJapan’s largest and oldest shrines.
From 2009 he was the founding Chairman of The International Academic Forum (IAFOR), where he
was highly active in helping nurture and mentor a new generation of academics, and facilitating
better intercultural and international awareness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of
supporters. In honour of Professor Picken and his dedication to academia, the ideals of intercultural
understanding and the principles of interdisciplinary study, IAFOR has created the Stuart D. B. Picken
Grant and Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards are
made to PhD students and early career academics who are in need of funding to complete theirresearch, and whose work demonstrates excellence in the core values of academic rigour, intercultural
sensitivity and interdisciplinarity.
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www.iafor.org/publications

IAFOR Publications
Introduction
IAFOR’s publications provide a constructive environment for the facilitation of dialogue
between academics at the intersections of nation, culture and discipline. Since 2009, when theorganisation was established, over 20,000 academics have presented their research at IAFOR
conferences – a wealth of ideas have been generated and partnerships formed. Our various
publications, from Conference Proceedings, to peer-reviewed journals, to our online magazine,
provide a permanent record of and a global online platform for this valuable research. All of ourpublications are Open Access, freely available online and free of publishing fees of any kind.
By publishing work with IAFOR, authors enter into an exclusive License Agreement, where they
have copyright, but license exclusive rights in their article to IAFOR as the publisher.

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories,
which act as a permanent record of the research generated at IAFOR conferences. All of ourConference Proceedings are freely available to read online. Papers should be uploaded throughthe submission system before the Final Paper Submission Deadline, which is one month after theend of the conference. Please note that works published in the Conference Proceedings are notpeer-reviewed and cannot be considered for publication in IAFOR journals.

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. All papers published in the journal have been
subjected to the rigorous and accepted processes of academic peer review. Neither editors nor
members of the editorial team are remunerated for their work.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal.

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What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge andwithout delay or embargo. Authors are not required to pay charges of any sort towards the
publication of IAFOR Journals and neither editors nor members of the editorial boards are
remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education
IAFOR Journal of Literature & Librarianship
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

THINK
THINK, The Academic Platform, is IAFOR’s online magazine, publishing the latest in interdisciplinary
research and ideas from some of the world’s foremost academics, many of whom have presented
at IAFOR conferences. Content is varied in both subject and form, with everything from full research
papers to shorter opinion pieces and interviews. THINK gives academics the opportunity to stepoutside of the traditional research publishing status quo – to get creative, explore different disciplines
and to have their ideas heard, shared and discussed by a diverse, global audience.
For more information on THINK please visit www.think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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IAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Anh Duong Thi Van and Oyekunle Yinusa, who have been
selected by the conference Organising Committee to receive grants and scholarships to present
their research at ECE/ECLL2020.
IAFOR's grants and scholarships programme provides financial support to PhD students andearly career academics, with the aim of helping them pursue research excellence and achieve
their academic goals through interdisciplinary study and interaction. Awards are based on
the appropriateness of the educational opportunity in relation to the applicant's field of study,
financial need, and contributions to their community and to IAFOR's mission of interdisciplinarity.
Scholarships are awarded based on availability of funds from IAFOR and vary with eachconference.
Find out more about IAFOR grants and scholarships: www.iafor.org/financial-support

Anh Duong Thi Van | IAFOR Scholarship Recipient
57712 (ECE2020)
Vietnamese Tertiary EFL Teachers’ Perception Towards Critical Thinking in the Classroom
Anh Duong Thi Van, University of Economics and Finance, Vietnam
Tam Phan Thi Thanh, University of Economics and Finance, Vietnam
Ms Duong Thi Van Anh obtained her BA in English Linguistics and Literature at the University ofSocial Science and Humanities, Ho Chi Minh City, Vietnam, and her MA in TESOL from Universiti
Sains Malaysia. She is currently working as a lecturer at Ho Chi Minh Open University, and the
University of Economics and Finance. Her research interests include English language teaching
and learning strategies, and digital innovation in English language teaching and learning.

Oyekunle Yinusa | IAFOR Scholarship Recipient
56175 (ECE2020)
Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability
Blessing Anyikwa, University of Lagos, Nigeria
Oyekunle Yinusa, University of Lagos, Nigeria
Mr Yinusa Oyekunle is an assistant lecturer at the Department of Adult Education, Universityof Lagos, Nigeria with a focus on Manpower Training and Development (Adult Education).
He obtained his undergraduate degree from the University of Lagos and graduated from the
Department of Adult Education, Faculty of Education, University of Lagos in 2014; and a Masters
in Manpower Training and Development (Adult Education) from University of Lagos, Nigeria in
2017. He has five years work experience at the University of Lagos, has conducted research inmanpower training and development and literacy education, and achieved six memberships ofprofessional and academic groups, six publications and has managed one grants.

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Thursday
July 16Plenary Session

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Keynote Presentation: Woon Chia Liu

Creating a Motivating School:
Considerations and Challenges
Thursday, July 16 | 11:15-12:00 | British Summer Time (UTC+1)

In recent years, Singapore’s education system has received international recognition due toour students’ high performance in internationally benchmarked tests such as the Trends inMathematics and Science Study (TIMSS), Progress International Reading Literacy Study (PIRLS)
and Progress for International Student Assessment (PISA). Despite the stellar achievements,
there are concerns that Singapore’s students may be too focused on academic grades, and not
enjoying their learning. This led to Mr Ng Chee Meng, Immediate-Past Minister of Education(Schools), Singapore, to highlight the importance of nurturing a joy of learning in our students
in his parliamentary speech. He noted that school should be a place where students can enjoy
learning and acquire knowledge and skills, not just be about doing well in exams. To create a
motivating school and promote joy of learning, we must have a clear understanding of students’motivation, and a focus on teachers who are at the frontline of our education system.
Using Singapore as the context and the self-determination theory as the theoretical basis, thefirst part of the address will focus on students’ motivational profiles to determine whether there
are good and bad motivation(s), and what can be done to encourage good motivations, if they
exist. The second part of the address will take a closer look at teachers. In particular, we will
look at some of the antecedents of teachers’ motivating style, and how that might impact any
intervention on student motivation. Research findings will be shared, together with challenges
and considerations for policy makers, school leaders and educators.

Woon Chia Liu
Woon Chia Liu is an Associate Professor with the Psychology
and Child & Human Development Academic Group at the
National Institute of Education (NIE), Nanyang Technological
University (NTU), Singapore. She is a founding member of
NIE’s Motivation in Educational Research Laboratory (MERL),
and the Immediate Past Dean of Teacher Education. During
her deanship, she led and developed the NTU-NIE Teaching
Scholars Programme, reviewed and enhanced the Bachelor ofArts (Education)/Science (Education) and the Postgraduate
Diploma in Education programmes, and conceptualised
and launched the IoT@NIE Learning Lab in collaboration with Info-communications MediaDevelopment Authority (IMDA), Singapore. In addition, she was a key member of the steeringcommittee and a co-chair of the working committee that shaped the Singapore Teaching Practicemodel that makes explicit how effective teaching and learning is achieved in Singapore schools.
She was previously the Associate Dean of Practicum and School Partnerships (2009 to 2014)
and the Sub-Dean of Diploma Programmes (2008 to 2009). From 2008 to 2009, she served asa co-chair of the Theory-Practice Task Force in NIE’s Programme Review and Enhancement(PRE) initiative, which culminated in NIE’s Teacher Education Model for the 21st Century (TE21).
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Thereafter, she was a co-chair of the Theory-Practice Core Team for the TE21 implementation
steering group. She led her team in conceptualising and implementing the enhanced practicum
model, with its use of professional focused conversations to deepen inquiry and strengthen
theory-practice nexus, and the use of purposeful mentoring to help pre-service teachers
improve their teaching competencies whilst developing their sense of teacher personhood.
Furthermore, she was instrumental in advocating and shaping the Professional Practice andInquiry portfolio in all pre-service programmes that allows pre-service teachers to aggregate
and integrate their learning.
She is the Immediate Past President of the Educational Research Association of Singapore(ERAS), and represented Singapore in the World Education Research Association (WERA)
Council. She was also the co-convener of the WERA-IRN (International Research Network) titled“Teacher education for the 21st century: Developing teachers who are thoughtful, reflective, andinquiring.”
Her research interests include motivation, teacher education, innovative pedagogy, e-portfolio
and clinical practice.

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Keynote Presentation: Zachary Walker

The Future of People

Thursday, July 16 | 12:05-12:55 | British Summer Time (UTC+1)

The current world is in a state of disquietude and confusion. The Covid-19 pandemic has plunged
the world economy into a realm of deep uncertainty which, in turn, has led to major social andpolitical disruptions, as demonstrated by the Black Lives Matter movement. While public andprivate institutions and organisations look to the future and search for the “new normal” in the
post-pandemic world, there is growing need to consider new ways of teaching and working. This
talk will focus on people: what can we learn from history, what are we learning now, and what weshould consider for the future.

Zachary Walker
Dr Zachary Walker is an academic, author, and speaker. In
2018, Zachary joined the University College London (UCL)
Institute of Education (IOE) as an Associate Professor. At IOE,
Zachary currently serves in the Department of Psychology and
Human Development as the Programme Leader for Graduate
Programs in Special Education and International Inclusive
Leadership. Prior to joining IOE, Zachary was a faculty member
at the National Institute of Education in Singapore from 20132018, where he served as a leader in Pedagogical Development
and Innovation and on the 21st Century Teaching and Learning
Framework taskforce. He was named a Think College Emerging Scholar (2012), as well as a
Millennium Milestone Maker by the World Academy for the Future of Women (2015). He wasawarded the John Cheung Social Media Award for Innovation in Teaching and Pedagogy (2015),
and was nominated for the Wharton School Reimagine Education Awards (2016). Zachary's
current work focuses on educational neuroscience, mobile technology, and leadership. He hasdelivered talks to education leaders and higher education faculty in North America, Central
America, Europe, Africa, and Asia.

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Panel Presentation: Charles B. Hodges & Barbara Lockee

That's NOT Online Learning!: The Difference
Between Emergency Remote Teaching andOnline Learning
Thursday, July 16 | 13:00-14:00 | British Summer Time (UTC+1)

Over the past few months, and in many countries across the world, millions of classes have been forced tomove online as schools, colleges and universities have grappled with how to continue to deliver a continued
service in times of COVID-19. With very little time to prepare, teachers and students have been forced toadapt to the cancellation of face-to-face classes and use such technologies as Zoom to deliver education.
The speed and scale of this move has been unprecedented but this panel will discuss how many are failingto see that this is for the most part emergency remote teaching, and not reflective of what “online learning”
really is, in its design, tools, development, and student and faculty support and therefore quality and delivery.

Charles B. Hodges
Charles B. Hodges, PhD, is a Professor of Instructional Technology
at Georgia Southern University in Statesboro, Georgia (USA). His
research is focused on online teaching and learning, and teacher
and learner self-efficacy related to online or technology rich learning
environments. He is the Editor-in-Chief of the journal TechTrends
and he has edited/co-edited two books: Self-efficacy in Instructional
Technology Contexts (Springer, 2018) and Emerging Research,
Practice, and Policy on Computational Thinking (Springer, 2017).
Charles earned a BS in Mathematics with a minor in Computer Sciencefrom Fairmont State University, a MS in Mathematics from West Virginia
University, and a PhD from the Instructional Design and Technology
program at Virginia Tech. He has served on the faculties of Concord University, Virginia Tech, and Georgia
Southern University. He was added to the Fulbright Specialist Roster in February 2019.

Barbara Lockee
Barbara Lockee is a professor of Instructional Design and Technology
in the School of Education at Virginia Tech. Since 1996, she has
engaged in teaching and research related to instructional designand distance education, and has advised the research of more than
three dozen doctoral students. Her scholarly inquiry is focused on
mediated and online education and has been funded by various
federal agencies, including the National Science Foundation, theUS Department of Agriculture, and the US Agency for International
Development, among others. She has also consulted for a varietyof organisations, including the NASA Jet Propulsion Laboratory, theUS Army Training and Doctrine Command and the USC Institute forCreative Technologies. Her recent co-authored book, Streamlined ID:
A Practical Guide for Instructional Design, strives to make the design of learning solutions accessible andpragmatic for those who develop educational courses and programs in workplace contexts.
Dr Lockee is Past President of the Association for Educational Communications and Technology, aninternational professional organisation for educational technology researchers and practitioners. She
earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), MA
in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in1986 from Appalachian State University in Communication Arts.
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Keynote Presentation: Brian Beatty, Barbara Lockee (moderator)

Flexible Learning in Uncertain Times:
The HyFlex Model in Response to COVID-19
Thursday, July 16 | 14:00-15:00 | British Summer Time (UTC+1)

The disruption of educational systems caused by the COVID-19 pandemic has left institutionsof higher education scrambling in response. How might we plan for an uncertain future in which
our teaching methods, assessment strategies, and modes of delivery may need to shift, perhaps
multiple times during each term? This session will explore a potential solution offered by the HyFlex
Model (Hybrid-Flexible), an instructional design approach to address continuity of instruction,
based on the premise of student choice. IAFOR Vice President for Education, Barbara Lockee, willinterview Brian Beatty, the creator of the HyFlex Model, to learn more about this innovative approach
to flexible learning design as a means to address the needs of students and educators alike in these
unpredictable times.

Brian Beatty
Brian Beatty is Associate Professor of Instructional Technologies
in the Department of Equity, Leadership Studies and Instructional
Technologies at San Francisco State University (SFSU). Brian’s
primary areas of interest and research include social interaction
in online learning, flipped classroom implementation, anddeveloping instructional design theory for Hybrid-Flexible learning
environments. At SFSU, Dr Beatty pioneered the development
and evaluation of the HyFlex course design model for blended
learning environments, implementing a “student-directed-hybrid”
approach to better support student learning.
Previously (2012-2020), Brian was Vice President for Academic Affairs Operations at San FranciscoState University (SFSU), overseeing the Academic Technology unit and coordinating the use oftechnology in the academic programs across the university. He worked closely with IT professionals
and leaders in other units to coordinate overall information technology strategic management at
SFSU. Prior to 2012, Brian was Associate Professor and Chair of the Instructional Technologies
department in the Graduate College of Education at SFSU. He received his PhD in Instructional
Systems Technology from Indiana University Bloomington in 2002. Brian Beatty also holds several
CA single-subject teaching credentials, an MA in Instructional Technologies from SF State and a BS
in Electrical Engineering from Marquette University. Dr Beatty has more than 25 years’ experience
as a classroom teacher, trainer, and instructional designer at schools, businesses, and the US Navy.
Professor Lockee's biography is available on the previous page.

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Friday
July 17
Plenary Session

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Panel Presentation: Jake Anders, Jo Van Herwegen, Andrea Samson& Keri Wong

The impact of COVID-19 on Children and Young
People Across the Globe
Friday, July 17 | 10:55-11:55 | British Summer Time (UTC+1)

COVID-19 is not just a global health crisis, it also has numerous social and psychologicalrepercussions. This panel discussion will focus on the impact of COVID-19 on children and young
people across the world, in terms of their education and wellbeing. What have been the maindifficulties for children and young people across the globe? Are there any differences between
nations or regions in the world? What is the impact of COVID-19 on the education and wellbeingof children and young people across the world and are certain groups, such as those with special
educational needs and from low-income backgrounds, at greater risk?
The panel will feature experts who have been leading large national and international surveys thathave examined these questions

Jake Anders
Jake is Deputy Director of the UCL Centre for Education Policy andEqualising Opportunities, as well as Academic Head of Researchin the Department of Learning and Leadership at UCL Instituteof Education. His research focuses on understanding the causes
and consequences of educational inequality and the evaluationof policies and programmes aiming to reduce it. Jake completed
his first degree in Philosophy, Politics and Economics at New
College, University of Oxford, followed by a PhD in Economics of
Education at UCL Institute of Education. He has also worked at the
UK Parliament's House of Commons Education Select Committee
as a Committee Specialist and the National Institute of Economic and Social Research, first as a
Research Officer, before being promoted to Research Fellow.

Jo Van Herwegen
Dr Jo Van Herwegen is an associate professor in developmental
psychology at University College London, Institute of Education.
Her research focuses on improving educational outcomes ofchildren, especially those with special educational needs. She has
examined mathematical abilities, language abilities, transitions
and the impact and quality of Education, Health, and Care plans
for a wide range of neurodevelopmental disorders. She is anassociate editor for Research in Developmental Disabilities, andeducational needs advisor for the Williams Syndrome Foundation.
[Continues on the following page.]
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Andrea Samson
Andrea Samson is Associate Professor in Psychology andco-responsible for the French-speaking Masters program in
Psychology at the Swiss Distance University Institute. She also
has the Swiss National Science Foundation (SNSF) Professorshipat the Institute of Special Education, University of Fribourg. She
is director of the chEERS Lab – a team of researchers interested
in the study of socio-emotional processes in individuals with
developmental disorders (e.g. autism spectrum disorder) andwith intellectual disabilities (e.g. Williams Syndrome). Positive
emotions (such as humor) and emotion regulation in relation
to mental health play an important role in several research projects. The team is also interested
in using board games as well as new technologies such as virtual reality for the assessment ofemotional competences and for remediation training programs. Andrea Samson has studied andled research projects at various universities in Switzerland and abroad. She obtained her doctorate
from the University of Fribourg and completed her post-doctorate at the University of Stanford(2010-2015). From 2015 to 2018, she received the Ambizione Fellowship from the Swiss National
Science Foundation (SNSF) at the Swiss Center for Affective Sciences (CISA), University of Geneva.

Keri Wong
Keri Wong is Assistant Professor of Psychology at University
College London. Her research focuses on understanding thedevelopmental causes of social (mis)trust and antisocial
behaviour in children and adults in the community. She received
her PhD in Social and Developmental Psychology from Newnham
College and was the former Betty Behrens Research Fellow at
Clare Hall, University of Cambridge.

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Keynote Presentation: Li Wei

Multi-Competence, Translanguaging andMultimodal Learning
Friday, July 17 | 12:00-13:00 | British Summer Time (UTC+1)

This is a conceptual paper that aims to extend the concept of Linguistic Multi-Competence andadvance Translanguaging as a research perspective (in addition to pedagogical approach). It
focuses on the theoretical foundations of Translanguaging and explores the implications forlanguage teaching and learning in particular and for bilingualism and multilingualism research
generally. Core issues such as the role of L1, transfer, learner autonomy, will be revisited from theTranslanguaging perspective. Empirical examples from self-directed mobile language learning will
be used to demonstrate the added value of the Translanguaging approach.

Li WeiLi Wei is Chair of Applied Linguistics at the UCL Institute of
Education, University College London (UCL). His research interests
are in the broad field of bilingualism and multilingualism. He is
Principal Editor of the International Journal of Bilingual Education
and Bilingualism and Applied Linguistics Review. His publications
include Translanguaging: Bilingualism, Language and Education(with Ofelia Garcia), which won the 2015 British Association ofApplied Linguistics Book Prize. He is a Fellow of the Academy ofSocial Sciences, UK.

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Panel Presentation: Kwame Akyeampong, Christine Callender, Tam Cane,
Tamsin Hinton-Smith, Farish A. Noor & Krisna Uk (moderator)

Inclusive Education: A Critical Dialogue on
Marginalized Communities
Friday, July 17 | 13:05-14:25 | British Summer Time (UTC+1)

In recent months, both the COVID-19 pandemic and the Black Lives Matter movement have beenlenses through which to wider and global underlying issues of societal inequality and iniquity. Whileacknowledging the situation specific aspects to movements, BLM has caught the global imagination,
underlining and reflecting the differences in privilege, power, resources, and access to education ofpoor and marginalised communities throughout the world, which have only been highlighted by the
global pandemic, and the stark differences in access to education. This plenary panel will bring
together a diverse group of educators to discuss inclusive education, and people’s experiencesof access to, and participation in education, and the structures and cultures that encourage andnurture, or conversely discourage and inhibit.

Kwame Akyeampong
Kwame Akyeampong is Professor of International Education
and Development at the Centre for International Education(CIE), University of Sussex, UK. He has international researchexperience in educational evaluation and research and has worked
on education and development research projects in a range ofcountries including Ethiopia, Ghana, Nigeria, Kenya, Rwanda, andMalawi. His research interests include education policy analysis,teacher governance, educational access and equity, impact
evaluation studies in education, and employing quantitative andqualitative research methods. He also has experience managing
large research education projects. He has consulted for the World Bank, DFID, and JICA on education
evaluation projects and programmes. He was senior policy analyst with UNESCO, Paris, from 2011 to
2013. He is currently the co-chair of the Teacher Alliance for the Global Education and Skills Forum.

Christine Callender
Christine is an Associate Professor in Education at the UCL
Institute of Education (Department of Learning and Leadership).
She is currently the Inclusion Lead for the Department of Learningand Leadership, Faculty Lead for the BME Awarding Gap Projectat the Institute of Education and is the co-convenor of the Raceand Leadership Special Interest Group of BELMAS. Christine's
research focuses on the broad areas of race, teacher education,
gender, intersectionality and leadership.

[Continues on the following page.]
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Tam CaneDr Tam Cane is a lecturer and programme lead for BA Social
Work in the Department of Social Work and Social Care at
the University of Sussex. She studied assisted reproductive
health of people living with HIV and the implications of HIV on
adoption experiences. Dr Tam Cane's research interests centre
on HIV prevention modalities linked to parenting choices that
reduce HIV transmission. She is interested in the range ofdecision-making processes related to different methods ofparenting choices made by people living with HIV. Dr Tam Cane
has authored peer-reviewed articles on adoption experiencesof people living with HIV, the role of HIV charitable workers in supporting reproductive, andher key-note paper on recognising the resilience of people with HIV adopting. She is a coauthor on research looking at the utilisation of genetically-informed research designs that
better understand family processes and child development and implications for adoption andfoster-care focused intervention. She has recently contributed to research on developing skills,
confidence and communication among key professionals supporting the educational progressionof care experienced young people. Other areas of research include women's drinking and helpseeking behaviours. Since the brutal killing of George Floyd, Dr Cane has been invited to support
reflective activities on anti-racist practices with front-line social workers. Dr Tam Cane holds a
position on the editorial board for the International Journal of HIV/AIDS Prevention, Education
and Behavioural Science. She is a peer reviewer for this journal as well as Adoption Quarterly
and Greenwich Social Work Journal.

Tamsin Hinton-Smith
Dr Tamsin Hinton-Smith is a Senior Lecturer in Higher Education
at the University of Sussex, where she is also Co-Director of theCentre for Gender Studies. Tamsin will be Editor for a forthcoming
issue of the IAFOR Journal of Education, on Inclusive Education,scheduled for 2021.
Tamsin has been an academic with particular interests aroundissues of inclusion/exclusions in education contexts, for 16
years. Her background is in sociology and gender studies.
Tamsin has interests in compulsory, further, higher, adult andinformal education contexts. Her research includes education participation experiences andinequalities relating to groups including people from Gypsy, Roma and Traveller backgrounds; lone
and teenage parents; learners from disadvantaged socio-economic backgrounds and geographicalareas; and young people who have grown up in the care system.
Tamsin’s approach is one of connecting research, practice and policy. She is Equality, Diversity
and Inclusion lead within her academic School and also leads institutional academic professional
development. Tamsin has provided parliamentary research and policy support and training in the
UK and internationally, and training working with professionals including in Cambodia, Nigeria,
and Spain. Tamsin’s research and practice is underpinned by a central commitment to increasing
equity and inclusivity through ongoing individual and collective reflective practice.
Her current research focuses on experiences of young people from GRT backgrounds during
COVID-19 lockdown, expressed through art; and developing more inclusive higher education
pedagogies in different disciplinary spaces.

30 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Farish A. Noor
Dr Farish A. Noor is Associate Professor at the S Rajaratnam
School of International Studies (RSIS) and also the School ofHistory SoH, College of the Humanities, Arts and Social Sciences
COHASS, Nanyang Technological University (NTU), Singapore.
His main area of work has been Southeast Asian history, with a
special focus on colonialism in Southeast Asia. His recent works
include 'Data Collecting in Colonial Southeast Asia: Framing
the Other' (Amsterdam University Press, 2020) and 'Before the
Pivot: America's Encounters with Southeast Asia 1800-1900'(Amsterdam University Press, 2019).

Krisna Uk
Krisna UK is the Association for Asian Studies (AAS) Senior
Advisor to the Board of Directors, in charge of project
development, outreach and strategic initiatives. Prior to joining
the AAS, she was the Executive Director of the Center for
Khmer Studies, designing and running programs focused on
the history, politics and culture of Cambodia and neighbouring
countries in Southeast Asia. Krisna studied at the University ofCalifornia-Berkeley and holds a Masters degree in comparative
literature from the University of Paris-Sorbonne and an MSc.
in environmental change and management from Oxford. Her
experience in Cambodia also includes overseeing landmine clearance programs and a period
living in a remote village in the northeast of the country researching impacts of the Indochina
War on ethnic minority communities. This formed the basis for her PhD in social anthropology at
Cambridge University and subsequent book on the same topic.

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Boddington (Moderator)

Embracing Difference? Adaptive Lifelong
Learning
Friday, July 17 | 14:30-15:45 | British Summer Time (UTC+1)

This panel will address the theme of the sustainable growth of the 21st century knowledge economy,
and how dependent it is upon the inclusion and adaptive personal and professional growth of a very
high number of diverse knowers. Inclusion through adaptive lifelong learning is the subject of areport to be co-published in August 2020 by Virginia Tech, IAFOR and the Future Talent Council. The
report will lead to the launch of international working groups (spanning industry and academia) thatwill begin to translate the recommendations of the report into action.

Thanassis Rikakis
Thanassis Rikakis is professor of Bioengineering and of Performing
Arts. His research spans systems design, arts and technology with a
special focus on interactive neurorehabilitation, experiential media,
adaptive learning and cyber-human intelligence. He is the founding
chair of the Calhoun Honors Discovery Program and director of the
Calhoun Center for Higher Education Innovation. These initiatives
focus on adaptive, transdisciplinary learning and on advancing theinterconnection of difference and excellence. They furthermore
investigate life-long learning structures spanning K-12, higher
education and industry. From 2015 until 2017 Thanassis served
as executive vice president and provost at Virginia Tech. He led
the development of transdisciplinary discovery communities (Destination Areas) and a new resource
model (Partnership for an Incentive Based Budget). From 2012 to 2015 he served as vice provost for
design arts and technology at Carnegie Mellon University where he founded the Integrative Design, Arts
and Technology (IDEATE) network. He has also served as founding director of the School of Arts, Mediaand Engineering at Arizona State University and Associate Director for Research and Development of
the Computer Music Center at Columbia University.

Joseph Haldane
Joseph Haldane is the Chairman and CEO of IAFOR. He is
responsible for devising strategy, setting policies, forging
institutional partnerships, implementing projects, and overseeing
the organisation’s business and academic operations, including
research, publications and events.
Dr Haldane holds a PhD from the University of London in 19thcentury French Studies, and has had full-time faculty positions at
the University of Paris XII Paris-Est Créteil (France), Sciences Po
Paris (France), and Nagoya University of Commerce and Business(Japan), as well as visiting positions at the French Press Institutein the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris(France), and the School of Journalism at Moscow State University (Russia). [Cont'd on following page.]
32 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Dr Haldane’s current research concentrates on post-war and contemporary politics and international
affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public
Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course,and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within
Osaka University.
A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane isalso a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting
Professor at the School of Business at Doshisha University (Japan), and a Member of the International
Advisory Council of the Department of Educational Foundations at the College of Education of the
University of Hawaii at Manoa (USA).
From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan(Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan).
He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society ofArts in 2015.

Anne Boddington
Anne Boddington is Professor of Design Innovation, Pro Vice
Chancellor for Research, Business and Innovation at Kingston
University in the UK and recently appointed as the Sub Panel Chair
for Art & Design: History, Practice & Theory for the UK’s Research
Excellence Framework (REF) 2021. Professor Boddington
has extensive experience of the leadership, management andevaluation of art and design education and art and design
research in higher education across the UK and internationally.
She is an experienced chair and has held trustee and governanceroles across the creative and cultural sector including as trusteeof the Design Council, an independent Governor, Fellow of the Royal Society of Arts (RSA), an affiliate
member of the Royal Institute of British Architects (RIBA), a member of the executive of the Councilfor Higher Education in Art & Design (CHEAD) and a member of the advisory board of the Arts &Humanities Research Council. She has an international reputation in creative education and researchand has been a partner, a collaborator, a reviewer and evaluator for a wide range of international
projects and reviews across Different nations in Europe, the Middle East, Southern and east Asia andNorth America.

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34 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday
July 18
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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08:05-08:55 | British Summer Time (UTC+1)

Saturday Live Stream Session 1A
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Steve Cornwell57712 08:05-08:30

Vietnamese Tertiary EFL Teachers’ Perception Towards Critical Thinking in the Classroom
Anh Duong Thi Van, University of Economics and Finance, Vietnam
Tam Phan Vu Thanh, University of Economics and Finance, Vietnam

Critical thinking has been emphasized as one of the paramount thinking skills in the 21st academic curriculum in the world. Especially inthe context of language learning and teaching where traditional pure recitation seems to result in little positive outcomes, the engagementof thinking in learning proves to be necessary than ever before. Still, the question of whether EFL teachers – as direct guiders in theclassroom – have been exposed to the concept, have thoroughly grasped it and have been equipped with adequate methods and tools
for the embedding of critical thinking in daily lessons has not been fully addressed. This paper aims to provide a general viewpoint ofVietnamese ESL teachers’ perceptions towards critical thinking and present some of their current practices of critical thinking skills if
there are. Emphasis placed upon the extent of understanding of critical thinking that EFL teachers show in comparison with the official
definitions and how they apply what they understand towards the concepts of critical thinking skills in the ESL classroom. The data iscollected through in-depth interviews of a number of experienced teachers. This paper is hoped to give EFL managers and practitioners
rationales for the inclusion and exclusion of critical thinking in their classes and shed some light on how EFL teachers structure theirlessons in order to promote this set of thinking skills.
58282 08:30-08:55

Contributing Factors to the Success of English Online Learners in Vietnam
Doan Hoang Duc, FPT University, Vietnam

Distance learning has become an alternative for almost training institutions worldwide during the corona pandemics. With its advantages,
online learning is likely to become a mainstream in the coming years. With the purpose of identifying the contributing factors to the successof English online learner, a combination of qualitative research and quantitative research has been carried out through an online survey
among 439 internet-based learners from 3 different universities in the North of Vietnam. The findings show that technology assistance,
self-discipline, and school expectations are the three major parameters generating the success function of an English online learner.
Additionally, the variation in the total time on online learning activities also act as decisive factors to the distance learning success. Basedon the research results, the paper recommends certain possible ways to improving the effectiveness of distance learning and teaching.

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09:05-10:20 | British Summer Time (UTC+1)

Saturday Live Stream Session 2A
Applied Linguistics Research
Session Chair: Joseph Haldane
58442 09:05-09:30

Effective Writing Strategies for Confucian Heritage Cultural Students
Ayako Nakai, Toyo University, Japan

This study examines effective writing strategies for Confucian Heritage Cultural (CHC) students and investigates their effectiveness in a
Japanese context. The pilot study comprised 10 CHC students from 4 different countries at a university in London. They were recruitedand interviewed in 2012 to measure the quality of their language learner’s writing strategies. Various writing strategies were adopted, suchas, examining models of good essays and studying essay structure. The main study comprised 46 students recruited from X university inJapan. They were divided into two groups: the experimental group (Group A) and the control group (Group B), each with 23 students. The
groups participated in two different English writing classes in 2014. The experimental group was asked to read model essays and thenwrite a new one within 30 minutes based. The two groups’ essays were checked twice. Here, the students’ English fluency was measured
based on the average number of words in their timed essays. The pre-test showed that both groups had almost the same fluency inwriting [ F (1,44)=.008, n s p =.929]. After the treatment, it was analyzed using two-way ANOVA. The data analysis revealed a significant
difference between the average number of words in the pre-tests and post-tests of both groups at the .01 level [ F (1,44)=84.989, p <.01].
Moreover, there was an interaction effect in both groups. The results indicate that students in Group A that read model essays developed
more fluency in writing than those in Group B.
56867 09:30-09:55

Are High-proficiency Learners Effective Feedback Providers? A Case Study on Online Peer Feedback in L2 Writing
Sarah HJ Liu, Kainan University, Taiwan

Due to the advancement of technology or computers, it provides language learners with ample opportunity to engage in meaningfulcommunication in the target language without physical and time constraints. In another line of research on peer feedback in second
language (L2) learning, a common belief held by most practitioners is that providing feedback on written productions relates to learners’abilities in the target language (Yu & Hu, 2016), implying that more capable learners would give more effective feedback. However, thisis not always the case. Based on previous empirical studies in language education (e.g., Min, 2005), the main purpose of this case study
is to help us understand whether the feedback training has an impact on the quality of peer feedback in Chinese-as-a-second language(CSL) writing. Two trained and two untrained high-proficiency CSL learners from Vietnam studying Mandarin Chinese in university wererecruited to participate in this study. The research data included the compositions of the participants, stimulated-recall interviews, andpeer comments were utilized. The results of this study suggest that trained comments were more likely than untrained comments tocover a wide range of issues in writing, e.g., the incoherent thoughts a composition and incorrect grammatical/lexical features, to be more
specifically indicating the problematical areas, and to perceive collaborative learning more positively. The results of this study provide
some pedagogical implications in this paper.
57782 09:55-10:20

Non-Native English Teachers’ Perceptions of Their Professional Identity: A Critical Perspective
Jessica Saba, University of Balamand Dubai, United Arab Emirates

Nativeness and non-nativeness in the field of English language teaching (ELT) have been regarded as debatable labels and controversial
terms. In many parts of the world, there is a preference for native English-speaking teachers (NESTs) in the field of ELT because they are
considered ideal to teach the language that they are born to speak. This theory is denied by several researchers, but non-native Englishspeaking teachers (NNESTs) still face issues when it comes to their professional identity because they feel less powerful than their NEST
colleagues who are preferred and prioritized because they have their monolingual linguistic identity. Pennycook (2004) believes thatthe idea of a fixed linguistic identity is based on culture, race, and location. This preference for instructors in the field of ELT who havea monolingual linguistic identity has major effects on the professional identity development of NNESTs. The theoretical framework ofthis research is based on the principles of Critical Applied Linguistics, and the study sought answers to the following questions: whatchallenges do NNESTs face in the ELT profession considering the dominance of the native speaker ideology in some higher education
institutions in Dubai; how do these challenges affect NNESTs’ professional identities; what tools for empowerment need to be provided
for NNESTs for better development of their professional identities? Ideology critique was used to explore the perceptions of NNESTs about
themselves, their professional identity, and their reflections on society’s views on native speaker dominance in the field of ELT.

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10:30-12:10 | British Summer Time (UTC+1)

Saturday Live Stream Session 3A
Symposium Session
Session Chair: Zachary Walker

Health Promoting Kindergartens and Schools – A Programme to Improve Children and Young People’s
Health in the Southern Region of Norway
57547 10:30-10:55“Kids Do Well If They Can” – Guiding Principles in Health Promoting Work in Kindergartens and Schools

Eva-Kristin Paschen-Eriksen, HBS Agder, Norway
In the programme Healthpromoting Kindergartens and Schools, we work across various educational contexts, and our goal is to facilitate for goodmental health where individuals thrive and can develop their potential. The background for this programme was increased mental health challenges
among young people. We believe it is important to have a common set of values to create an environment that embraces difference and promotes
a positive development. We have developed a set of guiding principles which are as follows: 1)There are no difficult children, only children who aregoing through difficulties. This principle is inspired by Ross Green’s saying «Kids do well if they can», and it expresses a professional responsibility
to act according to what children and young people express through words or action. 2) We see development as a possibility, meaning that it isalways possible to influence a situation. 3) We develop solutions together, meaning that children and young people are supported to be actors intheir own lives depending on age and matureness. 4) We know that we are all part of the context, meaning that we have to be conscious of our own
attitudes and understandings when meeting with others. To ensure that the different participants in the programme work according to the same
principles, we gathered different professionals from the education and health sectors, and used a method called Dialogue Cafe to discuss the four
principles. In this presentation, we will elaborate on this process, and how the four guiding principles were understood.
57546 10:55-11:20

How to Implement Health-promoting Measures in a School Context – An Example of a School Programme for
Empowering Young People
Migle Helmersen, NORCE, Norway

This study builds on Antonovsky’s salutogenic model, which focuses on identifying factors that promote health and life quality in individuals.
According to Antonovsky, individuals need to feel that situations are comprehensible, manageable and meaningful in order to develop asense of coherence, which again leads to the development of resilience. The first part of this presentation will be a research review on healthpromoting measures, and based on this, four indicators are extracted that show a clear positive relation between interventions and improved
mental health in children and young people: capacity for action, social and emotional competence, competence in coping with stressand health-promoting competence. The second part of this presentation will give an example of one of the measures in the programme
Healthpromoting Kindergartens and Schools, run in the southern region of Norway. The challenge to be dealt with was that a large share of
the young people in this area reported that they had problems with feeling lonely, and simultaneously, data from the same area showed thatfew young people participated in organised spare-time activities. To meet this challenge, the school combined different efforts to empower
students in lower secondary school to take responsibility to create an opportunity for young people to meet after school in a relaxed arena
where they could talk, play games or participate in different activities and courses. In this way, some students were empowered to create
health-promoting conditions for their peers, who then could experience a sense of coherence in a relaxed atmosphere.
57545 11:20-11:45

Systematic Work With Motivation and Life Mastery Skills in Upper Secondary School: An Action Research
Study From a Norwegian Context
Mariette Aanensen, The University of Agder, Norway
Gerd Martina Langeland, Lillesand Upper Secondary School, Norway
May Olaug Horverak, Birkenes Learning Centre, Norway

Due to high drop out and falling motivation in upper secondary school, we started a project where we work with motivation and life
mastery skills in the classroom. The purpose of the method is that the students are to take more responsibility of their own lives andlearning process, and through this achieve increased intrinsic motivation. We applied a method where students identified what theirgoals were, what helps them lead towards these goals, what stops them, what they needed to focus on and how they were to carry thisout. These questions were discussed in class, then the students wrote individual reflections. The method is based on Deci and Ryan’s
self-determination theory, stating that in order to be intrinsically motivated, the basic needs of autonomy, competence and relatedness
must be met. In this study, we have analysed reflections from 79 students thematically, converting qualitative data into quantitative
data presented through bar diagrams. The analyses reveal that many students experience low motivation, fear and low confidence as
obstacles, and they report that they need to focus on getting more rest, concentrating in class, doing more homework and structuring theirtime better. A majority of the students report that they followed their plans when using this method, at least partly, so we argue that themethod presented in this study may support students in developing a strategy for mastering their learning and life better, which again may
result in increased motivation. For more information about the project, see https://samm.uia.no/en/frontpage/.
57544 11:45-12:10

Systematic Work With Learning Environments: Training Student Representatives to Improve Learning
Conditions in Their Classes
May Olaug Horverak, Birkenes Learning Centre, Norway
Eva Carmen Jenssen, Grimstad municipality, Norway

In Norwegian schools, student councils have a long tradition, and law enforces students to participate in democratic processes. However, it is achallenge to get the student council to work according to purpose, that students are to influence their own learning environment. One challenge
is that students often see the student council as a place where they can report all their wishes, be it a coke machine or pizza for lunch. Anotherchallenge is that it may be difficult for the student representative to get the opinions of all students in their class. To meet these challenges, we have
tried out an alternative way of working with student councils in primary and lower secondary schools, applying a systematic approach to working
with the learning environment. In this approach, the student representatives ask their class 1) What is important for you to be okay in school? 2)
What do you as class do well, what are you satisfied with?, 3) Is there something that is difficult for your class and that makes you not feel okay inschool? All students in class write answers to the questions that the student representatives bring to the student council, which discuss possible
areas the class need to focus on improving, and what they could do. Suggestions from the student council is then brought back to class by thestudent representative, and they decide on what to work on. In this way, the students actively contribute to improve their own learning environment.

38 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

12:20-13:10 | British Summer Time (UTC+1)

Saturday Live Stream Session 4A

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
Session Chair: Clementina Cardoso
56994 12:20-12:45

The Academic Achievements and School Life Interactions of the Recently Arrived Refugee Children in the
Greek Primary Schools: Teachers’ Perspectives
Eirini Symeonidou, King's College London, United Kingdom

The ongoing conflicts in Syria resulted in a major refugee crisis in Europe which is one of the main political and social concerns of ourtimes. This project focused on Greece as one of the main host countries of refugees across Europe and analysed the ways the Ministry of
Education is trying to include refugee students in Greek primary schools. The aim of this study was to explore refugee children’s academic
achievements and school lives in Greek schools according to teachers’ perspectives in order to see how the relevant government education
policies and plans are effectively being implemented in the school context as well as to suggest ways to help improving any gaps between
the policies and plans and their implementation. For exploring the situation, teachers working with refugee students in three different
infrastructures of education were interviewed in three cities. The research outcomes revealed some particular gaps in the educational
policy and some school sections that need to be better organized. Even if refugee students are making academic progress in the area ofnative language learning, they are not ready to follow the classes and obtain an adequate education regarding to their age. However, thesocial interactions between the refugee and the native students flourish into the school environment without any special programme or
help. Refugee education describes a quite complicated topic and more specific guidelines which will respect the culture of the students
and will connect them with the whole society need to be enhanced.
58415 12:45-13:10

Whose Culture? Exploring Multiculturalism Through Ministry-approved Children’s Literature in the Republic of Croatia
Matea Butkovic, University of Rijeka, Croatia

This research aims to explore how the mandatory children’s literature, prescribed by the Ministry of Science and Education and covered
within the school subject ”Croatian Language,” depicts Croatian cultural heterogeneity and global cultural diversity and whether it offers
examples of vocabulary that would assist elementary school students in engaging in critical analyses about human-rights topics as partof the national agenda to implement the intercultural dimension of formal education. For the purpose of this research, an analysis of therepresentation of cultural diversity was carried out on two levels: with regards to the choice of authors and the content of 21 works of fiction
included in the latest Croatian Language Curriculum (2019). The obtained findings reveal a profound discrepancy between the objectivesof intercultural education, as outlined in three relevant educational documents (National Curriculum Framework (2010), Curriculum
for Elementary Schools (2006), and Croatian Language Curriculum (2019)), and the cultural values and messages being promoted in
the selected literary content. The conducted analyses reveal that the Ministry-assigned authors (white, European, and predominately
Croatian) create white, Christian, and European (usually Croatian) characters, whereby the focus lies on characters representing the
majority Croatian population and culture, while the national ethnic minorities remain virtually completely omitted. Furthermore, global
cultural diversity remains reduced to trivial geographical information and stereotypical descriptions. The findings of this research provide
the first wholesome insight into multicultural content and implicit messages found in children’s literature that has been selected as
mandatory for all Croatian elementary school students.

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13:20-15:00 | British Summer Time (UTC+1)

Saturday Live Stream Session 5A
Interdisciplinary Education
Session Chair: Jim Briganti
57931 13:20-13:45“The Intelligence of the Accent”: A Quantitative Analysis of Saudis’ Attitudes Towards Three Expanding Circle
Accents of English
Ahmed Hakami, University of Bisha, Saudi Arabia

This study quantitatively examines attitudes held by Saudis towards three accents from the Expanding Circle (Kachru 1985, 1992) varieties
of English: their own accent of English and two others. By means of Verbal-Guise Technique experimentation (see Garrett 2010; McKenzie2010), stimuli of Spanish, Chinese and Saudi accents of English were employed to elicit attitudinal data from 84 Saudi respondents via an
online questionnaire. The results of this study suggest that the accents under investigation were perceived in a non-discriminatory manner.
Confirmed by the ANOVA test, the results revealed a similar and quite neutral attitude towards the accents. While researchers usually findan attitudinal distinction between solidarity and status (Zahn & Hopper 1985), the findings of the present study suggest an absence of sucha distinction when evaluating the accents. This was further considered as a sign of the existence of attitudinal ambivalence and socialdesirability bias. On this note, another important revelation of the study is the potential role of international education in raising linguistic
tolerance as evidenced by a chi-square test of independence for age and educational level of the respondents. Further, the results showeda difference in the evaluation of the accents in which the respondents were expressing relatively more negative attitudes towards their own
accent of English compared to the other accents. Finally, this study contributes to the ‘sociolinguistic theory’ (Garrett 2001, p.630), and paves
the way to establish a framework of language attitudes research on English varieties, or even, other languages in the Saudi context.
58169 13:45-14:10

Digital Portfolio through ClassDojo

Banani Roy Chowdhury, Institute of Applied Technology, United Arab Emirates
Digital portfolio through ClassDojo assists students to upload photos, videos, journal entries, and share their work with the parents and teachers.
It helps young learners demonstrate their talent and creativity. Teachers use it to assign projects directly to students’ devices to which they
respond. The point system in ClassDojo encourages learners to update their academic activities on time. Parents can view their child’s progress
and leave positive comments. ClassDojo is usually used by primary and middle school teachers, but this presentation will show how theClassDojo portfolio aids in enhancing ‘High School’ students’ imagination and help them be more resourceful. It will also show examples ofvarious classrooms, class stories, and students’ work and how secondary students create their collection and share their learning experience
with the community (parents and teachers). The presenter will also explain how class dojo enables teachers to track attendance and record
students’ behavior, to communicate with parents. Participants will see how the ClassDojo portfolio helps in developing student creativity andself-confidence and how this educational technology communication app (and website) contributes to positive classroom culture.
57688 14:10-14:35

A Visual System for Grammar Instruction in Foreign Language Learning
Barbara Avila Vissirini, University of Applied Sciences Potsdam, Germany
Franziska Morlok, University of Applied Sciences Potsdam, Germany
Marian Dörk, University of Applied Sciences Potsdam, Germany

Complementary to verbal explanations, visual techniques are often implemented in grammar instruction to help learners process
information. Highlighting using typograhic features can help distinguish the structure in focus from its context, aiding information seeking
and drawing attention to important features. Additionally, visual encoding can associate graphical traits to grammar categories to support
the identification and recognition of related structures and language patterns. An analysis of current grammar books for German as aforeign language has shown, however, that a combination of multiple encoding techniques representing coexistent grammar categories
can be challenging to make sense of. The absence of a global design strategy within a book generates inconsistent and sometimes
conflicting grammar representations, which can lead to misunderstandings and create a hindered and fragmented learning experience.
In order to avoid such conflicts, this research presents design guidelines to combine both techniques efficiently and introduces a visualsystem developed for German as a foreign language. In addition to indicating a word’s class, similar to Montessori Grammar Symbols, thissystem uses text appearance and symbols to indicate further grammar features relevant for non-native speakers, such as grammaticalgender, case declension, verb tense, etc. By maintaining a consistent visual character, such support fosters structure recognition andcomparison as well as pattern identification throughout all grammar representations. Initially developed for the German language, thissystematic approach of associating grammar categories with visual features could be adapted to create new systems for other languages.
58403

14:35-15:00

Podcasting in Academia: An Effective Tool for Online Learning
Cynthia Northington Purdie, William Paterson University, United States

According to A.C. Nielsen Global (2019), podcasting is one of the fastest growing media platforms worldwide. The unprecedented impact
of COVID-19 has forced educators to use alternatives like podcasting for teaching. Podcasting provides a free, universally available, tool
for the dissemination of information across a wide range of topics. Academics who choose podcasting do not need prior knowledgeof software, nor is there a steep learning curve as a precursor to usage. Research and statistics continue to support the efficacy of
podcasting in higher education. Examples of best practices of the use of podcasting from a wide range of educational and specialized
platforms will be shared, demonstrated and discussed.

40 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:10-16:25 | British Summer Time (UTC+1)

Saturday Live Stream Session 6A
Language and Education
Session Chair: Joseph Haldane
57868 15:10-15:35

Academic Language in Science Classroom Communication: A Two-Part Study on Moments of Style-Shifting
Romina Posch, University of Koblenz-Landau, Germany
Sandra Nitz, University of Koblenz-Landau, Germany

Language is the most fundamental medium of classroom learning and teaching. Classroom communication covers various linguistic
varieties (e.g. everyday or academic language) which are used and permanently switched by students as well as teachers. For naturalscience subjects, the usage of academic language is considered of paramount importance since its appropriate use determines
educational opportunities and the development of scientific literacy. Moments in which linguistic varieties are switched must be given
special consideration when analysing the usage of academic language: moments of style-shifting mark the spots when speakers
consciously or unconsciously feel the need to use a rather formal style. An analysis of these moments is likely to a) give a valuable insight
into how, when and why students and teachers use academic language in science classrooms and therefore b) provide a solid basis onwhich a concept of academic language development can be created to support students’ educational opportunities in natural-science
subjects. For this purpose, a qualitative two-part study will be conducted in science lessons of secondary schools. In the first study,science classroom communication will be videotaped, transcribed and qualitatively analysed by using MAXQDA. The focus of the analysis
will concentrate on moments of style-shifting including academic language. The identification of these moments will generate the basis
for a category system. In a subsequent interview study, students and teachers will then be asked about their language choice by using,inter alia, the method of stimulated recall in order to identify why they switched to academic language at certain points.
57966 15:35-16:00

Challenging Linguistic Norms in a Global Era: The Use of English in Local Contexts
Margaret Gomes, University of Aveiro, Portugal
Gillian Moreira, University of Aveiro, Portugal

Over the last decades English has become a language increasingly used in local contexts as a lingua franca to communicate with othernon-native English speakers. Globalisation, increased mobility and intercultural/linguistic contact, communication technology andgreater access to information have enabled English to become a facilitator of global communication. At the same time, people andplaces have become more plurilingual, which has had an impact on English, as well as on the languages it comes into contact with. In
this context, English borrowings have become increasingly popular, particularly among young people, who are particularly connected toEnglish through technology and popular culture and use linguistic choice to assert their own sense of group identification and belonging.
As such, youth practices are challenging traditional norms, which sometimes results in linguistic change. The aim of this paper is topresent some of the findings of our research into how Portuguese university students use English borrowings in their native discourse andhow this connects with identity construction among young people in a global age. Our research shows that English is integrated into theeveryday discourse of young people, who feel empowered to use it, not only for global communication, but also as part of their personal
linguistic repertoires.
58399 16:00-16:25

Mobile Learning App Helps Develop English and Digital Literacy Skills in Costa Rican Communities
Hee Jin Bang, Age of Learning, Inc., United States
Kirsten Collins, Age of Learning, Inc., United States

Technology has changed the way we learn, communicate, and live. English, the dominant language on the internet, is also the most widely
spoken language in the world. Therefore, digital literacy and English are core skills that young people must develop to participate in the
global economy. In recent years, numerous mobile apps have been created to support learning. Research on mobile education apps isstill in the early stages, and few studies have been conducted to understand their effectiveness on helping learners develop language ordigital literacy skills. This presentation focuses on a 6-month study conducted with 266 elementary school children (7-to 11-years-old)in Costa Rica. Treatment English teachers used a mobile learning app to support their classroom instruction, while the control groupteacher continued with business-as-usual instruction. Program developers trained the teachers on program usage prior to the study, andprofessional development was provided through webinars throughout program implementation. Pre- and posttest of students’ language
skills, along with survey, interview, and focus groups conducted with parents and teachers, shed light on how the program helped children
develop their English knowledge and digital literacy skills. Students who used the program made significantly greater gains in theirEnglish language skills in comparison to their control group peers. Qualitative data offered insights into how the program fostered greaterinterest and confidence in using technology among students, teachers, and parents. Attendees will learn how the app was used as a tool
to support learning and teaching, as well as effective strategies for implementation.

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08:00-09:15 | British Summer Time (UTC+1)

Saturday Live Stream Session 1B
Interdisciplinary Education
Session Chair: Clementina Cardoso
57972 08:00-08:25

Are the Best and Favourite Schools Really Good Schools? A Case Study in Yogyakarta
Florischa Ayu Tresnatri, The SMERU Research Institute, Indonesia
Goldy Fariz Dharmawan, The SMERU Research Institute, Indonesia
Daniel Suryadarma, The SMERU Research Institute, Indonesia
Emilie Berkhout, Amsterdam Institute for Global Health and Development (AIGHD), Netherlands
Menno Pradhan, Amsterdam Institute for Global Health and Development (AIGHD), Netherlands
Amanda Beatty, Mathematica Policy Research, United States

Parents perceive the best schools as those having high performing students coming mostly from economically advantageous families. In
return, parents aspire their children to be able to enrol in such favourite schools. This paper takes the case of Yogyakarta City, Indonesia,
where typically, junior secondary schools that admit students with high average Primary School National Exit Examination (UASDA) scoresare perceived as the best and favourite schools. This paper utilises a set of student background characteristics from a representative
sample of 46 junior secondary schools in Yogyakarta to estimate the schools’ value-added. The estimation model also controls foraverage UASDA scores, in addition to the prior achievement UASDA scores, to address the issue of downward bias due to measurement
errors in UASDA scores. The school’s fixed effects represent the value-added—in terms of standard deviation—towards student’s learning
outcome. This paper reveals that sorting schools based on exam scores and value-added terms results in different rankings of schools.
The best and favourite schools do not necessarily add much value-added to the students’ academic achievements. Our analysis suggeststhat private schools, that are traditionally perceived as low-quality schools due to low UASDA scores, outperform the favourite schools
in terms of value-added, especially in nurturing the low performing and poor students. Thus, the favourite schools’ achievements are
predicated upon having advantaged students rather than due to the schools’ productivity. This paper further estimates that if parents
enrol their children in the best value-added schools, this reallocation of students would improve academic achievement significantly.
58343 08:25-08:50

Barriers to Girls’ Education at the Elementary Level in India
Shailla Draboo, Jamia Millia Islamia University, India

Gender inequality in India has remained a subject of considerable interest among the researchers. With about one-third population
comprising of the youth, India has tried to improve access and quality of education to reap benefits of this demographic dividend. Despite
its sustained efforts, studies have found that girls in India still face disadvantage in access to basic education as compared to their malecounterparts. Both domestic and international studies point out many lacunae which ail girl education in India. This paper analyses
the obstacles faced by girls in completing their education at elementary level. These factors arise out of social, economic, cultural andgender-based discrimination in society. This paper points out various aspects related to financial challenges, lack of gender-sensitiveenvironment, security and safety issues, patriarchal mindset of society and low level of expenditure on girl education by the government.
While there is no dearth of literature available on each of these issues individually, this paper presents a holistic picture of the challenges
and issues faced by girls at school level, which is captured using qualitative data analysis. India has come a long way in achieving the goalof gender equality, yet its future course requires a re-look of the traditional methods being followed. Therefore, universalizing elementary
education with gender equity requires addressing existing gender norms so that girls get equal access to the benefits of education.
58333 08:50-09:15

The Perceived Effects of Home Environment to University Students’ Study Motivation
Consuelo Chua, University of the Philippines, Philippines
Jinny Bea Bosmion, University of the Philippines (Alumna), Philippines

Despite the contribution of the family to students’ academic performance, limited studies have examined the influence of home environment
on students’ motivation to study. Thus, this qualitative research aimed to describe the perceived contribution of physical and social
home environment to university students’ motivation to study. The respondents comprised 30 purposively selected college students,
aged 18 to 24 years old, from a state university in the Philippines. One-on-one interviews were utilized to gather qualitative data fromthe respondents. Thematic analysis was applied to analyze the data. Results showed that the most influential aspect of physical homeenvironment that motivated students to study was good interior ambiance which included comfortable room temperature, privacy, quiet
study area, adequate study space, and good spatial organization. On the contrary, the characteristics of physical home environment that
demotivated students from studying included uncomfortable and disorganized study space, noise, distracting facilities such as television
and Internet, and the lack of personal study space. In terms of social home environment, care and assistance; effective communication;
freedom; and respect from parents and siblings were among the factors that motivated students to study. In contrast, academic pressure
from parents; social comparison; parents’ lack of sensitivity; and family conflicts were aspects that lead to the lack of motivation to study.
Finally, household tasks and rules were found to have both positive and negative perceived effects on study motivation.

42 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:25-11:05 | British Summer Time (UTC+1)

Saturday Live Stream Session 2B

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Anne Boddington
57867 09:25-09:50

Teachers’ Perspectives on Gamification in Education
C. Alexander Scherb, University Koblenz-Landau, Germany
Romina Posch, University Koblenz-Landau, Germany

Over the last two decades, digital games have become increasingly popular in society. Many adolescents and a growing number of adults
play digital games on their computer, console, smartphone or tablet. Gamification, which stands for the usage of game-elements/-principles
outside of games, has become a widespread term. Technologies such as Classcraft.com give teachers a framework for the implementation of
gamification in the classroom and encourage them to use gamification-elements, coupled with the prospect of improved learning outcome.
However, we know little about teacher's perspectives on gamification in educational contexts. Therefore, the purpose of our study is to determine
why and in which situations teachers use gamification-elements in class. According to the “Theory of Planned Behaviour” and the “ConcernsBased Adoption Model”, we developed and validated items specifically tailored for the use of gamification to gain insights into teachers’ teachingpractices. In addition, we employed the ""Motivations of Play"" to evaluate whether teachers who are motivated by different gaming aspects havea different approach to use gamification in learning environments. The results of a qualitative pre-study indicate that the majority of teachers
frequently use gamification in class even if they have not yet heard of the term ""gamification"" itself. Teachers emphasize that the use of
gamification is first and foremost beneficial whenever topics are by nature ""more boring than fun"" (e.g. photosynthesis). Furthermore, teachers
proposed a wide range of situations in which the use of gamification elements is valuable. The full results will be presented at the conference.
57960 09:50-10:15

Robots in Education: Influence on Learning Experience and Design Considerations
Kira Bungert, University of Bonn, Germany
Lilli Bruckschen, University of Bonn, Germany
Kathrin Müller, University of Paderborn, Germany
Maren Bennewitz, University of Bonn, Germany

The influence of digital artifacts is increasingly present in today’s life. To prepare pupils adequately for the challenges of an evermore digital world
an early education on this topic is necessary. A playful access for pupils are robots, as they are an illustrative and practical example of many
important computer science concepts. In this paper we present the results of a study on the design and function of robots for the education of
pupils between the age of eleven and thirteen. We both accompanied and designed teaching units with mobile and humanoid robots over multiple
weeks. In these units we observed how pupils were able to learn concepts of computer science if they are explained with the help of a robot and how
their perceptions to the robot changed over time. We further conducted an interview survey with the pupils as well as uninvolved adults to determine
possible differences in design and functionality choices for robots. Based on our results we evaluated the used robots in the educational Units. We
found that the contact to the robot helps pupils to gain a sense of familiarity towards digital concepts, that pupils were able to transfer knowledge
from the known robot to an unknown artifact and that there is a clear difference between the perception of robots in adults and young pupils.
57993 10:15-10:40

Perceptions of Professional Chemical Engineers Toward Immersive Virtual Reality in Health and Safety Training
Ryo Toyoda, Newcastle University, United Kingdom
Fernando Russo Abegão, Newcastle University, United Kingdom
Sue Gill, Newcastle University, United Kingdom
Jarka Glassey, Newcastle University, United Kingdom

Following the rapid advancement and growing market of immersive virtual reality (IVR), it is important to understand the impacts caused by thesetechnological innovations. Research on feasibility, reliability, and easiness of use of IVR has received considerable attention, but little is known about
the specific factors that influence the intention to adopt IVR in the health and safety (H&S) training setting. Since the success of implementing IVR
in H&S training depends on the individuals who are willing to try and to use it, this paper aims to investigate the interrelationship between influential
factors and behavioural intention to adopt IVR among different professional groups. To understand this, a conceptual framework was developed
through adapting and modifying the Unified Theory of Acceptance and Use of Technology (UTAUT2). Data were collected using an online survey fromprofessional chemical engineers. Partial least squares structural equation modelling (PLS-SEM) based on SmartPLS 3 was used to analyse the IVR
adoption intention of the population sample and followed by multi-group analysis (MGA) method to explore the group differences in professionals’
IVR adoption intention. The findings from this study are expected to contribute to the literature of the UTAUT2 model on IVR adoption intention andprovide some suggestions for stakeholders in formulating appropriate strategies to improve the adoption of IVR in different group settings.
58267 10:40-11:05

Practices and Perspectives on Heritage Language Maintenance With Digital Technology Among Japanese
Immigrant Families in the United Kingdom
Hikari Namai, University of Bristol, United Kingdom

This paper examines the level of engagement in heritage language (HL) maintenance using digital technology among Japanese immigrantfamilies in the United Kingdom. It does so with reference to the theoretical concepts of Capacity Development, Opportunity Creation, andDesire. The data were drawn from semi-structured interviews and unstructured observations of eight pairs of nine to eleven-year-old
Japanese immigrant children and their parents at their homes in London and Bristol. The findings demonstrate positive perceptions towards
the usage of information communication technology (ICT) for HL maintenance among families, although this continues to be viewed as
supplementary in nature. It also provides details on the use of informal and formal HL learning and the background to HL maintenanceamong those families. It also highlights the need for increased parental involvement and greater consideration of the challenges involved inencouraging children to engage with HL interaction, even in the presence of ICT. The discussion also addresses the importance of considering
immigrants from different socioeconomic and ethnic backgrounds, quantitatively verifying the impact on HL learning with ICT with respect toits validity and user access, and encouraging the corresponding development of the IT, education, and animation industries.

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11:15-12:30 | British Summer Time (UTC+1)

Saturday Live Stream Session 3B
Higher Education
Session Chair: Grant Black57249 11:15-11:40

Tendencies in Higher Education System Through ANTNaira Danielyan, National Research University of Electronic Technology, Russia
The report considers modern tendencies prevailing in the higher education system while training technical specialists nowadays. According
to the author, excluding the humanitarian courses from curriculum results in the complete dissolution of subjectivity in the impersonal world,which is deprived of ‘living’ knowledge, i.e., definite knowledge of a definite person. The application of such an approach is illustrated by
the actor-network theory (ANT). It supposes subject integration with his moral imperatives and categories into the actor-network systembeing the social and technological unity of material and non-material components. Such depersonalization can be reckoned as a featureof the modern technologically computerized education. While studying a number of works by ANT founders, it turned out to be clear thatsuch an approach eliminates any differences between natural and humanitarian, engineering and philosophical knowledge. As a result, thenet emerges consisting of numerous actants. It is characterized by a collective action resulting in subjectivity disappearance in the netinteraction, which requires from every participant his ‘building-in’ a model with the functions being delegated him in advance. The reportconcludes that an ‘alive’ component is disappearing from the higher education nowadays when the main stress is being made on theknowledge acquired a priopi, not a posteriori. It is high time thinking about the quality of the educational system preparing ‘narrow-profile’specialists. They may act as ‘bolts’ in actor-network models that have lost their individuality and ability to any reflection.
58422 11:40-12:05

The 7i Model of Graduate Attributes: Development and Applications for Assessment
Gabi Lipan, University of Aberdeen, United Kingdom

Graduate attributes (GAs) have always been an implicit part of higher education. In recent decades, however, universities worldwide haveworked towards making them explicit, in an effort to clarify how they address demands to better prepare their students for work and active
contribution to society. Thus resulted an abundance of lists of attributes and definitions, seemingly unique to every institution. Demonstratingor assessing the development of these attributes has, nonetheless, proven difficult. Our research focused on similarities and patterns of GAs
between institutions. Using qualitative content analysis, we boiled down lists of attributes from universities across the UK into a modelof GAs with clear descriptions which can serve as a common language for GAs. To give the model an easy to conceptualise structure, wegrouped attributes into 7 distinct but inter-related categories. We then validated and refined the model using input from a wide variety of
stakeholders (e.g. students, teachers, employers, government, educational developers). Now, our goal is to develop a new way of assessing
graduate attributes. Behavioural markers have been used for decades to assess skills through observation in assessment centres or in nontechnical skills training for medical staff and flight crews. This approach can be adapted to help in the assessment of those GAs that have
until now eluded traditional forms of assessment. We aim to engage multiple stakeholder groups in the development of both positive andnegative behavioural markers for a range of observable GAs in our model. This presentation will cover our findings to date.
58319 12:05-12:30

Self-presentations of Universities’ Internationalisation: A Comparative Study on Five Higher Education Institutions
Zin Mie Sharr, University of Oslo, Norway
Jieyu Ruan, University of Oslo, Norway
Maryam Kaviani, University of Oslo, Norway

Internationalisation has transformed the higher education landscape around the world and it continues to be on the agenda of higher
education institutions worldwide. In this paper, three points will be discussed to understand how the universities communicate their
institutional images on their websites in a global context, and further to explore the incentives driving higher education internationalisation
by analysing the key themes emerged from self-presentations of the sample universities’ English websites. The data are drawn from the
webpages of five prestigious public universities from five countries: University of Yangon in Myanmar, Peking University in China, Universityof Cape Town in South Africa, University of Uppsala in Sweden and University of Oslo in Norway using purposive sampling method. The
findings included four key themes: excellence, competence & prestige, locus of control, international collaboration and research that are
surrounding the five universities’ self-presentations. The comparison between the universities indicated that Norway has contradicting
idea between its national policy and the way it organized with regards to internationalization but the contradictory stems from national& supra national agenda. Myanmar, although with the ambition from the state to develop human capital and knowledge production, theway it organized and presented does not promote such aim. PKU’s internationalisation is highly keeping in line with its national agenda
which is also the same case for UCT. The driving force for Internationalisation in Myanmar, China, South Africa is guided by National
Development Agenda while Sweden and Norway, by Open Society ambitions.

44 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

12:40-13:55 | British Summer Time (UTC+1)

Saturday Live Stream Session 4B
Interdisciplinary Education/Medical Education
Session Chair: Jim Briganti
57828 12:40-13:05

The Effectiveness of Low-fidelity Simulation as a Method of Teaching Clinical Communication Skills to
Medical Students
Arabella Watkins, St George's, University of London, United Kingdom
Aoife Lillis, Surrey and Sussex Healthcare NHS Trust, United Kingdom
Michael Wilde, Surrey and Sussex Healthcare NHS Trust, United Kingdom
Joseph Wenden, St George's, University of London, United Kingdom

Background: Good communication skills are essential to a being competent doctor. This study evaluated the effectiveness of low-fidelity
simulation-based medical education (SBME) as a method for teaching communication skills to medical students. The focus was clinicalhandover – a topic commonly cited as a source of medical error. Methods: 40 participants were recruited and allocated to either: GroupA (received only a handover lecture) or Group B (received the same lecture followed by low-fidelity simulation). Their confidence levels incompleting handover was assessed. The students then participated in a mock-OSCE as an objective indication of their handover ability.
Results: 91% of participants had received either “none” or only “some” formal handover teaching and half felt “not confident at all” inundertaking handover in a real clinical setting. After the teaching sessions, there was a significant difference in the confidence levels andperceived quality of teaching for Group B (who had received simulation), compared to Group A. There was no significant difference in the
m-OSCE performance data between the groups. Conclusion: There is an evident lacking of formal handover teaching in the curriculum,
which urgently needs to be addressed. Simulation can provide an effective learning environment in which to resolve this issue. SBME has
been shown to positively influence the confidence levels of medical students and offer a higher perceived quality of teaching. Further
research is required to establish how the optimistic experience of simulation translates into competence.
57990 13:05-13:30

Improving Clinical Handovers: A Pilot Interdisciplinary Undergraduate Teaching Scheme in a District General Hospital​
Michael Ha, Lister Hospital, Stevenage, United Kingdom

Introduction: Clinical handover is the transfer of professional responsibility from one person to another. The World Health Organisationin 2007 highlighted the dangers of poor communication in handovers in the clinical safety and continuity of care of patients around theworld. Many of these handovers occur between doctors and nurses who receive little formal training of this during their undergraduate
degrees, with few derived from education theory and almost none delivered via interdisciplinary means. We have thus developed andassessed a pilot interdisciplinary teaching scheme to address this deficit. Method: We developed a case-based interactive teachingsession based on Kolb’s Learning cycle and a constructivist paradigm, using simulation practices to develop the students clinical skills.
This was completed by medical and nursing students in the same sessions, and pre- and post-questionnaires assessed their confidence
and ability to formulate coherent handovers on a 10-point scale. Results: 10 Nursing students and 8 Medical Students partook in thesepilot sessions. The vast majority of students showed improvement in understanding the role of the other specialty (Δ=5.2) and confidence
in knowing what information to best provide (Δ=3.8). There was also a general drop in the perceived barriers to doing a handover(Δ=-3.5) and all students would recommend the session to peers (n=18). Conclusion: When implementing a pilot teaching scheme ofinterdisciplinary teaching sessions based in education theory, student doctors and nurses gain confidence in being able to escalate andhandover appropriately between discipline.
56961 13:30-13:55

Day of the Dentist: A Practical Insight into the World of Dentistry
Omesh Modgill, Independent Scholar, United Kingdom

Day of the Dentist (DOTD) is a novel, one day interactive and practical workshop curated to provide prospective dental undergraduate
students an opportunity to develop a broader understanding of the demands of a career in dentistry. DOTD has been developed by The
Wisdom Tooth: Teaching Courses for Dental Professionals, a teaching organisation that delivers lecture-based and practical teachingfor dentists and dental care professionals. Materials and Methods Delegates register upon DOTD through an online link provided on
all advertising communications. Spaces are limited to 10 delegates per workshop. All delegates must be aged between 15-18 years.
Teaching is lectured-based and practical. Practical based elements include the placement of dental composite restorations, performing
dental scaling, taking dental impressions and suturing upon prosthetic jaws. Results: Two cohorts of DOTD have been delivered. In total,
DOTD has been attended by 14 delegates. Of these 10 (71%) were female and 4(29%) were male. All delegates have provided voluntary
online responses of which 13 have rated DOTD a 5/5 star rating as per Trustpilot rating criteria. The remaining review has reviewed DOTD
with a 4/5 star rating. Four delegates have voluntarily provided video testimonials all speaking highly of their experience during DOTD.
Discussion: Preliminary evidence suggests this novel approach to providing prospective undergraduates further insight into the career ofdentistry is required and well received. DOTD demonstrates that the success of this teaching model need not take place in a dental setting
provided it is conducted by experienced dentists who closely supervise attending delegates.

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14:05-15:20 | British Summer Time (UTC+1)

Saturday Live Stream Session 5B

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Zachary Walker
57926 14:05-14:30

Child Protection and Special Education: The Policy Landscape in Ireland
Barry Morrissey, Dublin City University, Ireland

The Child Protection Procedures for Primary and Post Primary Schools were published in December 2017, and by March 2018 all schools in
Ireland were required to be fully compliant with their stipulations. This paper presents a comprehensive policy analysis of those Procedures
using a hybrid analytical tool premised on Walt and Gilson’s (1994) Policy Analysis Triangle, with a selection of Riddell’s (2003) Models
of Administrative Justice acting as lenses to aid interpretation. The Procedures’ context, content, actors and processes are explored andthe influence of case law and regulatory theory on the design and enactment of the Procedures is analysed. The multi-agency approach
to child protection in Ireland is delineated and particular emphasis is placed on the experience of schools with special education classes,
interacting with the Procedures. Difficulties relating to the perceived lack of agency on the part of teachers to differentiate the curricularcomponent to child protection for learners with disabilities, and the implications of having more non-mandated than mandated persons
therein employed is examined. The paper concludes with an overview of the possible implications of this policy review for pedagogy andpractice, and details future research currently in the planning phase.
58259 14:30-14:55

Orientation Courses for Migrants in Germany: Between Civic Adult Education and Neoliberal Tendencies
Christian Schachtner, IUBH University of Applied Sciences, Germany

Migrants coming to Germany are obliged to take part in ‘integration courses’ in order to obtain residence titles. The curriculum proclaims
these orientation courses as ‘value-based political education’. This paper analyzes the perception of the impact of the courses from theperspective of participants and teachers, focusing on neoliber-al fixations in tradition of the ‘Chicago School’ of Economics on efficiency
and on ‘forming’ useful citizens as a shift in orientation of civil society. Adult education roots, however, in the ideals of emancipation andthe Enlightenment. Political programs of migration and political education as well as the Concept for a Nationwide Orientation Course
along applicable legal regulations were examined. The qualitative research design contains a partly standardized empirical survey among
participants and tutors of the described orientation courses, based on a documentary analysis concerning the legal regulations and athematic analysis. The data analysis is carried out with a coding scheme with subcodes in relation to the objectives. The results allow
the conclusion that, within the framework of the orientation courses, the rules of the local society are taught, so that the participants are
expected just to accept them. Policy analysts argue that the ongoing neoliberalization is a ‘critical juncture’ in times of transformation,
which provides risks for individuals and societies, e.g. losing the philosophy of solidarity. Lifelong learning as part of new work in anagile society gets instrumentalized against a humanistic, learner-centered approach. The performance goals and efficiency-trimmed
conditions should therefore focus on individual development of the learners.
57639 14:55-15:20

Practical Strategies for Reducing Anxiety and Defiant Behavior in the Classroom
Jessica Minahan, Lesley University, United States

With up to thirty percent of children in the United States struggling with anxiety, it is no surprise that overburdened teachers are
overwhelmed as they face this challenge with minimal training in mental health and behavioral principles. Understanding how anxiety
impacts a student’s behavior is crucial and using preventative strategies is vital. If school staff learn to analyze how standard practices
may unintentionally reinforce the student's negative behavior and shift them slightly into research-based, easy-to-implement strategies
than punitive measures or recommendations of a more restrictive setting may be avoided. Through the use of case studies, humorous
stories, and every day challenging situations, participants will learn interventions for reducing anxiety and negative thinking, while
increasing self-regulation and self-monitoring skills in students.

46 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:30-16:20 | British Summer Time (UTC+1)

Saturday Live Stream Session 6B
Educational Policy, Leadership, Management & Administration
Session Chair: Cynthia Northington-Purdie
57979 15:30-15:55

A Mixed Methods Research to Investigate the Effects of Mindful Leadership on Team Members in Further andHigher Education
Christina Balaska, Liverpool John Moores University, United Kingdom

This research was conducted as part of my MA dissertation and explores the effects of mindful leadership on team members in the context
of further and higher education. There has been an increasing interest in this research area in recent years; however, most studies haveinvestigated the issue from the leader's perspective (Mahfouz, 2018; Garcia-Post, 2016). This research aimed at achieving a more holistic
view of the issue by exploring mindful leadership through the perspective of both the leader and their team members. The five researchquestions included what mindful practices leaders embrace in their lives and the implications of these mindful practices on the teammembers' motivation and well-being as well as the effects on conflict resolution and communication within the team. A mixed-methods
methodological approach was followed which included semi-structured interviews with the leaders and online questionnaires with theirteam members. The findings suggested a positive influence of mindful leadership on team members in aspects such as motivation,communication, resolution of conflictual situations and team members' overall well-being. Additionally, several correlations were foundbetween mindful and transformational leadership, which links to the findings of previous studies in mindful leadership in education (eg.
Hawkins, 2010).The findings of this research are indicative rather than generalisable due to the nature of the case study design. Further
research is suggested with regards to whether there are differences in the leadership practices of those who embrace mindfulness as asecular tradition as opposed to those who follow the spiritual practices of Buddhism.
58432 15:55-16:20

An Interdisciplinary Look Behind the Top 100 International Universities Recognized for Innovation:
Geographically, Historically, and Financially
Kate Montgomery, Southern Methodist University, United States

The need for higher education institutions to strategically innovate proves no small feat given strong heritage and reputations for being
slow to change. In fact, the international universities most recognized for innovation by Reuters (2018) span distinctive eras fromaround the world with the oldest such as Oxford, founded in 1096, and Harvard, dubbed the oldest “corporation” in the United States,
founded in 1636. Through an interdisciplinary examination of the top 100 innovation list for the international institutions recognized,
the following research question will be explored: How do international universities recognized for innovation compare and contrast
geographically, historically, and financially? The research design focuses on a content analysis by conducting an archival review ofhigher institutional data for high research universities. Geographic findings report international innovative universities to primarily
represent three continents (46 in the U.S., 26 in Europe, and 22 in Asia). Historically, most universities were founded over two hundredyears ago yet the newest, National University of Singapore, emerged in 1980. Financially, all countries benefit from strong GDPs andinstitutional financial strengths – some with historically strong endowments to others with dedicated government appropriations.
While the use of rankings has been cautioned if taken at face value, the Reuters listing represents a starting point to more closely
examine institutions that have been recognized for innovating and adapting effectively. This presentation will close with opportunities
for further interdisciplinary study with specific opportunities identified through the grounding of institutional theory as a means for
institutions to examine legitimacy and isomorphism.

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Notes48 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Sunday
July 17
Parallel Sessions
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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08:10-09:00 | British Summer Time (UTC+1)

Sunday Live Stream Session 1
Workshop Session
57807 08:05-08:55

A Different Approach to Teaching CLIL at the Tertiary Level in Japan: Challenges & Opportunities Faced by aLanguage Teacher
Vanessa Gongora, Kanda University of International Studies, Japan

Even though Content and Language Integrated Learning (CLIL) has been around in Europe for over a decade, and then spread to otherparts of the world, it is still gaining attention in Japan. Whilst one of the core principles that underpins CLIL practice in Europe lies in
the collaboration between a subject teacher and a language teacher who team-teach in order to fulfil the goals of a set curriculum, inJapan the language teacher is predominately responsible for dealing with both the content and language that the preparation of a CLIL
subject implies. The application of CLIL and its boundaries can sometimes be unclear, especially for teachers who are inexperienced.
The literature-based on CLIL seems to focus on its definition, methodology and differences between Soft CLIL and Hard CLIL. However,there is a lack of information on how to design solid activities, deliver content and design both language and content curricula as well as
providing guidance on how to structure a syllabus when working individually in highly contextualised learning situations. In this workshop,
attendees will have the opportunity to try out course-specific materials and discuss and evaluate their applicability to their own context.
The instructor will outline a 15-week course on the history of the European Union designed for International Communication students ina private university in Japan. Based on the presenter’s experience, attendees will have the opportunity to brainstorm regarding the designof content curriculum, the search of authentic materials, the scaffolding of activities, and the creation of assessments.

50 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:05-09:55 | British Summer Time (UTC+1)

Sunday Live Stream Session 2

Professional Training, Development & Concerns in Education
Session Chair: Clementina Cardoso
57766 09:05-09:30

The Birth of Smart Teachers: A Genealogical Examination of the Newest Teacher Subjectivity on the Matter ofTechnology Use
Sejin Lee, Lancaster University, United Kingdom
Kyungmee Lee, Lancaster University, United Kingdom

This study employs Foucauldian concept of “genealogy” to explore rules, norms and knowledge of popular educational discourses
about ‘SMART education’ in South Korean contexts. In order to illuminate the discursive formation of the discourses, this paper studies
a certain version of ‘good teacher’ in its situated contexts. The authors investigate SMART education discourses by collecting public
documents (e.g., national policies, research reports, news articles), and by generating relevant documents (e.g., interview) in combination
with analytical tools provided by Fairclough (2003). With the collected textual data and the tools, this paper uses four-part Foucauldian
framework to illustrate the constructed teacher subject: 1) What aspects of teachers needed to change (substance), 2) For what reason
should this change happen (mode), 3) What are teachers supposed to do to change themselves (the regimen), 4) What a model or perfectversion of teacher might look like (telos). The research intends to show the formation of teacher subject in this specific historical juncture
which might be rather limited in relation to issues of technology use in teacher education. The writers consider the characteristic of
SMART education discourses which totalise so called ‘good’ educational values under the name of innovation and vilify ‘traditional’
education. Ultimately, this research aims to open up our discussions regarding different possibilities by re-imagining future versions ofeducation and teachers as well as the current one.
58534 09:30-09:55

What Influences High School Teachers’ Motivation to Engage in Continuing Professional Development (CPD)
Yahya Alghamdi, Nahawand High School, Saudi Arabia

Numerous studies have confirmed that continuing professional development (CPD) is a significant contributor for improving teacher
effectiveness. Hence, this paper reports on a study that explored the motivation of high school teachers in Saudi Arabia to engage in CPD
programmes. It adopted a mixed methods (MMR) sequential explanatory design utilising an online questionnaire completed by 425 highschool teachers and focus groups with 29 high school teachers. The paper aims to investigate what influences teacher motivation to
engage in CPD. The findings identified 48 influential factors that highly enhanced teacher motivation to participate in CPD. These factors
were organised into four categories: government and policy, school, CPD and personal factors. Based on these findings, a conceptual
framework was developed that has the potential to contribute to the knowledge base on teacher motivation to engage in CPD.

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10:05-11:20 | British Summer Time (UTC+1)

Sunday Live Stream Session 3
Culture and Language
Session Chair: Steve Cornwell58377 10:05-10:30

Culture Transmission in Heritage Language Teaching: A Case Study of Chinese Heritage Language Schools
Xiangyun Li, Vrije Universiteit Brussel, Belgium
Rik Vosters, Vrije Universiteit Brussel, Belgium
Jianwei Xu, Vrije Universiteit Brussel, Belgium

It has been widely accepted that culture is an integral part of language teaching. Heritage language schools, as one of the importantstrongholds of heritage language and culture maintenance in diaspora communities, have naturally undertaken the mission ofdeveloping not only heritage language learners’ language skills but also their cultural awareness. With the focus upon the transmissionof Chinese culture in Chinese heritage language (CHL) teaching, this presentation will examine the interpretation of Chinese heritage
culture, the attitudes towards as well as the strategies of transmission from the perspectives of both educational practitioners andstudents in two CHL schools in Brussels. We employ an ethnographic approach to study the schools run by, respectively, Taiwaneseimmigrants teaching traditional Chinese characters, and immigrants from mainland China teaching simplified characters. Specifically,
we will draw on the data from the interviews with principals, teachers and students to report on their perceptions of Chinese culture
and its transmission. Our observations of classroom interactions will help us gain an insight into the ways in which Chinese culture istaught, learned, interpreted and negotiated. As such, our findings will provide a deeper understanding of the efforts made by different
stakeholders to maintain the heritage language and culture, and illuminate the characteristics of heritage culture teaching and learningin the diasporic context more generally.
57827 10:30-10:55

Structuralism Approach to English Teaching as a Means of Solving Cross-cultural Problems of Russian Students
Galina Gumovskaya, National Research University Higher School of Economics, Russia

The article deals with language as cultural heritage of nation. Russian students of English when facing lingual phenomena that do notoccur in their mother tongue, avoid certain typically English lexical units and structures, which violates inter- cultural communication.
To help students get insights into the inner structure of the units and expose the mechanism of their functioning, we turn to the ideasof Structuralism – Theory of Oppositions – and present the meaning of a unit by means of paradigmatic correlation of lingual forms bywhich certain functions are expressed. When word-forms are represented in the binary privative opposition framework, it reveals a bundleof differential features (strong features) exposing its categorical properties. By means of gradual opposition framework exposed are theremnants of the extinct dual rank of the category of number in modern English, whose function has since Indo-European period of its
development been replaced by simple plural. It is evident that the seme of duality is present in the lexico-semantic structure of certain
English lexemes, which expresses the concept of two as contrasted to many. Component analysis helps reveal lexical units containing theseme of duality in their lexico-semantic structure and to study their functioning in speech in modern English. Traces of numerical duality
are found in numerous binary oppositions of grammatical categories and in some fossilized forms. The worked-out series of training
exercises might give proper results for students to better understand the mechanisms of the English language operating.
57856 10:55-11:20

A Case Study of Curriculum and Assessment Design in Content and Language Integrated Context at EMI
University in China
Piotr Zychowicz, King's College London, United Kingdom

Integrating creativity and autonomy at EMI Universities in China seems to be one of the main challenges of a successful curriculum
and assessment design. The switch from the test teaching approach to content and language learning proves a significant difficulty,
especially at those universities that offer UK degrees in China. As a practitioner teaching and designing modules for Chinese students forover a decade, I will aim at providing insights into successful curriculum and assessment design that takes into consideration not only
students educational background, but also their prospective international MA degrees requirements. This presentation will demonstrate
what creativity and autonomy can lead to if the right approach and tools are applied within the curriculum and assessment design.

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11:30-13:10 | British Summer Time (UTC+1)

Sunday Live Stream Session 4
Educational Research, Development & Publishing
Session Chair: Cynthia Northington-Purdie
57700 11:30-11:55

Effect of Mathematext on Communication, Attitude, Family Engagement, and Achievement: Basis for theDevelopment of a Family Math Program
Lucille Arcedas, Technological University of the Philippines Visayas, Philippines

This mixed methods experimental design research aimed to determine the effect of Mathematext on communication, attitude, family
engagement, and math achievement. Participants of the study were Grade 4 section 1 learners of Esteban R. Abada Memorial School Eastand Esteban R. Abada Memorial School West for the school year 2018 – 2019. During the six-week intervention period, Mathematext or the
combined strategies of contextualization, localization, family math and multiple intelligences, was used during fifty-minute lectures. In addition,
Saturday learning sessions were conducted twice to family members. Data were obtained from administering six modified instruments thatwere subjected to validation and reliability procedures. Qualitative data came from 5 focus group discussions and 2 interviews. Mean, standard
deviation, independent samples t-test, paired t-test and analysis of covariance were used for quantitative analysis. Thematic analysis was
utilized for the qualitative part. Results showed that Mathematext strategy was effective in improving attitude and is comparable to traditional
strategy in enhancing mathematical communication and achievement in mathematics. Item analysis showed that items which required learners
to read problems had low mastery level while those that were just presented as drawings alone had higher mastery level. This suggests thatthe use of mother tongue during the first years of schooling may have postponed learners’ comprehension of the English language. This is
supported by learners’ outputs, FGDs and interviews. More comprehensive research on the effect of Mother-tongue based learning should be
conducted and modified approaches in conducting Family Math Program should be investigated to optimize results.
57472 11:55-12:20

The Trojan Horse Tamed! Arab Learner Motivation and Vocabulary Gains
Saima Nomaan, Al Ain Men's College, United Arab Emirates

Research establishes that using digital linguistic resources/learning environments to enhance students’ learning experience positively affects
their motivation and subsequent educational achievement (Moran et. al., 2008; Lu, 2008; Shohel & Power, 2010; Zhang et al., 2011; Lin andNzai, 2014; Deng and Trainin, 2015; Alvarado et al., 2016; Dizon, 2016; Berns et al., 2016 and Vasbieva, 2016). Therefore, various instructional
technological interventions are utilised to engage and motivate struggling learners, to enhance their linguistic performance and improve their
metacognitive skills (Henry et al., 2012). Although English-rich environment provides excellent opportunities for Arab learners to develop theircompetence in English language, the reality of the classroom demonstrates several issues concerning teaching/learning and motivation.
Despite English as a means of communication locally, numerous Arab students are “struggling readers [and] struggling writers” (Tomkins,2011). This small-scale extended study broadly aimed at addressing the vocabulary and motivation crisis (Engin & McKeown, 2017) at tertiarylevel EFL learners in the UAE and explores the extent to which digital tools enhance their motivation and vocabulary achievement. Following
the Positivistic foundationalist paradigmatic traditions and a quasi-experimental quantitative approach, the study utilised the pre/post-tests,
formative-assessment and class-observations for investigation. Learner groups were allocated the tasks of creating vocabulary quizzes
using digital applications and present/teach their peers over an academic term. Five standardised state exams’ results were compared, andremarkable improvement was found in learner vocabulary gains and motivation. This goal-oriented activity utilising learner collaboration andlanguage use resulted in superior learning, augmented learner autonomy and enhanced learner motivation and empowerment.
58316 12:20-12:45

Self-organized Learning in School Practice

Ingrid Geier, Salzburg University of Teacher Education, Austria
Self-organized learning as a didactic teaching and learning concept is based on the theoretical models of self-control and self-organization within
the framework of systemic and constructivist learning theories. In the present concept, this means the participation or transfer of responsibility
to learners who, from an organizational point of view, co-determine the subject matter, learning time, methods, place of learning and social form
within certain time or content specifications and external structures. The objectives of self-organized learning are to increase the learners'
self-competence and knowledge of their own learning and to enable learners to act responsibly and competently. They take responsibility for
their learning process and their learning success, whereas teachers in self-organized learning processes take on a supporting, individuallyadvisory or accompanying role. The results of an empirical study (complete survey of teachers by group discussion method according to
Bohnsack, 2003) at a New Middle School show that the teaching-learning concept SoL is oriented towards the two action-guiding principles ofcompetence orientation and the teaching and learning setting: self-organization in learning. It takes into account different quality characteristics(e.g. reflection of the learning process, learning success control, ...) and, with regard to the question of the encounter of heterogeneity in theclassrooms, it enables different aspects of self-control and, out of itself, ways to a teaching and learning culture in which the learners takeresponsibility for their learning. In this setting, learners can to a certain extent plan and decide what, when, how, where and with whom they learn.
58434 12:45-13:10

A Study for Entrepreneurial Education for the Middle-ages

Yasuko Eno, Japan Advanced Institute of Science and Technology, Japan
Rihyei Kang, Japan Advanced Institute of Science and Technology, Japan
The purpose of this paper is to explore the significance of considering the characteristics of the entrepreneurial process in entrepreneurial education
for middle ages. In an ageing society, starting self-employment from middle-age is expected more than ever. Recent entrepreneurial studies haveshown that middle-aged entrepreneurs are more successful than young ones. Since the 1990s, entrepreneurial education has developed widely.
However, many of them are targeted at college students, and there are not enough effective entrepreneurship education programs for middleaged people. Previous research has also suggested that middle-aged workers are characterized by using their work experience and human
networks, for example, as a process for acquiring entrepreneurial opportunities. Another study has shown that successful serial entrepreneurs
create entrepreneurial opportunities by using the resources they have at the time, without conducting market research which is a key element ofmarketing. We conducted an interview survey on the entrepreneurship process for 10 entrepreneurs in their 40s and 50s who have experience as
office workers. As a result, their work experience and human network were used to capture their entrepreneurial opportunities. These processes
are an important feature of a successful middle-aged entrepreneur. We conclude that in addition to traditional management and entrepreneurshipeducation, educational programs studying the characteristics of the process are effective in educating middle-aged entrepreneurs.

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13:20-14:10 | British Summer Time (UTC+1)

Sunday Live Stream Session 5

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Zachary Walker
57765 13:20-13:45

Experts and Students Advocate Andragogical Insights in Learning Beyond Pedagogy
Selma Dündar-Coecke, University College London, United Kingdom

Past research indicates that experts with more specialized knowledge criticized educational implementations and curriculum content
sharply. Whether the intensity of these criticisms originates from domain-specific knowledge or expertise is unknown, as experts arehighly independent, internally motivated, and self-directed learners. This study hypothesizes that when adults with specialized knowledgecomment on educational implementations, they may project their own intellectual competences onto their judgments, in a phenomenon
called as intellectual mirroring. The purpose of the study is to investigate to what extent intellectual mirroring has been hampered by anover-reliance on pedagogical or andragogical insights. The study employed the qualitative research approach, in which the qualitative
data were obtained from a series of focus group discussions and individual interviews with primary and secondary school students(Nfocusgroup=8) and teachers (Ninterview=5), who live in the UK. The content analyses identified 13 sub-themes under 6 categories
for teachers; and 11 sub-themes under 6 categories for students. The analyses showed that the nature and intensity of elder students’criticisms were highly similar to those of experts’ previously found. Older than 14-year-old students claimed more independence intheir learning journey and showed high motivation for specific topics, which can be interpreted by andragogical insights. However,teachers questioned students’ competences for self-directed learning, and emphasized curriculum-based requirements, which is driven
by pedagogical insights. As opposed to the teachers, from the students’ point of view, intellectual mirroring is not the consequence ofdomain-specific knowledge or expertise.
57887 13:45-14:10

Utilizing Design Principles to Promote Inclusion in the Learning Environment
Kristi Gaines, Texas Tech University, United States
Charles Klein, Texas Tech University, United States
Malinda Colwell, Texas Tech University, United States

The purpose of this study was to address the importance of sensory input within the built environment as a child development strategy.
Typically, people receive information about the surrounding environment through their senses collectively (sensory integration). However,sensory processing disorder may occur when sensory signals do not integrate to provide appropriate responses. As a result, theenvironment may cause a child to feel confused or irritated. As with all sensory symptoms, severity may vary, and both hyper- and hyposensitivities may be present. The findings show that individuals with sensory processing disorder view their environment differently than
the general population. The data gathered was analyzed and coded to reflect six sensory categories: sight, touch, hearing, taste, smell, andmotion (includes proprioception and vestibular senses). Each of these themes were further evaluated according to child developmental
domains, best practice design indicators, and the elements and principles of design. The result was the development of “Six Inclusive
Design Principles for Learning Environments.” The research also showed that all children in the learning environment benefited from theintegration of the inclusive design principles. This presentation will explain each recommendation and will provide practical examples
for integration of the principles into indoor and outdoor learning spaces. This information is beneficial for design professionals, earlychildhood administrators, and parents.

54 | IAFOR.ORG | ECE/ECLL2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:20-16:00 | British Summer Time (UTC+1)

Sunday Live Stream Session 6
Assessment Theories & Methodologies
Session Chair: Grant Black
58431 14:20-14:45

A Common Assessment Framework for Learning
Patrik Eklund, Umeå University, Sweden
Heidi-Tuulia Eklund, City of Salo, Finland

The Common Assessment Framework (CAF) is used in many European countries and regions for self-assessment to improve publicorganizations in particular in public administration like education and health. CAF per se does not embrace formal or methodologicalapproaches to frameworking or assessment provision. Our focus is broadly on assessment in education with particular views on
assessment for learning. Our model is intended, on the one hand, to support curriculum task forces within national boards of education,
and, on the other hand, to provide assessment framework tool sets in order to support curriculum regional task forces in municipalities,
thus ultimately supporting curriculum planning workgroups as well as teachers and teams as education providers. In doing so we propose
more formal methodology for quality assurance of learning and teaching, including a specific assessment framework to support quality
assurance. Perception and performance are expected to be observed and assessed within modules of particular syllabi of courses. These
processes are integrated in a general process of learning and teaching, including feedback loops representing quality assurance on alllevels from national curricula through municipal and regional adaptations, all the way down to specific curricula and syllabi as specified indetail for and within particular schools. The particular example drawn in this paper has its focus on music teaching in secondary school
using drama process as a teaching and learning methodology, and the process as being encoded in Business Process Modelling Notation.
57945 14:45-15:10

Remote Marking of High-Stakes Examinations: Leadership, Challenges and Strategies
Emma Walland, Cambridge Assessment, United Kingdom

A key priority for educational institutions at both secondary school and university level is ensuring that students’ work is marked to a highstandard, often within fairly tight deadlines. This qualitative study focused upon the marking of high-stakes examinations taken by secondary
school students in England. Marking is carried out by a group of markers, led by a team leader, and this research investigated the qualities andbehaviours that are perceived to be important for leadership in this context. Notably, the marking task is carried out remotely. Any potential
challenges that take place when marking within this context were explored, alongside the strategies used to overcome them. 17 semi-structured
in-depth interviews were conducted with assessment specialists and markers. Data was also obtained from marker rating systems to obtain
multiple perspectives from major stakeholders. The participants represented a wide range of different subject areas, and some distinctionsin the findings were related to the nature of the assessments in different subjects. A key finding applicable to all subjects was that leadership
was focused around the shared goal of achieving fairness to students. Successful leaders were perceived to create a positive team culture
and facilitate high quality marking through various strategies despite the lack of face-to-face interaction. The findings facilitate a nuanced
understanding of the leadership of marking processes in a remote marking context, which can be compared and contrasted with other contexts.
57560 15:10-15:35

A Case Study of Assignments Through an Online Mentoring Program
Jin Zhi, St. John's University, United States

Behind ubiquitous information in the 21st century is the desire for understanding and mastering the information. As with any applicationoriented learning method, it is necessary to truly appreciate its domain before mastering its core knowledge and applying it flexibly inpractical operations. Student hands-on exercise is a commonly used teaching model across all disciplines in today's higher education,and this mode of learning has also been deeply engraved in the hearts of students. However, there is a potential crisis here, that is, blindly
pursuing practical operations and ignoring primary education in such a field and the promotion of competency. This problem is particularly
prominent in highly practical subjects, such as film visual effects that does not only require the understanding of film language and software
skills but also logical thinking ability to cope with the needs of dealing with digital images, colors, natural light, physics and mathematics, andproduction pipelines in the high stand contemporary film industry. Thus, an in-depth understanding of the big picture in the subject and its
standards before getting hands-on is essential for students' learning. This paper is to showcase a hybrid course assignment and distribution
through an externally funding project - the VFX Online Mentoring Program, which was supported by three Academy award-winning visual
effects studios and 6 UK higher education institutions with a total of 88 participating students. Additionally, as an extended project, theprogram is currently open to undergraduate students of all levels and disciplines in St. John's University, New York.
58200 15:35-16:00

Eye-tracking the Neuroactivity of Distraction in Online Learning Environments
Angelicque Tucker Blackmon, Innovative Learning Center, United States

The Tobii Eyetracking system was used to measure students’ fixation and gaze while solving chemistry word problems in an online
environment. Afterwards, students completed a self-regulation survey. Self-regulation is an essential aspect of student learning and academic
performance. In this study, data were collected from nine students in a General Chemistry course where two conditions were measured: timeand group type. Performance on a nomenclature test revealed that students in the experimental group scored higher on the post-test thanstudents in the control group. A time by condition (experiment vs. control) mixed measures ANOVA was conducted on students’ ratingsof their self-regulation competence. Self-regulation is a composite of several psychosocial learning variables. It includes a measure ofcognition, motivation, and emotional aspects of learning (anxiety, frustration, enthusiasm) (Zimmerman & Schunk, 2011; Panadero, 2017).
Self-regulation strategies are associated with distinct patterns of visual attention. Findings show that self-regulation scores did not vary bycondition or by time. The experimental group scored somewhat higher than the control group, but this difference was slight. Overall, bothgroups perceived that they were prone to distractions. However, students in the experimental group appeared to override the tendency to
become distracted exhibiting higher performance on the word problem quiz. We theorize that the blended learning environment served asa moderator for students prone to distractions. Objectively measuring distraction is useful in enhancing online learning experiences to help
students regulate their emotional state and redirect their focus within the span of seconds while in an online learning.

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VirtualPresentations
Watch ECE2020 Virtual Presentations on the following webpage:

vimeo.com/channels/ece2020
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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ECE Virtual Presentations
Adult, Lifelong & Distance Learning
57514

Re-imaging the Flipped Classroom Using Mobile Technology
Anna Jo Perry, Manukau Institute of Technology, New Zealand

The Flipped Classroom approach (Bergman & Samms, 2012) changes the way we think about teaching and learning events. The idea isto encourage students to engage with the topic before class, increase skills and understanding through activities in class and reflect for
deeper learning afterwards. It seems, on the face of it, a great way to engage students with content and to work with knowledge that ispartial and fast-changing. This research, however, came about after several unsuccessful attempts to achieve engagement with the firstpart of this pedagogy...preparing before class. The students still came to class without reading or engaging with material that was sent
to them by email through the Institution’s LMS. After noticing the students using phones in class as their ‘bring your own devices’, it was
decided to try out this platform as an alternative approach. The project involved 2 classes, one in the third year of the ECE degree and one in
the Level 4 ECE Certificate. The methodology was a combined use of self-study (to look at the researchers practice in developing teaching
and learning events on this platform) and constructivist grounded methodology (to follow where the data led as well as acknowledging
the researchers previous experience, values and beliefs). The research led to questions about ‘engagement’ of students, and whether theuse of a Google Document could support a more ‘integrated, flipped approach’ of on-going synthesis across the weeks of the semester.
58225

Life-phases, Learning Aspirations and Reasons [Desire] for Learning
Hans Peter Wachter, University of North Texas, United States

Older adult allocate larger amounts of time toward the pursuit of educational interest and for the sake of personal enjoyment or growth.
Seeking out educational experiences for fun rather than for explicit gains provides a different value to these education experiences.
Engaging in learning in older years is based on intrinsic motivation, rather than extrinsic motivation, where rewards are presented, intrinsic
motivation provides more meaningful learning, likelihood to follow through on the initial pursuit of knowledge, and experience perceived
value of that learning. This is directly tied for example to the value of reading for pleasure or self-betterment. Many older adults do readmore in their retirement or they recently developed a love for reading. Whether individuals enjoy reading for the sake of it or if it waspreviously a difficult task they worked to overcome. The desire to broaden one’s view manifests in a wider breadth of interest seeking,which is partially enabled by unoccupied time. Older Adults get the opportunities to pursue old goals or new hobbies, even if not it is in
the way they originally hoped. This presentation will discuss the direction of education or learning in older years can be reactionary fromlife experiences or careers as I have read several times in the narratives. Often a career choice or learning direction was chosen because
the opportunity presented itself by accident or without an obvious precursor. Interview outcomes show education and career choices canbe opportunistic.
56175

Equipping Adult Learners with Basic Literacy Skills for Cognitive Sustainability
Blessing Anyikwa, University of Lagos, Nigeria
Oyekunle Yinusa, University of Lagos, Nigeria

The non-literate adults in Nigeria are often faced with the inability to apply mental intelligence in their lifestyles which is reducing theirrelevance in the 21st century society. The study therefore, seeks to equip adult learners with basic literacy skills for cognitive sustainabilityin Lagos state, Nigeria. Four research questions were raised and answered; and four hypotheses were tested to guide the study. The study
adopted descriptive survey research design. The instrument adopted for the study were Key Informant Interview (KII) and Questionnaire.
The instrument was validated using content and face validity. A total of one hundred and eighty (180) questionnaires were administeredpurposively to adult learners across the six NMEC/NOGALSS literacy centers in Lagos state, and one hundred and forty-five (145) wereretrieved. The reliability of the instrument was confirmed using a test-retest procedure which gave a correlation coefficient of 0.87. The
data was analyzed using frequency distribution tables, percentages, mean, and both Pearson Product Moment and Rank Order Correlation
Coefficient were used to test the hypotheses at 0.05 significance level. The study revealed that the content of adult basic literacy skills
curriculum does not deeply meet the needs of adult learners’ cognitive intelligence amongst others. The study recommended that the
curriculum of the adult basic literacy should be designed to have a combination of English and mother tongue language as medium of
instruction in order to aid cognitive understanding among adult learners inter alia.

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ECE Virtual Presentations
Assessment Theories & Methodologies
57954

Self-regulated Learning and Dynamic Assessment in Preschool
Janete Silva Moreira, University of Lisbon, Portugal
Ana Margarida Veiga Simão, University of Lisbon, Portugal
Paula Costa Ferreira, University of Lisbon, Portugal
Maria Itália Temudo, University of Lisbon, Portugal

The assessment of self-regulated learning is a relevant research topic in early childhood development. However, there are few measures
to assess self-regulated learning in preschool as a dynamic and multidimensional process. This study aims to fill this gap by presenting
the development and validation of the Dynamic Assessment of Self-regulation in Preschool (DASP) method. A dynamic assessment of
the construct may constitute an important contribution, as it enables to cross observational, verbal and performance data. To achieve
the study’s aim, 214 preschool children were asked to participate in the study voluntarily with parental consent. The DASP method wasdeveloped within a theoretical framework of self-regulation, including all cyclical phases, namely, forethought, performance and selfreflection. Specifically, this method requires children to be questioned in the forethought and self-reflection phases, and observed in theperformance phase, as the researcher notes their strategies. This method is used while children engage in authentic preschool tasks.
In this study, children performed the Clown task (cognitive task) and the Head-Toes-Knees-Shoulders task (motor task). Item Response
Theory analyses provided good item fit (forethought: .99, performance: 1.00, self-reflection: .99) of the DASP method, good values of thetasks’ reliability (Clown: .92; HTKS: .85) and evidence of the participants’ difficulty level in completing the tasks. Results indicated thatthe children experienced more difficulty in the performance phase, as opposed to the other phases. The potentialities, constraints andimplications of the DASP method will be discussed in terms of contributions for theory and practice.

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
55479

An Issue of Minority Language Education, or of Urban/rural Division? Observations from Ethnic Minority
Schools in Inner Mongolian
Qi Zhang, Dublin City University, Ireland

Against the backdrop of the increasing disparities in urban and rural areas in China nowadays, this qualitative study explores trilingual
education in the Inner Mongolia Autonomous Region (IMAR), with a focus on the Mongolian language programme. Through a field trip tofive primary and secondary schools, interviews and class observation reveal that students are highly motivated in conducting their primaryand lower secondary schooling through Mongolian, due to the high utilitarian value associated with Mongolian. Preferential policies makeit possible to maximise the chance of academic advancement, career prospects and possible social upward mobility for learners ofMongolian. However, the dominant positions of Mandarin as the national common language and English as a lingua franca in schools
with admirable academic quality restrict the ability to convert the linguistic capital of Mongolian into other forms of capital outside ofInner Mongolia. The study reveals that the problems and difficulties of Mongolian language education in compact ethnic minority regions
tend to be the same as those faced by other Chinese rural schools. The marginalisation of a minority language is examined in relation
to fast-paced urbanisation; changes would require institutional support to enhance the symbolic value of the ethnic minority language.

Curriculum Design & Development
55470

Curriculum Design of Chinese as a Foreign Language Courses at The University of Hong Kong
Yuk Yeung, The University of Hong Kong, Hong Kong
Yan Yan Chan, The University of Hong Kong, Hong Kong
WK Lee, The University of Hong Kong, Hong Kong
Rosa Sung, The University of Hong Kong, Hong Kong
Hong Yang, The University of Hong Kong, Hong Kong

As China can still enjoy a high GDP growth rate for the next decade, there is a rapid increase in the number of foreign students coming
to Beijing, Shanghai and Hong Kong to study Mandarin. Meanwhile, Hong Kong is truly an international financial center in the world,
therefore, a lot of students also come to Hong Kong to study Cantonese in order to find a job in Hong Kong after they graduate. As Chinese
Language is one of the popular subjects for them to choose, from 2017 to 2018, there are about 657 foreign students (undergraduates
or exchange students) studying Chinese as a Foreign Language courses. In addition, there are about 296 students study Cantonese as a
Foreign Language Courses. In this paper, we want to demonstrate our curriculum design of Chinese as a Foreign Language courses fromLevel One to Level Eight at the University of Hong Kong and Cantonese as a Foreign Language Courses from Level One to Level Two: I.
Chinese as a Foreign Language Courses: Level one (basic: zero beginners), Level two (basic), Level three (basic), Level four (Intermediate),
Level five (Intermediate), Level six (Higher-Intermediate), Level seven (Advanced), Level eight (Advanced). II. Cantonese as a Foreign
Language Courses: Level one (Beginners), Level two (Basic). We will explain the above courses in four ways: 1) Objectives of the Course,2) Course Description, 3) Assessment and 4) Learning Outcomes. The medium of instruction of the above courses is Mandarin Chineseand Cantonese with supplement of English. We would like to introduce the course outline about courses in this paper.

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ECE Virtual Presentations
Curriculum Design & Development (cont'd)
56645

Course Redesign & Student Learning: High Impact Practices
Maureen Andrade, Utah Valley University, United States

Course redesign can enhance the student learning experience by emphasizing real-life application of learning, transversal learning
outcomes, and authentic assessment. An increasingly common platform for this is the high impact practice of ePortfolios, which entail
students creating artifacts that represent their learning. This presentation focuses on the processes and outcomes of a course redesign
project. The presenter will describe the redesign of an introduction to organizational behavior course based on the eight key elements ofhigh impact practices (HIPs) and the incorporation of five specific HIPs—writing-intensive, collaborative projects, diversity, communitybased learning, and ePortfolio (Kuh, 2008; Kuh, O'Donnell, & Schneider, 2017). The course is delivered through face-to-face, hybrid, andonline modalities. Students work in teams to create an ePortfolio with artifacts documenting their learning. This provides them with thefoundation for a community-based consulting project in which they work with a community partner to identify an organizational behavior
problem, collect and analyze data, and make theory-based recommendations. Through the completion of team artifacts and the community
project (also documented in the ePortfolio), students apply principles and theories related to course topics such as communication,
conflict resolution, management, leadership, decision-making, teamwork, personality, and motivation. Reflection encourages them tomonitor their performance and set goals for improvement and documents a variety of outcomes, specifically the transversal skills valued
by employers such as oral and written communication, teamwork, critical thinking, problem-solving, working with people from different
backgrounds, and application of knowledge to real-life contexts.
58153

Preparing Students to be Global Citizens

Helen L Gallagher, Glasgow Caledonian University, United Kingdom
Thomas Peschken, Glasgow Caledonian University, United Kingdom
Robert A Gilmour, Glasgow Caledonian University, United Kingdom
Graduate attributes are university defined aspirations for students as they emerge into the professional world. They represent the desiredtransferable skills, understanding and qualities that a student may expect to achieve at the end of their learning journey; consequently,
they also define the values and principles underpinning academic practices. Many HEIs seek to engender Global Citizenship(GC) in
graduates to prepare them for life, employment and employability within the context of a complex and uncertain landscape and anincreasingly interconnected world. The competences associated with GC include learning dimensions such as perspectives, attitudes
and behaviours that cannot be directly imparted; rather students have to construct their own learning through reflection, self-challenge
and self-appraisal. The role of educators is to create suitable environments and learning opportunities to support students to achieve
this learning across both the formal and informal curriculum. Furthermore, in order for students to fully benefit, this learning requires tobe explicit and measurable, to enable them to articulate their attributes to a potential employer or sponsor (Oliver and Jorre de St Jorre,2018). We propose a phased approach for embedding the learning dimensions of GC throughout the curriculum using an adaptation of a
‘Exposure, Immersion, Mastery’ model (Charles et al. 2010). This approach facilitates the pre-defining of levels of competences required
at each stage of the programme and for these to be recognised within learning outcomes, teaching and assessment methods. The
authors’ direct experience of two highly successful Erasmus+ Strategic Partnerships (EQUIIP, PEETS) informs this model.
58511

The Least of our Worries: Reception Teachers’ Understanding of Visual Art and its Place in the EYFS Curriculum
Isobel Traunter, University College London, United Kingdom

Visual art education in early childhood has been shown to have an especially significant impact on children living with high levels of
disadvantage. Yet, evidence also indicates that the curriculum in the reception year of school is narrowing, with an increased focus onliteracy and numeracy, to the detriment of children from disadvantaged backgrounds in particular. Concerns have been voiced from acrossthe sector that these changes will have a negative effect on the status afforded to visual art in the classroom. A lack of research evidence
regarding this phenomenon suggests a pressing need to better understand the place of visual art in the early years. A qualitative dualphase design is currently being implemented to explore the status of visual art from the perspectives of children and teachers. The firstphase is using semi-structured interviews with teachers currently practicing in reception classrooms with cohorts of above average levelsof economic disadvantage to understand the value they place on the subject, how they conceive of visual art in relation to their pedagogy
and their personal and professional experience of visual art. A second phase will use participatory methods to explore visual art from theperspective of reception children themselves. Due to the impact of the Covid-19 pandemic, the second phase has had to be postponed
until further notice. As a result, the paper will focus on the results and preliminary analysis of the first phase of the study.

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ECE Virtual Presentations
Design, Implementation & Assessment of Innovative Technologies in Education
57794

Using Attendance Analytics as a Motivational Tool for First-Year University Students: The Live Engagement
and Attendance Project (LEAP)
Maurice Kinsella, University College Dublin, Ireland
Niamh Nestor, University College Dublin, Ireland
Susan Rackard, University College Dublin, Ireland
Jason Last, University College Dublin, Ireland
John Wyatt, University College Dublin, Ireland

The process of transitioning into a third-level learning environment can present cognitive, behavioural and emotional challenges forfirst-year students (Chipchase et al., 2017). When these challenges are not adequately addressed, students’ motivation to engage
with their academic programmes may suffer, hindering academic progression. Motivation underpins students’ ability to generate andaccomplish goals (Locke & Latham, 1990); Anderson (2006) regards it as being “The best predictor of student retention”. Consequently,
providing “proactive motivational support” (Simpson, 2013) is vital for students’ success and for university programmes to accomplish
their teaching & learning goals. Against this backdrop, University College Dublin’s (UCD) ‘Live Engagement & Attendance Project’ (LEAP)
examines the effectiveness, application and scalability of a digital attendance management system that enables students to personally‘check in’ at lectures and track their attendance via their smartphones using Bluetooth technology. Through the utilisation and applicationof real-time attendance analytics, UCD LEAP aims to not simply monitor students’ engagement and attendance, but to develop a proactive
motivational support that can assist students in their transition into university. For students, UCD LEAP aims to foster their intrinsic
motivation to participate in their academic programmes by supporting autonomy, competency and relatedness (Deci & Ryan, 2000). For
academic and advisory staff, it aims to help ensure that they are best placed to offer personalised and timely supports when diminishedstudent motivation becomes apparent. This includes, where appropriate, interventions via the Student Advisory Service, UCD’s pastoral
support arm. This presentation explores UCD LEAP’s theoretical framework and examines ongoing research findings.
57991

A New Standard for Doing Agile Scrum Team Work in Education
Rob Loke, Amsterdam University of Applied Sciences, Netherlands

Scrum is increasingly becoming an essential product development methodology for project education in modern curricula, however,individually assessing students that work in scrum projects as applied in the professional work field remains extremely challenging
until date. In scrum, students team up in order to deliver high-quality products in projects that are directed to real business stakeholders
in order to enhance professional productivity and allow for flexibility to product requirements. Our new standard adds up to thismethodology in three ways. First, we propose to represent the common language that is relevant to stakeholders, product owners anddevelopment teams in terms of epic, user story and task such that team members from different backgrounds learn to comprehend
together. Second, we propose a two-stage task allocation approach in which, first, learning outcomes for a course that are set in
education designs are preliminary mapped by the lecturer to abstract, state-of-the-art, tasks that are commonly relevant in the expert
domain, and, then, concrete tasks for the project at hand are placed on project scrum boards by students during scrum sprint plannings
in the course run. Third, we propose to assess scrum teams both at group and individual student level. For the individual grading, wedefine a novel concept of task balance that we consequently measure inside teams. With the aid of automated tools, the standard has
been successfully applied and operationalised in various course runs of our multidisciplinary master where it has proven to be effectivein assigning individual grades when needed.

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
58410

Disentangling Difficulty: Understanding the Interrelationship Between Send and SEMH for Girls and Young Women
Gray Felton, Notting Hill and Ealing High School, United Kingdom

As educational professionals, we want to respond to the needs of each young person and provide the support that they need to thrive.
Any provision that we offer is shaped by our understanding of the nature of these needs and the underlying causes and factors affecting
their difficulties. This paper seeks to explore how we can delve deeper into the causes of difficulties with learning for girls and young
women. We know that SEND and SEMH are inextricably linked together, and new research has revealed in much greater detail some of theneurological and biological factors underlying these difficulties. This work has been particularly revealing in relation to girls and young
women, allowing us to reexamine how SEND and SEMH can be different for them. This paper sets out to draw together some of this new
research, examining the interconnections between SEND and SEMH for girls and young women. The paper summarises a literature review
forming the first stage of a research project involving University College London and The Girls’ Day School Trust. It draws on evidence
and insight gathered from direct experience of working with girls with both SEND and SEMH needs in secondary schools, as well as froma wider network of SENDCos working in different schools across the UK.

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ECE Virtual Presentations
Education & Difference: Gifted Education, Special Education, Learning Difficulties &Disability (cont'd)
58453

A Study on Students' Cognitive Load, Learning Motivation, and Learning Strategies in a Engineering Course
Integrating with Mobile Learning Tools
Min Jou, National Taiwan Normal University, Taiwan
Chun-Chiang Huang, National Taiwan Normal University, Taiwan

This study carried out via both qualitative and quantitative methods. Results showed that in terms of learning emotions, flipped classroom
based on mobile learning had some effects on students’ ""self-directed learning"" and "self-efficacy". Flipped classrooms had a more
obvious effect on improving the low achievers’ intrinsic goal (learning motivation), metacognition (learning strategy) and resource
management (learning strategy) than the middle and high achievers’. As for cognitive flexibility, results further indicated that flippedclassrooms were able to let low achievers be more self-directed and helped them feel a higher degree of "cognitive control" of "cognitive
flexibility", thus improved their academic achievements. The results of this study lay a theoretical foundation for designing an effective
flipped classrooms environment and differentiated instruction in the future.

Educational Policy, Leadership, Management & Administration
57937

Human Resource Policy in Leading Russian Universities: An Assembly Model
Elena Drugova, Tyumen State University, Russia

The presentation discusses the development of human resources management in leading Russian universities during the last 5 years. It
demonstrates that such topic in the research literature is presented but fragmented, so a holistic picture of the transformation of humanresource management in leading Russian universities has not been presented so far. The presented study covers 8 leading universities- members of the National Higher Education Excellence Program "Project 5100" (2 from Moscow, 2 from Saint Petersburg, and 4 regional
universities). The study is in progress now, and only 4 of 8 universities were studied yet. The semi-structured interviews were conductedwith universities` employees of different level (top-management, heads of institutes, deans, lecturers and researchers, HR-management
representatives). Also, strategic documents of universities were analyzed. It is shown that globalization has affected the universities
management through the widespread dissemination of the principles of neoliberalism, corporatization and the effective management
practices in higher education, especially in connection with the launch of National Higher Education Excellence Program "Project 5100".
The impact of global rankings on university governance is shown as significant. The study describes specific and common features ofthe HR policies in the represented universities, as well as common challenges. Also, a unique case of the formation and development of
personnel policy at Tyumen State University is described in detail. The key conclusions about the characteristics of the developed modelof university personnel policy and recommendations for its further improvements are given.

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
57938(Re)thinking English Teacher Education in Brazil: Undergraduate Students and Teacher Educators’ Perspectives
on Multiliteracies and English as a Lingua Franca
Isabel Cristina Vollet Marson, State University of Ponta Grossa, Brazil

Globalization has challenged distribution and understanding of knowledge causing instability and uncertainty for teacher education. This
paper presents the results of a doctoral research on teacher education and the challenges posed to educators involving multiliteracies,
English as a lingua franca – ELF and translingual practices. Seven teacher educators and twenty-one undergraduates of the PortugueseEnglish languages major of a public university in Brazil participated in the study. Students’ class observation in the supervised practicum
was the first data instrument, then questionnaires and interviews were applied to both teacher educators and students. Data analysis
was based on multiliteracies, proficiency, ELF and translanguaging. Through content analysis categories were created to undergraduates
and teacher educators’ praxis. Results indicated that participants refer to multiliteracies as didactic-pedagogical resources used in theclassroom, rather than as a language concept or teaching approach. They emphasized the need to bring different semiotic resources tobuild meaning in language classes however, they recognized that changing practices require time and availability of structural resources.
The proficiency theme was strongly linked to the linguistic knowledge of English language and, to the participants’ perceptions of thenative-speaker construct. As far as ELF was concerned, the participants seek to negotiate meanings and make use of communicative
strategies in favor of intelligibility when they have misunderstandings in interactions. In the translanguaging theme, it was found thatthe participants can perceive the influence of Portuguese in the teaching of English, and they feel responsible for discussing the issue oferrors in the classroom.

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ECE Virtual Presentations
Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL) (cont'd)
58308

Investigating the Impact of Acquiring Formulaic Language on Improving the Written Skills of Intermediate
Level Students in a Bridge Programme
Sally Kondos, American University in Dubai, United Arab Emirates

This presentation introduces to the audience the outcome of a study that investigated the impact of teaching formulaic Language on
improving the written skills of intermediate level students in a Bridge Programme at an American University in Dubai. Formulaic Language
forms an integral part of the lexicon (e.g. Martinez and Schmitt, 2012); they have been found to be fundamental to the way Language isused, processed, and acquired mastering formulaic Language have been repeatedly cited in the literature (e.g. Durrant, 2008; Wray, 2000).
Linguists highlight four key benefits of formulaic Language that are also supported by empirical evidence; (1) making up a large proportionof any discourse (e.g. 58.6% of spoken text and 52.3% of written text; Erman and Warren (2000); (2) they express a multitude of meanings
and functions; (3) they promote efficient and effective communication as formulaic Language is easier and faster to understand andproduce (e.g. Conklin and Schmitt, 2008) (4) they enhance productive fluency (e.g. Guz, 2014). The presenter will share with the audiencesome of the outcomes of the study. For an example, the analysis of the results of the learners' writing scores confirmed that the formulaic
Language could be considered an adequate teaching approach to improve the English as a Foreign Language (EFL) learners' writing abilityof the field-independent learners more than field-dependent ones.
58383

Learning International Literacy and News English Through Cross-disciplinary Instructional Modules
Wen-Chun Chen, National Chung Cheng University, Taiwan

Discussing international affairs demands multidisciplinary knowledge and communication strategies from partakers. The demand iselevated for nonnative English speakers when critical ideas are exchanged for controversial topics in English. This research explores
the value of an innovative ESP training featuring interactive educational technology and cross-disciplinary team-teaching, to introduce
international literacy to 26 college-level Taiwanese English learners and guide them to develop analytical perspectives on global news
and discussion strategies. The training includes three learning modules with three themes tackling major global issues at the present
time. Each module composes of six stages: starting from an orientation from an ESP instructor, followed by guided and intensive
English news reading and poster presentations on the students’ side, journalistic communication unfolded by a field practitioner,
blended role play, task production, and finally virtual briefing. Data collection includes entry and exit assessments, in addition to focus
group interviews as well as work products. Descriptive statistical analysis and thematic analysis unfold the induced effects of the
training. The learning outcomes after comparing the entry and exit assessments show positive progress, in both students’ English
news processing and their confidence in voicing themselves. The results from interviews also reveal participants’ satisfaction toward
the training and their communication ability growth. The online role-play creates the affordance to facilitate students to contextualize
global news from the media and develop relevance and insights. The results show that the training can re-educate news readers/viewers by equipping them with journalistic knowledge and clear logic.

Higher Education
57687

Academic Staff Personal Variables and Utilization of ICT Resources for Research, Teaching and Records
Management in Higher Education
Francisca N. Odigwe, University of Calabar, Nigeria
Valentine Joseph Owan, University of Calabar, Nigeria

There is currently an academic debate among researchers regarding the influence of age and gender as factors influencing ICT utilisation
generally among lecturers. This study was designed to contribute to this debate and open up new paths to areas that researchers
have focused little or no attention. This study examined academic staff personal variables (gender, age, educational qualification andrank) and the utilisation of ICT resources for teaching, research, and records management in higher education. The study adopted
a descriptive survey design. The study’s population comprised of 9,604 academic staff at the University of Calabar. A total of 313
academic staff who were available in their offices during data collection responded to a questionnaire which was designed by the
researchers. Major findings showed that the extent of academic staff utilisation of ICT for teaching, research, and records management
is significantly low; staff educational qualification, rank, gender, and age significantly influences the utilisation of ICT for teaching,research and records management; the utilisation of ICT resources decreased with academic staff educational qualifications, rank
and age; male lecturers are more competent in the use of ICT resources than female. It was concluded that academic staff personalvariables play a significant role on the extent to which they utilise ICT resources for teaching, research and records management inhigher education. This study creates a new path for prospective researches to focus on for innovation in education.

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ECE Virtual Presentations
Higher Education (cont'd)
57793

Higher Education and Intercultural Relations: Empowering Indigenous Brazilian Students throughInternationalization Programs
Silvia Abad-Merino, University of Córdoba, Spain
Blas Segovia-Aguilar, University of Córdoba, Spain
Sonia García-Segura, University of Córdoba, Spain

Understanding of both good practices and structural barriers that influence the academic experiences of indigenous students in higher
education facilitates knowledge and continuous innovation to better support these students. This study examined the academic experienceof indigenous Brazilian students who participated in an inter-university internationalization program between the Federal University ofSão Carlos (Brazil) and the University of Córdoba (Spain). The research aimed to (a) analyze the academic, organizational and cultural
factors that favor inclusion and academic success of indigenous students; (b) identify the barriers that hinder their participation andacademic progress; and (c) provide evidence on the impact of this experience on the strengthening of their role as indigenous leaders
at the university. We used a qualitative approach to data collection and analysis which included the life stories provided by the Brazilian
indigenous students; a series of semi-structured interviews to academic key informants suggested by the indigenous students; anda focus group with the indigenous students and their selected significant classmates. Furthermore, the methodology was based on a
critical communicative perspective which allowed to understand the reality of the participants, not as external actors to the research but
as active actors in all phases of the process. Results identified institutional, pedagogical, social and personal elements that favored vs.
hinder the inclusion and academic success of indigenous students. Additional analyses will determine effective policies and academic
practices that favor the inclusion of ethnic minorities in higher education.
57832

Relationship Between Factors and Graduation Rates for Student Success in the U.S. Colleges
Wei Zhang, Western Michigan University, United States
Tetyana Koshmanova, Western Michigan University, United States

Graduation rates are essential indicators of students' success and the indicators defined as the percentage of a school's first-time,first-year college students who continue their studies at the school next year. Graduation rates are essential for student's learning
accountability purposes, and graduation rates need to be improved. The purpose of this study aims to find out the relationshipbetween graduate rate and other predictors such as retention, student-to-faculty ratio, enrollment, tuition and fees, library and grants,
and explore how these independent variables predict the graduation rate. It also aims to determine what factors most influence
student graduation rates for college success. The study will employ a quantitative research design to examine the relationshipbetween factors and graduation for student's progress. The study aims to find out what factors influence student graduation rates
and provide practical implementations, leadership frameworks, and strategies such as a coherent leadership frame, collaborative
culture, trust for school leaders. The student success helps the school leaders to implement the school program, policy, and culture.
The finding of the study finally expects to find out the school implementation on the school curriculum, student learning, staff
professional development needs, collaborative learning culture, and teacher leaders. The future study can explore the dynamic ofpeer-led leadership and peer-driven activities between culture and school leadership to improve student academic performanceand graduation rates.
56429

Student Evaluations in Teaching – Emotion Classification Using Neural Networks
Jaishree Ranganathan, University of North Carolina at Charlotte, United States
Angelina Tzacheva, University of North Carolina at Charlotte, United States

Student evaluation of teaching effectiveness plays an important role in Higher Education. Evaluations serve as Formative (identify
areas of improvement in the process) and Summative (assess the end goal) measurements of teaching. Educational institutions
collect these evaluations in both qualitative and quantitative forms. Qualitative evaluations serve as a bridge for students to express
their feelings about the teaching methodology used, instructor efficiency, classroom environment, learning resources and others.
Identifying student emotions help instructors to have good intellectual insight about the actual impact of teaching. Teachingmodels include traditional models, modern flipped class-room models, and active learning approaches. Light-weight team is anactive learning approach, in which team members have little direct impact on each other’s final grades, with significant long-termsocialization. We propose and extend previous method for assessing the effectiveness of the Light-weight team teaching model,
through automatic detection of emotions in student feedback in computer science course by using Neural Network model. Neural
Networks have been widely used and shown high performance in variety of tasks including but not limited to Text Classification andImage Classification. It is highly deemed to work great with huge volume of data. In this study we discuss how sequential model
can be used with smaller data sets and it performs well, compared to the baseline models such as Support Vector Machines andNaive Bayes.

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ECE Virtual Presentations
Higher Education (cont'd)
57997

Organizational Culture as a University Transformation Indicator: Russian Case
Natalia Gulius, National Research Tomsk State University, Russia

Since 2013, fifteen Russian universities have been participating in the 5-100 excellence program through which every university should achievecertain performance indicators by 2020, including the proportion of attracted foreign students, the certain proportion of foreign professors,quality of publications, academic mobility and internationalization of the university and others. Complex of managerial tools allowed Tomsk
state university (Russia, Siberia) to rose from 586 to 268 place in 5 years, demonstrating the fastest growth in the world university ranking(THE, QS, ARWU). One of such tools is the analytical support of the organizational culture transformation which is difficult to overestimate. In
the situation of limited financial resources and the incomparability of the budgets of foreign universities and the local Siberian University, themain growth tool in the ratings is a bet on the human potential of a university person. It is the university person who will have to make the mainchanges, and that is why the main block of tools deals with conditions for university personnel: open discussions with administrators about
values, creating Code of Ethics, shared governance model, best practices competition, international services development etc. The annual
diagnosis of organizational culture (2013-2020), carried out by quantitative, qualitative and phenomenological methods, shows the dynamics
and allows to develop professional recommendations. Diagnostic results are in demand by university management, the international university
management council, and are discussed at international conferences as a phenomenon of rapid growth in world rankings.
58384

From College to Workplace: English for Specific Purposes Beyond Technical Skills
Wen-Chun Chen, National Chung Cheng University, Taiwan

In most college curriculum, technical skills and knowledge are prioritized across disciplines. However, the academically monolateralcurriculum insufficiently prepares college graduates for job-hunting and workplace. Developing essentials of professional communication
are as vital as technical qualifications before college graduates enter the corporate world. The importance of communication competencein this regard calls for deliberate training to prepare nonnative English-speaking professionals for international environment. In the current
study, an innovative course titled “Workplace English and Practicum” demonstrates an instructional design for 12 Taiwanese language
majors to experience four learning modules—as the means to learn desired communication strategies and professional discourse. An entry
survey, in-class feedback, and course evaluation are conducted to reveal students’ learning needs and outcomes. Descriptive statistics andthematic analysis allow the holistic and in-depth evaluation on the instructional effectiveness. The findings show that the course content
and learning tasks create affordances for the participants to raise their awareness of proper etiquette, work ethics, and the self-correction.
They also learn to seek resources and network outside of school to overcome unforeseen challenges. The results of teacher- and courseevaluations at the end of the semester are validations to necessitate similar courses in all college disciplinary curriculums.

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
57552

Educational Receptivity: Karol Wojtyla’s Philosophy of Community as a Means Towards Embracing Differences
Blaise Ringor, University of Santo Tomas, Philippines

Karol Wojtyla is one of the 20th Century philosophers who personally witnessed the tragedy of World War II in the hands of Totalitarian Regime:
Nazism and Communism. These experiences lead Wojtyla to philosophize on the value of the person. Wojtyla did not stop simply on rediscovering
the meaning of what it is to be human, more than that he also highlights the importance of community and participation. There, he shows that
dialogue is one of the authentic attitudes to participate in a community. This philosophy of Wojtyla continues until he became Pope John PaulII, particularly in his encyclical letters (qualitative method). Nevertheless, the central theme of these writings is receptivity. Which, for PopeJohn Paul II, is the means towards engaging differences insofar as it calls both sides to engage in a meaningful dialogue through intellectual
humility. By "Differences", Wojtyla means diversity of knowledge as having a unitive aspect as long as it aims to contribute in learning the truth.
"Educational receptivity" in this sense, is therefore framed within the context of teaching-learning because without receptivity, there can be nolearning. Without this, a student can never learn from his/her teacher/s despite of what is being taught to them, and teacher/s can never learn
from their students once they are being corrected or questioned by them. Thus, this theory can be applied in any fields of education, for it isuniversally applicable in character for instance, in interdisciplinary education where positive sciences are engaging dialogue with humanities.
58419

Education and Embracing Cultural Differences

Gabriela Marinescu, University of Medicine and Pharmacy, Romania
The paper aims to highlight the role of education to overcome the cultural barriers. In the difficult times that humanity is going through, it
is sometimes recognized that the world is influenced more by the culture of the place, money, information, emotions and less by reason.
Emotional intelligence, imagination, inventiveness, creativity delimit areas of progress in overcoming cultural barriers. The egocentrism,
the illusion of invulnerability or the cultural superiority destroys any claim to rationality and delimits areas of regression in the sameprocess. Negative emotions erupt and intoxicate the society. Mostly informal, psychological, subliminal, indirect. Environmental andpsychological forces amplify or diminish the process of embracing cultural differences. Educational deficiencies favor the establishmentof a culture of lies and compromises in any structure. Positive, resonant education facilitates the embrace a culture of differences.
Imitation works in any community. Small continuous deviations (positive or negative) will become the values of a group. The groupwill embrace or reject the cultural differences. The result depends on cultural and educational dominance. The effect is slow, insidious,
disastrous or flourishing. The culture of the place touches everyone: "with a stick or a caress". Education in a culture of compromises orrespect and tolerance makes the choice between embracing or rejecting the cultural differences.

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ECE Virtual Presentations
Language Development & Literacy
58402

Oral Language and Comprehension as a Predictor of School Readiness Using Preschool Early Literacy Indicators
Jennifer Wellberg, Duke University, United States

The REDY, Set, Start: School Readiness for All! study attempts to improve school readiness for pre-kindergarten students in North Carolina
by nurturing oral language development in early childhood programs. This study was designed to address the achievement gap in giftededucation among underrepresented students with a special emphasis on low-income and at-risk children. There are five areas of children’sdevelopment that contribute to school readiness including health and physical development, social development, approaches towardlearning, general knowledge and math development, and language development and communication. This presentation will specificallyfocus on the area of language development and communication. In North Carolina, the language and communication skills of children
from lower-income families can be up to one full year behind those of children from higher-income families, resulting in many children
starting kindergarten already behind their peers. Five treatment and four control classrooms located in elementary schools in Greensboro,
North Carolina participated in the study. Students in the treatment classrooms received instruction and resources to strengthen oral
language development, while the control classrooms remained unchanged. One hundred sixty-two students were assessed using the
Preschool Early Literacy Indicators. The students in the treatment group demonstrated higher mean comprehension scores comparedto the control group (17.5 vs 11.5, respectively, p=0.003), higher mean oral language scores compared to the control group (18 vs 13.5,
respectively, p=0.042), and higher oral language and comprehension scores combined compared to the control group (35.5 vs 25,
respectively, p=0.007). These data indicate that the study improved comprehension and sentence construction scores and suggest thatearly language intervention may foster the development of school readiness for all children.

Learning Experiences, Student Learning & Learner Diversity
56919

The Use of Educational Videos to Promote Kindergarten Students’ Motivation
Joana Guilherme, Instituto de Educação da Universidade de Lisboa, Portugal
Carolina Carvalho, Instituto de Educação da Universidade de Lisboa, Portugal

Due to the constant stream of stimuli offered by technology, children are harder to motivate, and therefore to teach. According to this,and following today’s emerging technological society, Francis (2007) states that it is important that school classrooms use and explore
technological means of information. Thus, in order to promote a meaningful learning experience, we aim to explore different kinds ofeducational videos and their effects on students’ motivation. During six months, and twice a week we worked with 40 children aged 4-5,
learning English as a foreign language through the use of educational videos. Our results suggest that children feel more motivated tolearn with videos that require their responding and reflective skills, rather than videos that only require listening and memorization skills.
57528

No Child Left Behind: Bridging the Literacy Achievement Gap of Looked-after Children in Secondary School
Through Speaking and Listening
Sylvia Ikomi, University of Greenwich, United Kingdom

This paper explores the key challenges that children in care and children who have suffered adverse experiences face in their educationand solutions to these challenges. Using a mixed-methods approach, the researcher conducted interviews with American secondary
school teachers, a focus group with members of the USA’s Legal Centre for Foster Care and Education, an interview with EL Education’s
Chief Academic Officer, and action-based research with 9th grade/year 10 students at Codman Academy Charter School in Boston,
Massachusetts. The research identifies key steps that can be taken by educators to develop the spoken and written literacy skills ofchildren that have had adverse childhood experiences, ranging from oracy-centred lesson planning, curriculum design and school pastoral
support to positive reinforcement. It demonstrates the potential that this approach has to engage these children when educators utilise
and apply their own speaking and listening skills effectively.
57795

Teaching At-Risk Students Using UDL: Cure or Curse?
Jeanette Landin, Landmark College, United States
Paulette Schirmer, University of Alaska Southeast, United States

At-risk students exist in every college classroom. As of 2019, at-risk college student categories in the United States included indigenous(18%), neurodiverse (e.g., students with dyslexia, ADHD, or Autism Spectrum Disorders) (19%), and non-traditional (i.e., significantly older
than their peers) (69%) (NCES, 2019; UAS, 2019). The common theme among these groups of students is that they are considered as “theother,” perceived as somehow separate from or less able to succeed than their classmates because their frame of understanding course
content differs from their native, neurotypical, and traditional peers. A person’s sense of belonging within a peer group is an importantfactor in collegial success. Students in this diverse group often express the feeling of being an outsider, which leads to a negative affectabout learning (O’Brien, 2019). Engaging students through inclusive teaching practices fosters a positive emotional environment in theclassroom (Cavanaugh, 2016). Furthermore, inclusive environments allow students to form bonds with peers and faculty by nurturingperseverance among students (Tobin & Behling, 2018). One way to embrace the differences with such diversity among college students
is the Universal Design for Learning (UDL) approach (CAST, 2018), which allows students to construct meaning within their unique frameof reference. Although UDL approaches cause professors to engage in additional course preparation, the use of UDL fosters collegial
success through multi-modal instruction, diverse assessment approaches, and unique learning opportunities. The use of UDL to embrace
student differences promotes inclusion and self-efficacy in the classroom and beyond.

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ECE Virtual Presentations
57922

Investigation of the Learning Effects of Presentation-style Lessons and the Basic Social Skills of Students
With Spontaneous Beat Gestures
Noboru Fukuda, National Institute of Technology (KOSEN), Nagaoka College, Japan

The purpose of this study is outlined in the following two points. First, an investigation into the effects of presentation activities conducted on thesummary of the second language learning units. One hundred and eighteen (118) presentation-style learners and eighty-three (83) grammarstyle learners participated. As predicted, the presentation group performed better than the grammar group in the description test because they
had many scenes in the class where the uttered contents were more consciously considered than in the grammar group. However, even in
the grammatical sections, the grammar group results eventually did not differ from the presentation group. Second, the relationship between
the learner's utterance ability to produce beat gestures and sociality was investigated. Twenty-four (24) beat students and Forty-seven (47)non-beat students participated. As a result, there was no significant difference in the number of uttered words between the beat group and thenon-beat group. However, looking back at the images recorded in the video, the non-beat group produced the same number of uttered words
regardless of the learning difficulty, whereas the beat group produced more beats than the number of uttered words when the difficulty was
higher. Regarding sociality, it became clear that the beat group was more conscious of taking action, working harder, engaging in teamwork,
discipline, and manners than the non-beat group. The purpose of this thesis is to introduce the practical learning effects of second language
learning through presentation-style learning and the social nature of learners who derive beat gestures during the lesson.
57959

Socially Shared Regulation and Co-regulation in Students’ Narrative Writing: A Systematic Review
Itália Temudo, University of Lisbon, Portugal
Ana Margarida Veiga Simão, University of Lisbon, Portugal
Anabela Malpique, University of Murdoch, Australia
Janete Silva Moreira, University of Lisbon, Portugal

Effective writing is a transversal skill and its importance is set in the teaching and learning guiding documents of the Portuguese government.
However, writing, including narrative writing, is also one of the students' greatest difficulties in Portuguese school settings. The lower proficiency
in writing should be recognized as a problem as well as the need for supporting students’ effective writing development. Self-regulation isa cornerstone of effective writing, with research on the use of self-regulated strategies for writing confirming this theoretical assumption.
However, less research has been developed to investigate shared regulation and co-regulation strategies for writing. This research presentsa systematic review of studies examining the importance of shared regulation and co-regulation in writing activities. After title and abstract
screening, 38 studies met this review’s aims and were examined. Findings corroborate the advantages of explicit and systematic teaching ofprocesses and strategies involved in text composing. Moreover, explicit teaching is needed to promote not only self-regulation strategies but
also socially shared regulation and co-regulation strategies in writing activities. Findings further suggest that it is still necessary to deepen theinteraction between co-regulation and shared regulation in terms of their benefits, under what circumstances they occur, and what triggers
them. The majority of the studies investigating the development of self-regulated writing presents classroom interventions conducted bytrained researchers, with few programs implemented by teachers. Limitations and implications for research and practice are discussed.
58087

The Similar and Different Experiences of Teacher Candidates in a Traditional Undergraduate Versus Online
Graduate Initial Certification Special Education Program
Roddran Grimes, Georgia College & State University, United States
Stephen Wills, Georgia College & State University, United States

Undergraduate students who experience educator preparation via a traditional on-campus cohort-based teaching model find themselves
having a different experience from their online Masters of Arts in Teaching peers. While both programs provide initial teaching certification,
the delivery method utilized for these two cohort models cause a distinct difference in their shared experiences. The traditional students taketheir courses together and are able to provide physical and emotional support to one another. The majority of the online students work as fulltime classroom teachers on a provisional certificate and only collaborate via discussion boards and video chats. Presenters will compare andcontrast the difference between the two field-based student teaching cohort models and discuss how the interaction between candidates’
shared assignments and their cohort leaders’ facilitation provide Special Education teacher candidates with meaningful learning experiences.
58255

Impact of Student Learning Community on Student Success and Retention
Mohammad Reza Zare, University of Leicester, United Kingdom

Student success and retention are one of the major challenges in higher education institutions. Student learning community (SLC), as oneof the potential solution to improve student success and retention, is gaining considerable attention in higher education institutions. SLC
aims to provide coordinated support that promotes the development of essential academic and social skills for undergraduate students. We
have started the first phase of SLC in our school run by group of second year students. The SLC team members were allocated to workinggroups; academic enhancement and extra-curricular. The academic enhancement group collectively developed learning materials for peer
assisted study session (PASS). The PASS session run by one of them throughout semester. Members of this group were also appointed asteaching assistant for selected first year modules. They also organized so-called buddie-buddy sessions scheduled to coincide with otheractivities run by them. The buddie-buddy sessions meant to aid students preparing for their upcoming assessment. The extra-curriculargroup designed activities to be run throughout semester. They were scheduled in timetable “dead-spots” – between core lectures wherestudents seek opportunities to engage in interesting and beneficial activities on-campus. The results of the survey completed by first year
students indicate that participating in the activities run by SLC promote the culture of collaboration and engagement in learning. It had apositive impact on their self-reported outcomes and overall satisfaction within the school. The confidence and social energy fostered bybeing a member of SLC was another profound effect highlighted by SLC team members.

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ECE Virtual Presentations
Learning Experiences, Student Learning & Learner Diversity (cont'd)
58401

Action Research at Educare: Shifting Focus to the Learner for the 21st Century
Anthony Vandarakis, Mcgill University, Canada
Frederick Farmer, McGill University, Canada
Elizabeth Wood, McGill University, Canada

A new small-school, Educare or Edu2 (pronounced edu-car-ai; from the Latin word meaning ""to draw out"") opened its doors in Montreal,
Canada, in September 2019. Edu2 has launched an innovative educational environment to address the challenges of preparing students tolive meaningful and fulfilling lives in the 21st century. In order to achieve that, Edu2 has engaged in the challenging work of rethinking how
schools should organize and what constitutes worthwhile knowledge. Edu2 sees the need for school to foster a supportive community,
promote a healthy and happy learning environment, advance digital and traditional literacies, and view learner-generated knowledge as
essential. The Action Research at Educare: Shifting Focus to the Learner for the 21st Century research team is led by professor Elizabeth
Wood. We are investigating, in partnership with the founder-educators of Edu2, the extent to which the school’s vision has materialized.
An ongoing focus of the partnership research is community building, educational technology, and student-centered pedagogy: Edu2 iscommitted to these core tenets while meeting the global academic standards of the Quebec Education Program (QEP). Our researchteam is committed to chronicling Edu2’s first year of operation through the (voices) experiences of all community members - teachers,
students, parents, and researchers. This presentation will explore the experiences of both students and teachers as they engage with thevarious opportunities, challenges and feelings of belonging to this unique community during the initial year.

Mind, Brain & Psychology: Human Emotional & Cognitive Development & Outcomes within
Educational Contexts
58501

Can the Intervention of SCAMPER Bring About Changes of Neural Activation While Taking Creativity Tasks?
Yu-chu Yeh, National Chengchi University, Taiwan
Chih-Yen Chang Chang, National Taiwan Normal University, Taiwan
Wei-Chin Hsu, National Taiwan University of Science and Technology, Taiwan

SCAMPER (substitution, combination, modification, putting to other uses, elimination, and rearrangement) has been regarded as aneffective technique that provides a structured way to help people produce creative ideas and solutions. Although some neurosciencestudies regarding creativity training have been conducted, no study has focused on SCAMRER. This study pioneers computer-basedlearning in integrating fMRI (Functional magnetic resonance imaging) to examine the learning processes. In this study, we aimed at
examining whether the learning of SCAMPER through video tutorials would result in alternations of neural activation. Thirty college
students were randomly assigned to the experimental group or the control group. The experimental group was requested to watch
SCAMPER videos, whereas the control group was asked to watch natural-scene videos which were regarded as neutral stimulating
materials. Each participant was brain scanned in a fMRI machine while undertaking a creativity test before and after watching the videos.
Furthermore, a two-way ANOVA was used to analyze the interaction between groups (the experimental group; the control group) and tasks(C task; M task; X task). The results revealed that the left precuneus significantly activated in the interaction of groups and tasks, as wellas in the main effect of group. Furthermore, compared with the control group, the experimental group had greater activation in the default
mode network (left precuneus and left inferior parietal cortex) and the motor network (left postcentral gyrus and left supplementary area).
The results are illustrated below. The findings suggest that the SCAMPER training may facilitate creativity through the stimulation of thedefault mode network and the motor network.

Primary & Secondary Education
58018

Relationship Between STEM Attitude and Empowerment: A Descriptive Study in Costa Rican Girls
Joselyn Rodríguez-González, Universidad Latina de Costa Rica, Costa Rica

This study aimed to examine the correlation between empowerment perception and STEM attitudes in young girls from a Costa Rican highschool. 327 young people aged 11 to 18 years from “Colegio de Señoritas”. The sample included only girls, from different ethnic and socioeconomic backgrounds, living in different parts of the urban area in San José. In-depth, the study was carried out an S-STEM attitude
survey (α = 0.91) and Empowerment Scale (modified, α = 0.89). As a result, the correlation between STEM attitude and empowerment did
not confirm a significant relation. However, girls showed a poor attitude in math and the selection of STEM majors, but they have a better
attitude in XXI skills and science. At the same time, young girls present a good perception of their empowerment in almost all areas.
However, they are not perceived as generating an impact in the class and they also do not consider receiving enough external support,
especially in their academic environment.

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ECE Virtual Presentations
Primary & Secondary Education (cont'd)
58414

Increasing Reproduction of Territorial and Social Inequalities in Public Education in Hungary: Causes,
Components, Practices and Mechanisms
Gábor Dániel Velkey, Centre for Economic and Regional Studies, Hungary

In the lecture, I examine the development and reproduction of socio-spatial inequalities through the system of education, learning andtraining. I consciously approach phenomena from a "bottom-up" perspective as they become perceived by people and their communities
getting in contact with educational institutions. In this vein, in my analysis spatial representations of the world economy, regional andnational institutional frameworks, practices and local-regional social influences are closely intertwined with the everyday behaviour ofcertain actors in certain places. Findings of the presentation are based on my research pursued in Hungarian settlements in the past five
years about the materialisation, causes and consequences of school selection and pupil segregation. I interpret institutional education as alarge, bureaucratically organised system in which the state distributes services through designated regulatory authorities and mechanisms
it controls and supervises, which consequently appear to users as "accessible services", but in different ways to individuals and groups
in different situations. Applying the concept of Lefebvre's social space and the interpretation of Soja's spatiality, I distinguish between
services universally available in principle and those actually available for different people with distinct socio-economic backgrounds. With
this differentiated approach, I interpret the role of the state, local government and local elites in shaping the provision of education amidst
increasing selection and segregation of pupils based primarily on their family background, socio-economic status and ethnicity.

Professional Training, Development & Concerns in Education
55489

Self-evaluation of The Success of the Main Clinical Skills Given in Medical Faculty
Burcu Kucuk Bicer, Gazi University Faculty of Medicine, Turkey
Sevil İlhan, University of Gazi, Turkey

Background: The aim of medical education before graduation is to train qualified physicians who have the knowledge, skills and attitudes
that can provide qualified services, who can improve themselves continuously, acquire problem-solving skills and have clinical competence.
We would like to determine how the interns feel about their practice and knowledge and just before the field. Methods: A questionnaire
was developed by the medical education specialist according to the curriculum. Every skill was majored from 1(insufficient)-10(sufficient)points. The questionnaire was tested with 10 students. The forms made of 25 questions were sent by Google forms and 172 (51%) interns
replied. Ethical approval was taken from the university committee. Results: Of the participants 62.3% was female and 61.1% was bornin 1995. 18.1% of the students repeated the class. 29.2% of interns gave a score of 5 and below to the question of gaining the ability tomake the diagnosis of the patient. 40.3% didn’t gain the ability to make decisions on both the therapy and the tests; %93 didn’t gain theimplementation of intrauterine device skill, 20.9% didn’t gain the ability to suture, %15.3 didn’t gain the ability of CPR. 40.3% thoughtthat they’re not clinically sufficient. Conclusion: The medical education and the curriculum might be revised and the theoric burden on
students can be reduced. Moreover practical skills can be thought on more simulators and simulated patients.
57683

Application of Adult Learning Principles to High Risk Equipment Operations Training
Richard Skiba, LRES Training Management, Australia

This paper considers the application of adult learning principles in training learners to operate high-risk equipment such that they develop
a sense of responsibility and accountability for the choices they make for themselves both during and post training. A literature review
was utilised to review currently applied adult learning principles and the discussion considers these with reference to high-risk work
particularly from a safety development perspective. Vocational Education and Training sectors throughout the world are traditionallyresponsible for training delivery in these areas where generally andragogical principles, as defined by Knowles (1970), are applied and with,in some cases, application of a heutagogical approach, as outlined by Hase & Kenyon (2000). Aside from considering these approaches,a new approach is proposed, referred to as authology, with a basis of including notions of responsibility and duty of care in adult learning.
Collins (2004) suggests that all theories of adult education are based on building on prior learning and using methods that treat learners
with respect, whilst recognizing that people learn differently. This involves learners taking responsibility for their own learning however
does not overtly address developing an ongoing sense of responsibility, as is critical to those working in high-risk occupations. There
are numerous training programs in vocational education and training, such as those related to equipment and plant operation, for whichdevelopment of learner responsibility is a critical component in the training, particularly given the potential to cause harm, injury or fatality.
58354

Trends in Practical Undergraduate Training of Future Primary School Teachers
Dominika Provázková Stolinská, Palacky University Olomouc, Czech Republic

The aim of the paper is to outline the development and current trends in practical aspects of undergraduate training of future primaryschool teachers. The research is based on the requirements of schools which need thoroughly trained students prepared for practicaleducational work. For a long time, university education has primarily focused on teaching theoretical knowledge without practicalapplications. Currently, the authors of the present paper aim to implement the “lesson study” method in practical teacher training courses
in universities. According to this method, the system of practical training involves several actors – supervisor (expert from university),
teacher trainer (expert from elementary school), and a group of students. The paper presents an analysis of practical educational
requirements for the implementation of this method. The paper is a partial outcome of the project Development of the concept ofundergraduate training of primary school teachers with an emphasis on communication competences.

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ECE Virtual Presentations
Teaching Experiences, Pedagogy, Practice & Praxis
57975

Learning the Physical Law of Precession by Elementary Students Through Play Using Gyro Spinning Tops
Masaru Onoda, Akita University, Japan

In this study, we report an attempt at children’s physics education through play with spinning tops Toys play an important role for children
to intuitively understand physical concepts, e.g. velocity, acceleration, force, etc. Children can notice rules of the real world by playing withtoys. Such experiences help children be conscious of conceptual building blocks to describe characteristics of various phenomena andeven physical laws governing them. Children learn the setup to play, watch the behavior of toys and study to control them through trial
and error. They play to experience the things which they are not conscious of in everyday life. This study provides an experimental lesson
to help upper elementary students learn the physical law of precession through play using gyro spinning tops, i.e., gyroscope-like toys.
Children can grasp such spinning objects with little hindrance to the rotation, and the tops keep rotating for considerable time enough towatch and feel its reaction. After the play, children are guided to notice precession and are hinted about the existence of a rule governing
its direction. Next, they are prompted to play again to find the rule heuristically. Then, a short lecture on the law of precession is given.
The lecture contains the concepts of angular momentum and torque (the moment of force), and also how to represent them via arrows.
The calculation method of dynamics without a formula is also presented. Finally, children play to check the theory and use it to predictthe direction of precession.
58285

How Does Students’ Vocabulary Grow Over Time? A Longitudinal Case Study
Chien Chih Chen, National ChengChi University, Taiwan

Vocabulary knowledge plays a pivotal role in developing L2 writing, as is evidenced by substantial studies, and the Academic Word List
(Coxhead, 2000) has been considered to be one crucial learning target for L2 learners’ academic literacy. However, limited longitudinal
research over an academic year has been conducted concerning the topics of academic vocabulary development in writing, or theeffect of corpus tools on student’s vocabulary learning. The current longitudinal case study aimed at investigating (a) how students’
academic vocabulary develops over a year in writing, and (b) to what extent corpus tools, among other resources, have effect on students’development of academic words. The data involved three third-year college students’ writing assignments sampled at seven time pointsof the academic year, and their responses to follow-up interviews after each assignment. It was found that the three learners exhibited
different patterns of development in academic word use in writing and they improved the use of academic words in terms of frequency
and accuracy. In addition, it is argued that corpus tools facilitated students’ learning both in academic word use and during the writing
process. Pedagogical implications are drawn based on our findings.
58320

Active Learning to Enhance Students’ Learning Experiences in a Large Enrolled Computer Science Technical
ModuleMohammad Reza Zare, University of Leicester, United Kingdom

Teaching technical modules such as programming to first year, passive learner students is very tricky. Teaching such a module canbe even more challenging when it becomes a large enrolment course. This research experiment aims to explain how a combination ofactive learning strategies such as flipped classroom, problem-based learning and individual and group activities employed to cultivate
an interactive environment in which students can express themselves freely while learning to engage with the past in meaningful
ways. Strategies to keep students ‘on-task’ were also discussed which are vital for student retention and progression. The findings
from student grades, student self-reported outcome as well as the survey indicate that exploiting active learning strategies improvestudent understanding of the module, enhance their social interaction with their peers and also lead to a greater interest of such technicalcomputer science module.
58424

Exploring the Conceptual Framework and Knowledge Base of Nature-based Experiential Education
Joshua Meyer, Montana State University, United States

Given the active interest in developing nature-based learning opportunities (e.g., nature schools), it would be beneficial to know how
it is understood and practiced within the profession. A review of the relevant literature indicates the knowledge base and conceptual
framework tend to differ by country, region, school, and teacher. It is unknown how teachers are impacted by the eclecticism associatedwith these professional features. This study employs a Qual (semi-structured interview of experts) – qual (survey of practitioners) mixed
method approach to explore the knowledge base and conceptual framework informing the practice of nature-based experiential educationin North America. Experts (N = 6) were purposefully selected based on experience, expertise, research, significant contributions, andnovel program development. Survey respondents (N = 103; self-identified nature-based, experiential educators) were targeted throughorganizational affiliation, listserv, and social media networks. The results show that personal experience is a highly valued source ofknowledge among interviewees and respondents. Interviewees also emphasized developmental theory and theories associated withthe benefits of nature contact as important features of ‘nature pedagogy.’ Respondents identified the works of Louv, Montessori, Piaget,
Sobel, and Dewey as supplementing their knowledge base. The conceptual framework defining what teachers should know and be able
to do in this context is eclectic, and fragmented. Overall, these findings indicate that this profession tends to be guided more by personal
experience, not by a well-established professional framework, with the notable exception of the U.K. Forest School Association.

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ECE Virtual Presentations
Teaching Experiences, Pedagogy, Practice & Praxis (cont'd)
57665

Being Unreasonable – How to Teach Clinical Reasoning Amongst Medical Students
David Sterling, St George’s University, United Kingdom

A poster examining the challenges and common themes across teaching clinical reasoning as well as the difficulties of engaging students
during time-limited ad hoc clinical encounters such as the ward round or being on-call. We first explore the process of clinical reasoning,the dual theory of how we acquire it as well as the barriers to do so. Two models are proposed to facilitate the development of reasoning
skills; iterative hypothesis testing (Kassirer, 1983) as well as clinical coaching of reasoning within a skill framework (Linn et al, 2012). We
then examine the obstacles in teaching ‘on the run’ during ward rounds or ad hoc encounters. We first explore the 'traditional model' ofteaching within this setting before highlighting two rapid teaching models to facilitate active learning conversations; One Minute Preceptor
Method (Neher et al, 1992) as well as the SNAPPS model (Wolpaw et al, 2003). Common themes across the methods explored focus upon
the need to verbalise reasoning, promote higher level abstraction amongst students with illness scripts and semantic qualifiers and teachknowledge in ways that are clinically relevant and therefore accessible with a focus on problem solving beyond fact recall.

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VirtualPresentations
Watch ECLL2020 Virtual Presentations on the following webpage:ecll.iafor.org/ecll2020-virtual-presentations/
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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ECLL Virtual Presentations
Applied Linguistics Research
57921

Spaced Repetition (SR) for Long-term Vocabulary Retention: When Exactly to Repeat?
Miguel Varela, Academic Bridge Program, Qatar

One of the most recurrent topics in education is the fact that learners tend to forget what they have learned rather quickly. Previous researchstudies have found that SR can indeed contribute to long-term retention of vocabulary. However, considering there are many variables involved,
and since there is a lack of agreement among scholars of when to repeat exactly, SR has yet to be formally applied into educational programs.
In this presentation, I will introduce a thirteen-month longitudinal study in which learners used SR to enhance their retention levels up to seventy
days since the materials had last been rehearsed. Participants learned 100 Spanish words in eleven sessions every thirty days using flashcards
for learning and were tested 30, 60, and 70 days after their last learning session to test retention. Results showed that participants obtained
higher retention rates at the 30-day interval, with slightly lower levels at 60 days, dropping towards the 70 days. This suggests that repeating
every thirty days could foster retention levels (at least) thirty days after the last learning session. This study took place in a L2 Spanish class in
an international high school in Qatar, and its findings agree with the literature and seem to be applicable to any age range and any subject class.
58405

Effects of Using Self-regulated and Metacognitive Learning Strategies in L2 Writing Through Instructional
Cognitive Involvement at a Thai University
Manashi Gogoi Dutta, King Mongkut's Institute of Technology Ladkrabang, Thailand
Uthaivan Danvivath, Khonkaen University, Thailand

This mixed method research study has investigated the possibilities and effects of instructionally induced cognitive load to facilitate selfregulated and metacognitive learning strategies for developing L2 writing skills. If low self-regulated learning is a cause of lower use of
metacognitive learning strategies leading to low proficiency, then a reverse process of promoting self-regulated and metacognitive learning
strategy use should help to improve L2 writing skills. Based on this idea, this study has come up with an instructional model S2RMCA for
promoting self-regulated learning of L2 writing, a questionnaire SILL2W for measuring and promoting self-regulated and metacognitive
learning strategy use and a set of L2 writing assessment rubric (based on 33 common errors) for self-monitoring, self-assessment andgrading. 26 undergraduate students of a Thai university took part in the study. For collecting data, this study has used questionnaire, pre andpost test scores, checklist and face to face interviews. Statistical test results have shown the validity and reliability of SILL2W (questionnaire)and S2RMCA (teaching and learning model) as practically usable tools for developing self-regulated and metacognitive learning strategy use.
Findings have also shown results with significant differences in writing skills of the participants and descriptive analyses of data helped tounderstand the influence of instructionally induced cognitive involvement load on the learners. Measuring and improving self-efficacy haveremained as limitations of the study. Brief duration of teaching and learning strategy application has been another limitation of this study.
58412

Correlation Between Interlanguage and Internalization in SLA
Wafaa Metwalli, Misr International University, Egypt

Interlanguage is the type of language or linguistic system used by second- and foreign-language learners who are in the process oflearning a target language. Interlanguage is dynamic and permeable as it serves as a bridge between L1 and L2 when learners lackknowledge and fine mastery of rules. They refine certain rules and obtain new ones. (Study.com, 18 June 2018). Contrastive Analysis
and Error Analysis paved the way for Interlanguage theory in describing L2 learners' errors in the acquisition process of L2 (El khereshah2015). Interlanguage changes all the time but can become fossilized language when the learners do not have the opportunity to improve.
It is important for teachers to understand this and also to see interlanguage as a series of learning steps. The theory of internalization put
forward by Vygotsky suggests that an individual is able to observe and internalize the ideas and processes of their surroundings as they
partake in social interaction defined as, ""new ways of thinking"" (Duchesne, S., & McMaugh, A.,2016). The continuous transformation ofsocial meanings into private meanings and private meanings into social ones partly explains the richness and complexity of the second
language learning processes (2013 Azarola). This is why the internalization area can widen the scope to illustrate the errors of the learners
and minimize them. Through the usage of secondary information, internet and personal observation, as one of the processes of thequalitative research method would implicate better learning strategies and more progressed learners.
58439

Impact of Learners’ Backgrounds on Speaking Proficiency of EFL Young Learners in Mexico
Maria Nelly Gutierrez Arvizu, Universidad de Sonora, Mexico
Okim Kang, Northern Arizona University, United States

This study investigated how learners’ background characteristics have an impact on the language ability of young learners of English (YLE).
Research confirms learners’ uniqueness to be the most consistent predictor in successful language learning (Dörnyei & Skehan, 2003).
These factors include motivation, parent education, time of exposure to the target language, among others. One context in which speaking
can be analyzed is through the narratives. They contain academically related language (Ukrainetz, 2006) and provide YLE with meaningful
situations where story grammar and vocabulary interact cohesively (Pinter, 2006), further developing oral and literacy skills (Cameron, 2001).
Sixty sixth graders from a bilingual school, a school with 10 hours a week of English classes, and a school with 3 hours of instruction
in English a week. These schools are located in a northwestern state in Mexico. Measures for YLE background information (age, English
exposure, parents’ income, and education), general motivational beliefs (self-efficacy, test anxiety, cognitive strategy use), and motivation tolearn English were obtained through a series of surveys. Also, speaking skills were measured through story retells and examined in relation
to their proficiency scores. The participants’ speech samples were analyzed for fluency features using the Automatic Speech Recognition
Fluency Extractor (Kang & Johnson, 2018). The research design revolved around correlation and regression approaches. The results may
inform policy and planning for syllabus design, teacher training, materials development, and awareness on language use outside the school
context. This study was supported by the Alianza Interuniversitaria Sonora-Arizona aiming to promote international research collaboration.

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ECLL Virtual Presentations
Approaches
58417

Actual English for Hospitality Industry From Foreign Hotel Guests in Thailand: A Case Study of Ayutthaya Province
Rujika Thammalaksamee, Suan Sunandha Rajabhat University, Thailand
Suwaree Yordchim, Suan Sunandha Rajabhat University, Thailand
Kantavee Wiengsima, Suan Sunandha Rajabhat University, Thailand

Effective and appropriate communication in the hospitality industry needs more than language knowledge. This study aims to 1) explore
the needs of conversational English of front office staff in Ayutthaya Province, Thailand; and 2) analyze the expressions spoken by foreign
tourists in Ayutthaya. To discover the needs of English language learning, the questionnaire has been used with 32 front office staffs
who have worked as the receptionists from 7 months to 15 years. The questionnaire comprises of two essential skills for conversation:
listening and speaking. It revealed that the needs of listening skill under the topic of Requesting General Service was at the highest (X=4.4,
S.D.=0.8); while the most needs of speaking skill was with Apologizing and Expressing Condolences (X=4.4, S.D.=0.7). Furthermore, thestructured interview questions were designed in accordance with the highest needs of Requesting General Service. It was then usedwith 35 foreign tourists who travel on their own currently travelling in Ayutthaya province. The results showed the actual frequently used
expressions which later grouped and rearranged. Finally, they were utilized as examples in the English language manual in order to let
front office staff feel familiar with the actual expressions in hotels. Therefore, the front office staffs should improve their speaking and
Listening skills the most in order to send effective messages to their foreign guests. The data from the findings could improve the front
office staffs in Thailand by helping them develop English for communication in the hospitality industry.
55646

EAP Programme Evaluation: Suggestions from Monolingual Students
Nasrin Pervin, University of Glasgow, United Kingdom

This paper explores the quality and effectiveness of English for Academic Purposes (EAP) courses offered to the first year monolingual
students at a private university in Bangladesh. The aim of the study was to obtain feedback from first year (freshman) undergraduate
students regarding the EAP courses delivered in the university and utilise the data collected to improve and hopefully meet the specificneeds of students related to their success in their academic endeavours and acquisition of academic tools. To identify areas for
improvement, a combination of qualitative and quantitative methods of data gathering were used. From a humanistic approach, theliterature of EAP and programme evaluation are reviewed to discuss the findings of the data analysis considering students’ perspectives
and suggestions. It is found from the study that the current EAP courses have major drawbacks in meeting learners’ expectations andreplicating the acquired language skills for both academic and professional purposes. It is recommended that the EAP courses could befurther improved by incorporating materials relevant to the core subject and by putting more emphasis on writing and speaking skills, thetwo productive skills that are considered most important and difficult by the students concerned.

Culture and Language
58051

Acquisition and Recognition of Chinese Character Using Chunking Method in College Second Language
Classroom
Wanru Xue, Utah State University, United States

Chinese language is belonging to orthographic and morphological system, and most characters can separate into different parts whichhave phonetic or semantic functions. For students to learn Chinese efficiently, chunking method or visual chunking is introduced by Sung,
Tsai, and Hung (2019), defined as “a Chinese character into chunks to reduce the complexity of character forms and resent smaller units
for encoding (p.113).” In other words, chunking method used in Chinese character acquisition assists learners' memory through visualawareness (Sung et al., 2019). Existing literature has investigated Chinese character learning in K-12 using the chunking method (Ada K.H.
Pak et al., 2005; Chang, 2015; Sung et al., 2019; Xu & Padila, 2013), thus, in order to provide comprehensive chunking method on Chinesecharacter instruction, this study investigated the effectiveness of college students using the chunking method to learn Chinese characters.
Thirty-four CFL (Chinese as a foreign language) college learners including 22 advanced and 12 beginner students were involved in thisstudy and introduced three chunking activities in the Chinese classroom. The development of the activities introduced in this study helps
CFL learners to learn and review characters more efficiently.

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ECLL Virtual Presentations
Educational Technologies
55840

Engaging and Motivating Foreign Language Learners with Audiovisual Aids: The Case of French in Selected
High Schools in Ghana
Mensimah Thompson Kwaffo, Ashesi University, Ghana

The integration of multimedia in language teaching and learning has been a subject of interest to many educators in recent times, as research
has shown its impact to be outstanding. In Ghana, French as a foreign language (FFL) is the only foreign language, aside English, which istaught from the early stages of the educational trajectory through to tertiary levels. Studies however confirm that very few of Ghana’s populace
is fluent in French, despite the measures put in place. This study seeks to explore the use of audiovisual teaching and learning aids in the FFL
classroom, whilst exposing the benefits of using videos to motivate FFL learners and develop their communicative competence. An exploratory
study is conducted in 2 senior high schools in a Ghanaian suburb. Data is gathered using questionnaires, interview guides and a non-participant
observation of an FFL lesson which integrates a video document as the main instructional material. Although the FFL teachers attest to
sometimes using audiovisuals in class, we gather that the integration of videos in the FFL classrooms is almost nonexistent, given somechallenges. Despite the setbacks, both teachers and students maintain that videos contribute greatly to motivating and enlivening language
lessons. We recommend teachers to develop practical, creative and effective means of incorporating videos in the FFL classroom. Students arealso encouraged to develop self-learning strategies which will drive their personal communicative development. Finally, the Ghana Education
Service (GES) is encouraged to develop policies that actively integrate technology in teaching and learning of FFL.
57999

Developing Relationships in an Online Environment

Stephen Wills, Georgia College & State University, United States
Roddran Grimes, Georgia College & State University, United States
Relationship building is one of the main goals for engaging students in online learning environments. Several research studies have found thatstudent persistence in an online environment is positively correlated to student perceptions of social presence. This presentation will explain
and show examples of various tools and techniques that can improve social presence in an online environment. The presentation will include
student survey results of the effectiveness of each tool and plans we have to improve. Some specific tools and ideas that will be shared include:• An overview of how we use Flipgrid and Kaltura to create video based discussion boards for small groups.
• An overview of ways to connect with the professor during screencasts, announcements, and when providing feedback.
• Our use of the free Basecamp app or other online forums for student to student and faculty to student communication for cohort students.
• Enhancing faculty human presence during introduction videos using Flipgrid or Kaltura.
• Explain the value of occasional synchronous meetings using Webex or other platforms.
• The sharing of a video based group lesson study project that allows students to provide feedback on each other’s teaching. We will share
instructions and rubrics so that participants can incorporate a similar assignment.
58057

Facilitating Autonomous Learning During a Health Crisis – COVID-19 Contingency Plan in Singapore
Malwina Baranska, National University of Singapore, Singapore

As the Singapore government raised its alert level in the wake of the COVID-19 epidemic, language programmes were urged to step up
and offer emergency contingency plans to convert all face-to-face lectures into online lessons. This necessary action, namely a switchfrom classroom to communication technologies posed a number of challenges for language modules to design a series of interrelated,interactive task-based language learning activities. This report will share students’ responses and behaviours in terms of learning whenface-to-face classes of the level 2 French module went online in the Centre for Language Studies, NUS. The findings of this study deepen
the understanding of the effects of online classes on development of metacognitive awareness and reflective-thinking strategies. By
monitoring the degree of students’ knowledge construction and their motivation in online learning, I will be able to calibrate my role as a
guide, a facilitator of the new virtual classroom. Ultimately, the data will contain the necessary input on how to redesign and implement
more effective online lessons that will encourage students to become independent and successful foreign language learners.
57995

Using Computer-Assisted Tasks to Improve Linguistic Complexity in Vietnamese Students’ Writing Performance
Huyen Nguyen, University of Huddersfield, United Kingdom
Duong Nguyen, Nguyen Binh Khien High School for the Gifted, Vietnam

The synergetic relationship between Task-based Language Teaching (TBLT) and Computer-Assisted Language Learning (CALL) has become
apparent in current English language teaching landscape, facilitating changes in both teaching and learning among involving participants.
Despite their proved positive impacts in parts of the world, computer-mediated tasks only play a very limiting role in English language
classrooms in Vietnam as educators are sceptical of their effectiveness. Regardless of such resistance to classroom implementations,the shift towards technology-mediated classroom due to greater reliance on computers and the Internet for more authentic learning
resources and activities is predictable. In an attempt to make technology-mediated tasks more accessible to Vietnamese teachers andlearners, this research focuses on the effectiveness of computer-assisted learning tasks in enhancing English-major undergraduates’
writing skills. A mixed-method approach with two writing tests and a questionnaire is employed to analyze linguistic complexity changes
in 60 students’ performance and to investigate how well they utilize the learning opportunities given. The presentation would highlightthe implementation of computer-mediated tasks utilizing Facebook as the learning platform in assisting students improve their writing
performance. The presenter will begin by introducing the students’ profile and learning context, which is then followed by the showcase ofidentified improvements and the possible causes that leads to such positive changes. By the end of the presentation, practical pedagogicalimplications derived from the research findings are proposed for teachers from traditional settings that look forward to adaptations in theera of technology breakthrough.

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ECLL Virtual Presentations
Intersectionality
57787

Sustainable Development Goals at the Heart of Portuguese as a Foreign Language University Classes: Study
Cases in Portugal and Spain
Paula Cristina Pessanha Isidoro, University of Salamanca, Spainngela Cristina Carvalho, University of Porto, Portugal

The 2030 Agenda and the Sustainable Development Goals (SDGs) are today a transnational attempt to face a world full of inequalities
and risks. However, for this agenda to be effectively accomplished and these goals to be achieved, a collective effort, commitment
and action are required in every sphere of one's life. We believe that the progress of this committed and proactive attitude requires
greater awareness, from the individual to the organizational level, which necessarily implies higher education and us, lecturers andprofessors, as educational actors and mediators. Starting from the perceptions of university students about the SDGs and the conceptof Sustainable Development, we propose to explicitly articulate the SDGs with our curriculum and teaching practice as lecturers ofPortuguese as a Foreign Language (PLE). A comparative analysis will be carried out between the initial perceptual state of the students
with the degree of appropriation and knowledge of the SDGs after the application of the approach we propose. Starting this experience
with adult learners studying Portuguese A1.2, A2 and B1 at university level, half of them in an immersion context in Portugal, and half
in a non-immersion context in Spain, we aim to share our didactic suggestions in order to make them available to be used in different
language learning contexts.

Learning Environments
57880

Tectonics and Technical Language | Development of and Research on a Language-sensitive Learning Designon Plate Tectonics
Santina Alexandra Wey, University of Erlangen-Nuremberg, Germany
Dietmar Gölitz, University of Erlangen-Nuremberg, Germany
Jan Christoph Schubert, University of Erlangen-Nuremberg, Germany

State of research & aims| Results of international studies such as PISA and PIRLS show that there is a significant correlation between
language competencies, socio-economic background and knowledge (Mullis et al., 2017; OECD, 2019). At secondary schools, language
requirements increase due to a higher level of school academic language (Gibbons, 2010; O'Reilly/McNamara, 2007; Prediger/Zindel,2017). As a result, access to subject-related learning becomes more difficult, especially for pupils with low socio-economic status or a
migration biography (OECD 2019). With the aim of giving all pupils the same educational opportunities, a learning design for languagesensitive teaching in the Geography classroom was developed. Methodology| Research and development work were intertwined
within the framework of Design-Based-Research (DBRC, 2003): first, design-frameworks were developed based on the current stateof research and then transferred into a six-hour teaching unit on plate tectonics for middle school pupils, which was accompanied
by research. The results of the first cycle (N=135) led to a re-design and a second cycle (N=185). Results| To evaluate the languagesensitive unit empirically, it was contrasted with a control group in a pre-post-follow-up design. Both groups covered the same content
in the same period. Geographical knowledge, academic language and motivational aspects were measured. Learning gain scores were
evaluated for validity and differences between the two groups. The results show that the experimental group has significantly higher
learning gains (Cohen’s d post-pre > .65) regarding geographical knowledge and academic language. Interestingly, there are small
losses (d > -.18) regarding motivational aspects; possible reasons are discussed.
57996

Triggering Incarcerated Students’ Use of the Target Language and Reducing the L1 Interference in Class
Through Positive Reinforcement
Olga Jannid Chaves Mendoza, National University, Costa Rica

The aim of this presentation is to demonstrate that teaching and learning a foreign language in social sensitive populations such as
incarcerated students is always possible despite the technological limitations both professors and students are subjected to. The
use of the dollar technique not only triggers the students’ use of the target language but also motivates them to learn in an enjoyable
environment. This is possible by providing them positive stimuli with a technique called “the dollar technique” which consists ingiving students the chance of keeping some fancy dollars during the entire class by avoiding the use of the L1; also by giving
the students the opportunity to recover them by providing a short speech in class or participating in problem-solving situations.
Methodology was based on twenty-four students from Liberia, Guanacaste Costa Rica’s jail and the results were shown throughtheir oral performance progress. Results emphasize that coercive methods of discipline can trigger counter-aggressive behaviors
in students.

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ECLL Virtual Presentations
Psychology of the Learner
57841

Success in an English Language Learning Class: Students’ Beliefs, Emotions and Experiences in a
Communicative Language Teaching Context
Irati Diert-Boté, Universitat de Lleida, Spain

The aim of this paper is to analyse the beliefs, emotions and experiences of English language learners in order to grasp the aspects thatthey regard as positive in an English language classroom. The participants are first-year university students enrolled in an English forSpecific Purposes (ESP) course that were inquired about (1) their life-long trajectories studying English, and (2) their experiences in the
ESP course, which adopted a communicative approach. The data were obtained through (1) one pre- and post- open-ended question froma questionnaire (passed at the beginning and at the end of the course); (2) eight semi-structured and individual interviews; and (3) four
focus groups with five to seven students. Firstly, the answers from the pre- and post- questionnaire were analysed by means of Domain
and Taxonomic Coding, and afterwards the interviews and focus groups were content-analysed to deepen the understanding of thedomains and taxonomies. The analysis reveals that the tasks (especially oral tasks) is the aspect which students value most positively.
The findings show that in a communicative approach, students enjoy oral tasks but they also tend to attach negative emotions to them
due to lack of practice and a strong focus on grammar. However, extensive speaking practice along the course results in an increase of
students’ self-confidence and positive emotions by the end. This change appears to be connected to the other aspects of the coursethat students highlight: the supportive role of the teacher, the positive classroom atmosphere and the effective classroom management.

Plurilingualism - Bilingualism
58435

The Use of Utterance Completions in Expressing Empathy: An Analysis of Simulated Medical Consultations inEnglish as a Lingua Franca
Yukako Nozawa, Waseda University, Japan

This paper reports a part of my PhD research, that is, how student doctors (SDs) express cognitive empathy to the simulated patients(SPs) during the simulated medical consultations in English as a lingua franca (henceforth ELF) by using conversation analysis.
Empathy has been widely understood as a core element of doctor-patient communication and thus affecting healthcare outcomes ofthe patients. However, linguistic and behavioural aspects of empathy have been under-researched (e.g., Pedersen, 2010), specificallyin the communication between doctors and patients from different lingua-cultural backgrounds, although English becomes a dominantlanguage for international communication in the medical contexts around the world (e.g., Tweedie and Johnson, 2018). The data consistsof twelve sessions of simulated medical interviews during medical English classroom at a university in Japan. The participants are twenty
SDs and six SPs from different lingua-cultural backgrounds. The results show that empathic expressions become more explicit as theconsultation proceeds, which is compatible with the previous quantitative studies (e.g., Morse et al., 2008), and it is frequently deliveredin the form of utterance completions (e.g., Sacks, 1992), which is the signal of the mutual understanding and cooperative attitudes of ELF
interaction (e.g., Cogo and Dewey, 2012). I will further analyse and discuss why empathy tends to appear at the later stages of medical
consultation, and conclude this presentation by giving implications for pedagogy and future research.

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Notes

ECE/ECLL
Reviewers

IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing new knowledge. Our academic events would not be what they are without a commitment
to ensuring that international norms of peer review are observed for our presentation abstracts.
With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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ECE2020

Review Committee
Dr Azza Albendary
Cairo University, Egypt
Dr Patrick Alain Tejero Azanza
Eclaro Academy, Philippines
Dr Victoria Baker
Frontier Nursing University, United States
Dr Rachmie Sari Baso
Akademi Bahasa Asing Balikpapan, Indonesia
Professor Alan Belcher
Ashford University, United States
Dr Saramma Chandy
Lords Universal College of Education (RetdPrincipal), India
Dr Tania Dias Fonseca
Kingston University London, United Kingdom
Dr Zainab M. Gaffas
Umm Al-Qura University, Saudi Arabia
Dr May Olaug Horverak
Birkenes Municipality, Norway

Dr Kazi Hossain
Millersville University of Pennsylvania, United States
Dr Motshidisi Lekhu
Central University of Technology, Free State,
South Africa
Dr Anemona Peres
Frontex, The European Border and Coast Guard
Agency, Poland
Dr Theeraphab Phetmalaikul
Srinakharinwirot University, Thailand
Dr Dominika Provázková Stolinská
Palacky University Olomouc, Czech Republic
Dr Y.M. Tang
The Hong Kong Polytechnic University, Hong Kong
Dr Tina Wong
Hong Kong Polytechnic University, Hong Kong
Dr Ulyana Zakharova
National Research University - Higher School of
Economics, Russia

ECE2020

Senior Reviewers
Dr Akeem Adekunle
University of Lagos, Nigeria
Dr Ijaz Ahmad
University of Education, Pakistan
Dr Yahya Alghamdi
Ministry of Education, Saudi Arabia
Dr Lucille Arcedas
Technological University of The Philippines
Visayas, Philippines
Dr Wen-Chun Chen
National Chung Cheng University, Taiwan
Dr Cecilia Chinyere
Michael Okpara University of Agriculture,
Umudike, Nigeria
Dr Consuelo Chua
University of The Philippines, Philippines
Dr Dandy George Dampson
University of Northampton, United Kingdom
Dr Nimrod Delante
James Cook University Singapore, Singapore
Dr Idowu Eluwa
Michael Okpara University of Agriculture, Nigeria
Dr Celine Etesike
Federal College of Education, Eha Amufu, Nigeria
Dr Roddran Grimes
Georgia College And State University, United States
Dr Fortune Isi
Ignatius Ajuru University of Education Port
Harcourt Rivers State, Nigeria

Dr Tomas Krabec
Skoda Auto University, Czech Republic
Dr Jeanette Landin
Landmark College, United States
Dr Joanna Lee
The University of Hong Kong, Hong Kong
Dr Leandro Loyola
De La Salle University, Philippines
Dr Stanley Mandah
Ignatius Ajuru University of Education, Nigeria
Dr Jasvir Kaur Nachatar Singh
La Trobe University, Australia
Professor Olubukola Olakunbi
Obafemi Awolowo University, Nigeria
Dr Sidra Rizwan
Allama Iqbal Open University, Pakistan
Dr Christian Schachtner
Schachtner Personnel Consulting & Iubh
University of Applied Sciences, Germany
Dr Nornazira Suhairom
Universiti Teknologi Malaysia, Malaysia
Dr Shiny Verghese
Gulf University for Science and Technology, Kuwait
Dr Helena Viana
UNASP-EC, Brazil
Dr Mohammad Reza Zare
University of Leicester, United Kingdom

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Reviewers
Dr Silvia Abad-Merino
University of Córdoba, Spain
Dr Jacob Adeyanju
University of Lagos, Nigeria
Dr Oluwatoyin Ajani
North West University, South Africa
Dr Maureen Andrade
Utah Valley University, United States
Dr Pamela De Bortoli Machado
Digital House Brasil, Brazil
Dr Kristi Gaines
Texas Tech University, United States
Dr Helen L Gallagher
Glasgow Caledonian University, United Kingdom
Dr Maurice Kinsella
University College Dublin, Ireland
Dr Renee Kuchapski
Brock University, Canada
Dr Ken Lau
The University of Hong Kong, Hong Kong
Professor Rob Loke
Amsterdam University of Applied Sciences,
Netherlands

Dr Imed Louhichi
The American University of Ras Al-Khaimah,
United Arab Emirates
Dr Shu-Lun Mak
The Open University of Hong Kong, Hong Kong
Dr Abigail Okon
University of Calabar, Nigeria
Professor Masaru Onoda
Akita University, Japan
Dr Nira Rahman
University of Melbourne, Australia
Professor Yashwantrao Ramma
Mauritius Institute of Mauritius, Mauritius
Dr Giulia Vettori
University of Florence, Italy
Dr Daniel Weston
University of Hong Kong, Hong Kong
Professor Phil Yang
National Taichung University of Education,
TaiwanDr Janja Žmavc
Educational Research Institute, Slovenia

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ECLL2020

Review Committee
Dr Mohammed Nihad Ahmed
University of Mosul, Iraq
Dr Aliya Aimoldina
Kazakhstan Branch of Lomonosov Moscow
State University, Kazakhstan
Dr Hasan Alwadi
University of Bahrain - Bahrain Teachers
College, Bahrain
Dr Baghdadi Assia
M'Sila University, Algeria
Dr Mari Mar Boillos
University of the Basque Country, Spain

Dr Maria Nelly Gutierrez Arvizu
Universidad de Sonora, Mexico
Dr Maria Lemus-Hidalgo
Autonomous University of Aguascalientes,
MexicoDr Midori Mashiyama
Fukuoka Women's University, JapanDr Rasha Osman Abdel Haliem
The Higher Technological Institute & Amideast,
Egypt
Dr Duygu Taşer
Middle East Technical University, Turkey

ECLL2020

Senior Reviewers
Dr Rabab Abdel-Fattah
Qassim University, Saudi Arabia
Dr Sharif Alghazo
University of Jordan, Jordan
Dr Zainab Alsuhaibani
Imam Mohammad Ibn Saud Islamic University,
Saudi Arabia
Dr Yusop Boonsuk
Prince of Songkla University, Thailand
Dr Joel Claassen
University of Cape Town, South Africa
Dr Christina Nicole Giannikas
Cyprus University of Technology, Cyprus
Dr Nichet James-Gray
Independent Scholar, United States

Dr Thi Tan Le
University of Foreign Language Studies,
The University of Danang, Vietnam
Dr Rita Marriott
UTFPR - Federal University of Technology Parana, Brazil
Dr Daniela Munca-Aftenev
Academy For Innovation and Change Through
Education, Moldova
Dr Miguel Varela
Academic Bridge Program, Qatar
Dr Stephen Wills
Georgia College & State University, UnitedStatesECLL2020

Reviewers
Dr Anwar Hussein
Birzeit University, Jordan
Dr Constantinos Tsouris
University of Cyprus, Cyprus
Dr Elenita Galvez
Bulacan State University, Philippines
Dr Rui Yi
Beijing Foreign Studies University, China
Dr Wafaa Metwalli
Misr International University, Egypt

Professor Feng-Ming Chi
National Chung Cheng University, Taiwan
Professor Galina Gumovskaya
National Research University Higher School of
Economics, Russia
Professor Rod Ellis
Curtin University, Australia

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A-Z Presenters List
Aanensen, Mariette			p. 38
The University of Agder, Norway
Abad-Merino, Silvia			p. 64
University of Córdoba, Spain
Alghamdi, Yahya			p. 51
Ministry of Education, Saudi Arabia
Andrade, Maureen			p. 60
Utah Valley University, USA
Arcedas, Lucille			p. 53
Technological University of thePhilippines Visayas, Philippines
Avila Vissirini, Barbara		
p. 40
University of Applied Sciences
Potsdam, Germany
Balaska, Christina			p. 47
Liverpool John Moore University, UK
Bang, Hee Jin				p. 41
Age of Learning, USA
Baranska, Malwina			p. 76
National University of Singapore,
Singapore
Bungert, Kira				p. 43
University of Bonn, Germany
Butković, Matea			p. 39
University of Rijeka, Croatia
Chaves Mendoza, Olga Jannidp. 77
National University, Costa Rica
Chen, Chien Chih			p. 70
National ChengChi University,
TaiwanChen, Wen-Chun			p. 62
National Taiwan Normal University,
TaiwanChen, Wen-Chun			p. 63
National Chung Cheng University,
TaiwanChen, Wen-Chun			p. 65
National Chung Cheng University,
TaiwanChua, Consuelo			
p. 42
University of the Philippines,
Philippines
Danielyan, Naira			p. 44
National Research University ofElectronic Technology, Russia
Diert-Boté, Irati			p. 78
Universitat de Lleida, Spain
Draboo, Shailla			p. 42
Jamia Millia Islamia University,
India
Drugova, Elena			p. 62
Tyumen State University, Russia
Dündar-Coecke, Selma		p. 54
University College London, UK

Duong, Anh				p. 36
University of Economics andFinance, Vietnam
Dutta, Manashi Gogoi			p. 74
King Mongkut's Institute ofTechnology Ladkrabang, Thailand
Eklund, Patrik				p. 55
Umeå University, Sweden
Eno, Yasuko				p. 53
Japan Advanced Institute of
Science and Technology, Japan
Farmer, Frederick			
p. 68
McGill University, Canada
Felton, Gray				p. 61
Notting Hill and Ealing HighSchool, UK
Fukuda, Noboru			p. 67
National Institute of Technology(KOSEN), Nagaoka College, Japan
Gaines, Kristi				p. 54
Texas Tech University, USA
Gallagher, Helen L			
p. 60
Glasgow Caledonian University, UK
García-Segura, Sonia			p. 64
University of Córdoba, Spain
Geier, Ingrid				p. 53
Salzburg University of Teacher
Education, Austria
Gomes, Margaret			
p. 41
University of Aveiro, Portugal
Gongora, Vanessa			
p. 50
Kanda University of International
Studies, Japan
Grimes, Roddran			p. 67
Georgia College and State
University, USA
Guilherme, Joana			
p. 66
Instituto de Educação da
Universidade de Lisboa, Portugal
Gulius, Natalia			
p. 65
National Research Tomsk State
University, Russia
Gumovskaya, Galina			p. 52
National Research University Higher
School of Economics, Russia
Gutierrez Arvizu, Maria Nelly		
p. 74
Universidad De Sonora, Mexico
Ha, Michael				p. 45
Lister Hospital, Stevenage, UK
Hakami, Ahmed			
p. 40
University of Bisha, Saudi Arabia
Helmersen, Migle			p. 38
NORCE, Norway

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ECE/ECLL2020

A-Z Presenters List
Hoang Duc, Doan			
p. 36
FPT University, Vietnam
Horverak, May Olaug			
p. 38
Birkenes Learning Centre, Norway
Ikomi, Sylvia				p. 66
University of Greenwich, UK
Jenssen, Eva Carmen			
p. 38
Grimstad municipality, Norway
Jou, Min				p. 62
National Taiwan Normal University,
TaiwanKang, Okim				p. 74
Northern Arizona University, USA
Kinsella, Maurice			p. 61
University College Dublin, Ireland
Kondos, Sally				p. 63
American University in Dubai, UAE
Kucuk Bicer, Burcu			
p. 69
Gazi University Faculty of Medicine,
TurkeyKwaffo, Mensimah Thompson
p. 76
Ashesi University, Ghana
Landin, Jeanette			p. 66
Landmark College, USA
Langeland, Gerd Martina		
p. 38
Lillesand Upper Secondary School,
NorwayLee, Sejin				p. 51
Lancaster University, UK
Li, Xiangyun				p. 52
Vrije Universiteit Brussel, Belgium
Lipan, Gabi				p. 44
University of Aberdeen, UK
Liu, Sarah Hsueh-Jui			
p. 37
Kainan University, Taiwan
Loke, Rob				p. 61
Amsterdam University of Applied
Sciences, Netherlands
Marinescu, Gabriela			p. 65
University of Medicine andPharmacy „Grigore T. Popa” Iasi,
Romania
Metwalli, Wafaa			p. 74
Misr International University, Egypt
Meyer, Joshua			
p. 70
Montana State University, USA
Minahan, Jessica			p. 46Lesley University, USA
Modgill, Omesh			p. 45
Independent Scholar, UK
Montgomery, Kate			p. 47
Southern Methodist University, USA
Morrissey, Barry			p. 46
Dublin City University, Ireland

Nakai, Ayako				p. 37
Toyo University, Japan
Namai, Hikari				p. 43
University of Bristol, UK
Nguyen, Duong			p. 76
Nguyen Binh Khien High Schoolfor the Gifted, Vietnam
Nomaan, Saima			p. 53
Higher Colleges of Technology, UAE
Northington Purdie, Cynthia		
p. 40
William Paterson University, USA
Nozawa, Yukako			
p. 78
Waseda University, Japan
Onoda, Masaru			p. 70
Akita University, Japan
Owan, Valentine Joseph		p. 63
University of Calabar, Nigeria
Paschen-Eriksen, Eva-Kristin
p. 38
Lillesand Municipality, Norway
Perry, Anna Jo			p. 58
Manukau Institute of Technology,
New Zealand
Pervin, Nasrin				p. 75
University of Glasgow, UK
Pessanha Isidoro, Paula Cristina
p. 77
University of Salamanca, Spain
Posch, Romina			p. 41
University of Koblenz-Landau,
Campus Landau, Germany
Provázková Stolinská, Dominika
p. 69
Palacky University Olomouc,Czech Republic
Ringor, Blaise				p. 65
University of Santo Tomas,
Philippines
Rodríguez, Joselyn			p. 68
Universidad Latina de Costa Rica,
Costa Rica
Roy Chowdhury, Banani		
p. 40
Institute of Applied Technology, UAE
Saba, Jessica				p. 37
University of Balamand Dubai, UAE
Schachtner, Christian			
p. 46
IUBH University of Applied
Sciences, Germany
Scherb, C. Alexander			p. 43
University Koblenz-Landau,
Germany
Schirmer, Paulette			p. 66
University of Alaska Southeast, USA
Segovia-Aguilar, Blas			
p. 64
University of Córdoba, Spain
Sharr, Zin Mie				p. 44
University of Oslo, Norway

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A-Z Presenters List
Silva Moreira, Janete			p. 59
University of Lisbon, Portugal
Skiba, Richard				p. 69
LRES Training Management,
Australia
Sterling, David			
p. 71
St Georges University, UK
Symeonidou, Eirini			p. 39
King's College London, UK
Temudo, Maria Itália			p. 67
University of Lisbon, Portugal
Thammalaksamee, Rujika		
p. 75
Suan Sunandha Rajabhat
University, Thailand
Toyoda, Ryo				p. 43
Newcastle University, UK
Traunter, Isobel			p. 60
University College London, UK
Tresnatri, Florischa Ayu		
p. 42
The SMERU Research Institute,
Indonesia
Tucker Blackmon, Angelicquep. 55
Innovative Learning Center, USA
Tzacheva, Angelina			p. 64
University of North Carolina at
Charlotte, USA
Vandarakis, Anthony			
p. 68
McGill University, Canada
Varela, Miguel				p. 74
Academic Bridge Program, Qatar
Velkey, Gábor Dániel			p. 69
Centre for Economic and Regional
Studies, Hungary
Vollet Marson, Isabel Cristina
p. 62State University of Ponta Grossa,
BrazilWachter, Hans Peter			p. 58
University of North Texas, USA
Walland, Emma			p. 55
Cambridge Assessment, UK
Watkins, Arabella			p. 45
St George's, University of London, UK
Wellberg, Jennifer			p. 66
Duke University, USA
Wey, Santina Alexandra		
p. 77
University of Erlangen-Nuremberg,
Germany
Wills, Stephen				p. 76
Georgia College & State University,
USA
Wyatt, John				p. 61
University College Dublin, Ireland
Xue, Wanru				p. 75
Utah State University, USA

Yeh, Yu-Chu				p. 68
National Chengchi University,
TaiwanYeung, Yuk				p. 59
University of Hong Kong, Hong Kong
Yinusa, Oyekunle			p. 58
University of Lagos, Nigeria
Zare, Mohammad Reza		p. 67
University of Leicester, UK
Zare, Mohammad Reza		p. 70
University of Leicester, UK
Zhang, Qi				p. 59
Dublin City University, Ireland
Zhang, Wei				p. 64
Western Michigan University, USA
Zhi, Jin				p. 55
St. John's University, New York, USA
Zychowicz, Piotr			
p. 52
King's College London, UK			

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www.iafor.org/conferences

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Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター