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 thathave an international and internationalising profile, and a commitment to interdisciplinary research.
The IAFOR Global Partnership Programme provides mutual recognition and scope for Global Partner
institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.
Programme Design by Thaddeus Pope, IAFOR Media/iaforjapan@iafor (#iafor #iaforace)www.ace.iafor.org

Join us in Hawaii for The IAFOR International
Conference on Education – Hawaii (IICEHawaii)
IICEHawaii is organised by IAFOR in partnership with the Universityof Hawai‘i at Mānoa and IAFOR’s Global University Partners.
Conference Theme: "Independence & Interdependence"
Dates: Thursday, January 3, 2019 t​ o Saturday, January 5, 2019
Location & Venue: The Hawai'i Convention Center, Honolulu, Hawaii, USA
Final Abstract Submission Deadline: October 19, 2018
Registration Deadline: November 21, 2018
The 2019 conference theme for the IAFOR conference series in Hawaii is"Independence & Interdependence", and invites reflections on the desirability, extent
and limits of our individual independence and autonomy, of that of our students, andof the institutions and structures within which we work, teach and learn. We do noteducate, and are not educated in vacuums, but in such contexts and constraints asfamilies, groups, and societies; of nations and cultures; of identities and religions;and of political and financial realities.
Ever changing technologies offer new ways for us to be independent and autonomous
learners, encouraging students to be self-directed and confident in making choices,and enabling and empowering students and teachers to be proactive and tailor
content. However, myriad technologies and services make us more dependent on
the very things allowing autonomy. How do we help students and teachers alikenavigate and curate the vast information available? How do we encourage individual
growth while also underlining the importance of belonging and of the reciprocal
responsibilities and privileges of education? How do we help students build theskills and attitudes necessary for positive engagement in distributed, globalisedcommunities that so often lead to polarisation and alienation instead? How do we
educate with independence and interdependence in mind?
These and many other questions will be addressed at the conference, and we lookforward to coming together to exchange ideas and explore new research paths
together in Honolulu in 2019!
IAFOR offers a 10% discount on IICEHawaii2019 registration fees to all ACE2018
delegates. IAFOR Members get 15% off all registration fees.

www.iicehawaii.iafor.org
2 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE)IICEHawaii2019 Keynote Speakers
Christina M. Kishimoto
Superintendent – Hawaii State Department of Education, USA
Dr Christina M. Kishimoto began a three-year
contract as superintendent on August 1, 2017. She is
responsible for efficiently and effectively administering
the Hawaii public school system in accordance withlaw and educational policies adopted by the Board of
Education. On October 3, 2017, Dr Kishimoto presented
an Implementation Plan to advance the goals of the
DOE/BOE Strategic Plan. Her plan is targeted around three high impact strategies:
School Design, Student Voice, and Teacher Collaboration.

David Lassner
President of the University of Hawai'i, USA& Chancellor of the University of Hawai‘i at Mānoa, USA
Dr David Lassner is the 15th president of the Universityof Hawai‘i and concurrently serves as the Chancellorof the University of Hawai‘i at Mānoa. He has worked
at the university since 1977, and was most recently its
Vice President for Information Technology and Chief
Information Officer. Lassner is also a member of theuniversity’s cooperating graduate faculty and has taught both online and in-person
in computer science, communications, business and education.

Richard R. Vuylsteke
Chief Executive – East-West Center, USA
Dr Richard R. Vuylsteke took office as the East-WestCenter’s 11th Chief Executive on January 1, 2017. A
former EWC grantee and staff member, he rejoined theCenter after several decades living in Asia and serving
most recently as President of the American Chamber ofCommerce in Hong Kong.
His areas of expertise include strategic and operational leadership of multiculturalorganisations; Asia Pacific business and trade, and Asian and Western history andphilosophy.
Read presenters full biographies at www.iicehawaii.iafor.org/speakers
Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 3

Surviving and Thriving:
Education in Times of Change
In 2017, IAFOR education conferences in Asia, Europe, the Middle East and North America brought
together delegates from around the world to consider the theme of “Educating for Change”. The
theme was approached from a variety of different perspectives, taking full advantage of theinternational diversity of the attendees with their myriad experiences. A recurring note throughout
the conferences was the reference to the future, be it immediate or longer term, as being uncertain.
The natural resilience and optimism of educators was counterbalanced by apprehension; withhope also came fear.
In the current period of great global political and economic instability, rising inequality and social
unrest, the role of education within society has never been more important, but never more
vulnerable. This brings us to our conference theme for 2018, which references these inherent
vulnerabilities in both educational systems and the individual students and teachers, as well as
the necessary resilience needed to not only survive, but also thrive.
How do we as teachers, administrators and policymakers adopt and adapt to change outside
our control? How do we nurture and encourage positive change, through the excitement of theimagination, innovation and creativity? How can technologies be better used to help us teach, andto help students learn? How do we sustain and manage change? How can we react positively tonegative change? How can we, our institutions and our students survive and thrive in these timesof change?

The Local Context: Asia and JapanThe situation of education in Asia reflects the challenges of diversity in Asia itself. There arevaried education systems and structures, as well as the wide gap between countries struggling tomeet the most basic educational and human security needs, rapidly developing nations vying tocompete on the global stage while attending to pressures of a growing population, and advanced
economies with shrinking populations among them. The region hosts the world’s top performers
in PISA and TIMMs and some of the most rapidly rising stars in the global university rankings,
as well as some of the most underfunded, and underperforming systems in the world. There aremany and varied challenges throughout the region that reflect and inform those experienced inother nations throughout this world.
The Asian Conference on Education has chosen a befitting city, Tokyo, Japan, as the venue. It is
the seat of one of the oldest and powerful bureaucracies, the Ministry of Education, Culture, Sports,
Science and Technology (MEXT), that oversees the education from grade school to university that
4 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

once symbolised the most desirable model of rapid development and modernisation. Today, thechallenges that face the Japanese education system are one and the same as the challenges
that face the entire country: changing to survive. Education for the national purpose is no longer
working, and yet the institutional inertia hampers efforts to free the system to become effective,
dynamic and competitive in the long run. At the forefront of these challenges are the universities
that are strong in STEM subjects but widely underperform in global ranking in other areas, but theroots of the problem are to be found in the primary and secondary and tertiary sectors that are
still conformist.
Unlike countries like Malaysia and Indonesia, with young and growing populations, Japan’s
population is now falling, which presents it with a number of problems, but also an opportunity touse its universities and acquired expertise to help play a more active role in regional educational
development. For one, while Japan may be unsure how to embrace multiculturalism, universities
in particular are pressed to open up their doors to more foreign students to survive financiallybut more importantly to remain internationally relevant academically. Universities are themicrocosmos of Japanese society as they engage with the diversity of a globalising world. As the
pinnacle of the Japanese education system the change in the universities is an urgent necessity
to inspire primary and secondary sectors as well as other countries in the region. It is a task ofhistorical proportions as the first modern country to emerge from Asia, but one that would impart
many important lessons for those who have followed in Japan’s footpath.
For our tenth annual Asian Conference on Education (ACE) in Tokyo, we are looking to confirm ourcommitment to providing the most engaging platform for exchanging ideas on education in Asiaand beyond by bringing together our largest and most diverse group of scholars, educators, andpolicymakers to date, to exchange ideas, research and practice from their own backgrounds andcontexts, and to draw on and be inspired by the local and international body of delegates from40+ different national backgrounds, as we come together to consider how we not only survive, but
positively thrive, in these uncertain and changing times.

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Letter of Welcome
Dear Colleagues,
Welcome to The Asian Conference on Education 2018! Welcome
to Tokyo!
The Asian Conference on Education (ACE) is IAFOR’s longestrunning event, and among our largest. First held in Osaka from2009 to 2014, and then in Kobe from 2015 to 2017, ACE is now
celebrating its 10th anniversary and moving to Japan’s capital.
While some conferences claim to be international, with 550
attendees from over 50 countries this year alone, ACE truly is,
and it offers an immense opportunity not only to share and test
ideas, but also to inform and be informed about those working in different fields and countries,
and with differences in contexts and constraints.
The 10th ACE has taken as its theme, “Surviving and Thriving: Education in Times of Change”,
and this theme offers a good opportunity for educators, academics, scholars and policy-makers
to take stock, and look back at what has worked, as well as project forward into the future.
Over the years, ACE has brought together thousands of passionate scholars and educatorsfrom around the globe to discuss ideas critical to the development of education in Asia andbeyond, making it one of the most respected, and longest-running annual conferences focusedon all levels of education in Asia. ACE was the first conference organised by The International
Academic Forum (IAFOR) in Osaka in 2009, when the organisation was founded.
Founded in Japan at a time when academic conferences held in English did not exist (outside
those organised by professional associations dedicated to English language teaching), IAFOR
quickly found support among a growing number of scholars in Japan, Asia, and beyond.
Participants came together to make friends, network, and, at a time of rapid globalisation andtechnological advances, explore the latest ideas. The conferences also encouraged the search
for research synergies in the pursuit of addressing many of the myriad and complex challenges
presented by the modern world. To date, more than 20,000 academics have presented at an
IAFOR conference, whether in Asia, the Middle East, Europe or North America.
IAFOR now has Global Partners around the world, counts some of the world’s foremost
intellectuals as advisers, and boasts an interdisciplinary research centre in the Osaka Schoolof International Public Policy (OSIPP) at Osaka University. The OSIPP-IAFOR Research Centre
now runs two major research initiatives: The SIlk Road Initiative, directed by Professor Georges
Depeyrot of the ENS-CNRS in Paris, and The Innovation and Value Initiative, which was launchedat the United Nations Headquarters in New York. We now publish ten internationally recognised
Open Access peer-reviewed journals, including the excellent IAFOR Journal of Education (editedby Dr Yvonne Masters who succeeded Dr Bernard Montoneri), and THINK, an engaging andprovocative online magazine. We also organise international awards in haiku and in documentary
photography, helping nurture a new generation of artists and photojournalists. This is in addition
to a conference programme that spans three continents!
As we celebrate the 10th ACE, I would like to acknowledge the following friends and colleagues,
without which this remarkable event and organisation would not have developed. Theirknowledge, belief, dedication and hard work has helped direct, shape and build IAFOR.
The success of IAFOR would not have been possible without the support and guidance ofthe late Professor Stuart D. B. Picken, a dear friend and academic mentor whose belief andexperience helped the organisation grow. He served as the founding Chairman of IAFOR, until
he passed away in 2016. In 2017 IAFOR founded a fund aimed at doctoral candidates and early
career academics to give financial awards to support excellence in scholarship and encourage
6 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

attendees who might otherwise be unable to come to conferences. Since its inception, morethan a hundred scholarships have been awarded. The most prestigious, are known as “Picken
Scholars”, and will ensure that name is not forgotten.
Professor Sue Jackson, former Vice-President of Birkbeck (University of London), wasinstrumental in shaping this conference and its global sister events in Europe, North America
and the Middle East, as the Director of Programme and then Vice-President for Education, until
her retirement last year. I thank her for leadership and vision. I also recognise Professor Barbara
Lockee of Virginia Tech, who succeeded Sue in this role, and has continued to be ever more
ambitious with our global education programme. Since 2016, ACE has also included the Asian
Undergraduate Research Symposium (AURS), which was founded and continues to be directedby Professor José McClanahan (Creighton University) and Dr Yvonne Masters (University of
New England). As part of our commitment to nurturing the next generation of academics, thisprogramme has gone from strength to strength, and this year welcomes around 90 students
from 20 different countries. I would like to thank them for their continued enthusiasm anddedication. Professor McClanahan and Dr Masters also serve on the ACE2018 Organising
Committee alongside Professor Tien-Hui Chiang (Zhengzhou University), Dr Paul Lai (Nagoya
University), Dr Tzu-Bin Lin (National Taiwan Normal University), Dr Zachary Walker (UCL IoE),
and Justin Sanders (Osaka University), and under the excellent chairmanship of Professor Ted
O’Neill (Gakushuin University).
I would like to recognise the work of the IAFOR Board of Directors and Executive Committee:
Professor Haruko Satoh (Osaka University); Dr Grant Black (Chuo University); Professor Donald
Hall (Rochester University); Professor James W. McNally (Michigan Ann Arbor); Professor
Barbara Lockee (Virginia Tech.); Professor Ted O’Neill (Gakushuin University); and His Excellency
Professor Toshiya Hoshino, Japanese Ambassador to the United Nations. Last, but by no means
least, I must thank my colleague and dear friend, Professor Steve Cornwell, the President of
IAFOR, and Chairman of the Academic Governing Board, who I first met at the ACE conferencein 2009, and with whom I have continued to work closely. We are lucky to work with such greatcolleagues, all of whom share the ambition to drive positive change within the organisation,and increase its reach and impact in realising our mission of “encouraging interdisciplinary
discussion, facilitating intercultural awareness, and promoting international exchange”.
From being a startup, or upstart organisation at the time of ACE2009, to organising events in theJapan’s capital, supported by the Prime Minister’s Office and the Ministry of Education, Culture,
Sports, Science, and Technology (MEXT), IAFOR has come a long way. We still have so far we
can go, and if you are not a member of IAFOR yet, I would encourage you to sign up, get involved,
and be a part of our future.
It remains for me to thank the Keynote and Featured Speakers, the conference reviewers, and thehundreds of speakers and attendees from across the globe.
In a divided world, IAFOR’s founding principles of nurturing ideas, individuals and research
projects across barriers of nation, culture, and discipline are more timely than ever. Here’s toSurviving and Thriving, over the next few days of this tenth Asian Conference on Education, andbeyond!
I look forward to meeting you all.

Dr Joseph Haldane
Chairman and CEO, IAFOR
Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 7

ACE2018 Organising Committee

Tien-Hui Chiang

Joseph Haldane

Paul Lai

Tzu-Bin Lin

Yvonne Masters

José McClanahan

Ted O’Neill

Justin Sanders

Zachary Walker

Zhengzhou University, China

National Taiwan Normal University, Taiwan

Gakushuin University, JapanThe International Academic Forum (IAFOR)

University of New England, Australia

Osaka University, Japan

Nagoya University, Japan

Creighton University, USA

University College London (UCL), UK

8 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEBecome an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics
and scholars of all ages and backgrounds to come together and exchange the latest
ideas, and inform each other’s perspectives through their own cultural and disciplinary
background and experiences. We are able to do this thanks to the exceptional networkof individuals and institutions around the world who support our work and help shape
our exceptional events globally. We emphasise the nurturing and supporting of young
academics from different backgrounds, providing mutual advice and guidance, andoffer more senior academics the chance to forge working relationships outside of
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 bringpeople 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 to bridge 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 missionof facilitating international exchange, encouraging intercultural awareness, andpromoting interdisciplinary discussion in the hope and expectation of generating andsharing new knowledge. Join us now in this growing global organisation, and help
make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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About IAFOR’s Conferences on Education
The International Academic Forum (IAFOR) promotes and facilitates new multifaceted approaches
to one of the core issues of our time, namely globalisation and its many forms of growth andexpansion. Awareness of how it cuts across the world of education, and its subsequent impact onsocieties, institutions and individuals, is a driving force in educational policies and practices acrossthe globe. IAFOR’s conferences on education have these issues at their core. The conferences
present those taking part with three unique dimensions of experience; encouraging interdisciplinary
discussion, facilitating heightened intercultural awareness and promoting international exchange.
In short, IAFOR’s conferences on education are about change, transformation and social justice.
As IAFOR’s previous conferences on education have shown, education has the power to transformand change whilst it is also continuously transformed and changed.
Globalised education systems are becoming increasingly socially, ethnically and culturally
diverse. However, education is often defined through discourses embedded in Western paradigms
as globalised education systems become increasingly determined by dominant knowledge
economies. Policies, practices and ideologies of education help define and determine ways inwhich social justice is perceived and acted out. What counts as "education" and as "knowledge"
can appear uncontestable but is in fact both contestable and partial. Discourses of learning andteaching regulate and normalise gendered and classed, racialised and ethnicised understandingsof what learning is and who counts as a learner.
In many educational settings and contexts throughout the world, there remains an assumptionthat teachers are the possessors of knowledge which is to be imparted to students, and that thishappens in neutral, impartial and objective ways. However, learning is about making meaning, andlearners can experience the same teaching in very different ways. Students (as well as teachers)
are part of complex social, cultural, political, ideological and personal circumstances, and current
experiences of learning will depend in part on previous ones, as well as on age, gender, social
class, culture, ethnicity, varying abilities and more.
IAFOR has several annual conferences on education, exploring common themes in different
ways to develop a shared research agenda that develops interdisciplinary discussion, heightens
intercultural awareness, and promotes international exchange.
Upcoming conferences can be found on the following page of the IAFOR website:www.iafor.org/conferences

10 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEConference
Guide
Conference at a Glance
Room Schedule
Lunch & DinnerDirections & Access
Floor Guide
General Information
Presentation Guide
Professor Stuart D. B. Picken (1942–2016)
IAFOR Academic Grant & Scholarship Recipients
IAFOR Journals

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 11October 13, 2018

Saturday at a Glance
08:15-09:00		

Conference Registration | 603 & 604 (6F)

09:00-09:10
			Opening Announcements | Orion Hall (5F)
Kiyoshi Mana, IAFOR, Japan

09:10-09:25
						

Welcome Addresses | Orion Hall (5F)
Steve Cornwell, IAFOR & Osaka Jogakuin University, Japan
Joseph Haldane, IAFOR, Japan

09:25-09:30
			

Recognition of IAFOR Scholarship Winners | Orion Hall (5F)
Steve Cornwell, IAFOR & Osaka Jogakuin University, Japan

09:30-10:00
						

Keynote Presentation | Orion Hall (5F)
The Things that Do Not Change
Zachary Walker, Institute of Education, University College London, UK

10:05-10:35
Keynote Presentation | Orion Hall (5F)
			High-Quality Classroom Assessment in Times of Change: 					
From Purposes and Uses to Tasks and Environments			Liying Cheng, Queen’s University, Canada
10:40-11:10		

Coffee Break

11:10-11:40
						

Keynote Presentation | Orion Hall (5F)
Moving Forward by Going Back: Not Changing but Innovating
Andy Curtis, Anaheim University, USA

12 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEOctober 13, 2018

Saturday at a Glance
11:45-12:15
Keynote Presentation | Orion Hall (5F)
			Sophisticated Machines and Innovative Education:			Who (or What) Will Thrive?
			Keith Miller, University of Missouri–St. Louis, USA
12:15-12:25

IAFOR Documentary Photography Award | 2018 Winners Screening

12:25-12:40		

Break

12:40-13:40

Parallel Session I (Workshops)

13:45-14:45

Parallel Session II

14:45-15:00		

Break

15:00-17:00

Parallel Session III

17:00-17:15		

Break

17:15-18:15

Conference Poster Session | Orion Hall (5F)

18:15-18:30		

Break

18:30-19:30

Conference Welcome Reception | Orion Hall (5F)

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October 14, 2018

Sunday at a Glance
09:00-11:00

Parallel Session I

11:00-11:15		

Break

11:15-12:45

Parallel Session II

12:45-13:00		

Break

13:00-14:30

Parallel Session III

14:30-14:45		

Break

14:45-16:15

Parallel Session IV

16:15-16:45		

Coffee & Networking Break

16:45-18:45

Parallel Session V

17:15-17:45
Keynote Presentation | 706 (7F)
			Teacher Competences Function as the Discourse of International			Competitiveness within the Institutionalized Milieu
			in the Epoch of Globalization			Tien-Hui Chiang, Zhengzhou University, China
18:15-19:15
Featured Panel | 706 (7F)
			Leadership & Innovation
			
Kay Irie, Gakushuin University, Japan
			
Peter McCagg, Akita International University, Japan			
Kristin Palmer, University of Virginia, USA			
Ljiljana Markovic, University of Belgrade, Serbia
			
Session Chair: Joseph Haldane, IAFOR, Japan
14 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEOctober 15, 2018

Monday at a Glance
09:00-09:30		

Coffee & Networking Break | 706 (7F)

09:30-10:30
Featured Panel | 706 (7F)			Thriving in Publication: Ethical Guiding Principles for Academic			Publication
			Yvonne Masters, University of New England, Australia
			Bernard Montoneri, National Chengchi University, Taiwan
			
Session Chair: Ted O’Neill, Gakushuin University, Japan
09:30-11:30

Parallel Session I

11:30-11:45

Break

11:45-13:30

Parallel Session II

13:30-15:00

Parallel Session III

15:00-15:15

Break

15:15-16:45

Parallel Session IV

16:45-17:15

Closing Session | 706 (7F)

17:30-20:00

Conference Dinner

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 15

––Workshop

Higher Education

Poster Session

Welcome
Reception

13:45-14:45

15:00-17:00

17:15-18:15

18:30-19:30

–

–

–

–

–

–

–

–

–

–

–

–

Assessment
Theories& Methodologies

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

Learning
Experiences,
Student Learning& Learner Diversity
International
Education

Adult, Lifelong& Higher Education

Workshop

Higher Education

Interdisciplinary,Multidisciplinary& Transdisciplinary
Education

Curriculum Design& Development

Nurturing Creativity& Innovation:
New, Innovative &Radical Education––

Language
Development& Literacy

–

–

704

Curriculum Design& Development

703

Workshop

Lunch Room

607

Workshop

Lunch Room

605

Lunch Room

Lunch Room

Lunch RoomRegistration

604

Lunch Room

Lunch Room–

12:40-13:40

Lunch RoomRegistration–

Plenary Session603

12:00-13:30

09:00-12:30

Orion

–

–

Teaching
Experiences,
Pedagogy, Practice& Praxis––

Design,Implementation& Assessment of
Innovative
Technologies in
EducationWorkshop

Learning
Experiences,
Student Learning& Learner Diversity––

Workshop

–

–

707

Workshop705

Saturday Schedule | October 13, 201816 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE–

Featured
Panel
Presentation

16:45-18:45

18:15-19:15–

Educational
Research,
Development& Publishing

AURS Poster
Session(until 18:00)

KeynotePresentation

14:45-16:15–

Professional
Training,
Development& Concerns in
Education

Professional
Training,
Development& Concerns in
Education

AURS Poster
SessionCoffee &Networking
Break

–

Professional
Training,
Development& Concerns in
Education

Education,
Sustainability& Society:Social Justice,
Development& Political
Movements

Teaching
Experiences,
Pedagogy,
Practice& Praxis–

Teaching
Experiences,
Pedagogy,
Practice &PraxisForeign
Languages
Education &Applied
Linguistics(including
ESL/TESL &
TEFL)

–

Teaching
Experiences,
Pedagogy,
Practice& Praxis

Foreign
Languages
Education& Applied
Linguistics(including
ESL/TESL& TEFL)

Symposium
Lunch Room

Professional
Training,
Development& Concerns in
Education

Mind, Brain& Psychology:
Human
Emotional& Cognitive
Development &Outcomes
withinEducational
Contexts

Lunch Room

Learning
Experiences,
Student
Learning& Learner
Diversity

608

Lunch Room

Lunch Room

AURS

AURS

–

–

Challenging& Preserving:
Culture, Inter/
Multiculturalis
m & Language

AURS

Learning
Experiences,
Student
Learning& Learner
Diversity

Education& Difference:
GiftedEducation,
Special
Education,
Learning
Difficulties& Disability

AURS

607

604

605

603

13:00-14:30–

11:15-12:45–

SubaruAURS Lunch
Room–

09:00-11:00

706–

Education,
Sustainability& Society:Social Justice,
Development& Political
Movements

Educational
Policy,Leadership,
Management &Administration–

Teaching
Experiences,
Pedagogy,
Practice& Praxis

Education,
Sustainability &Society: Social
Justice,
Development &Political
Movements

Higher
Education

International
Education

Learning
Experiences,
Student
Learning& Learner
Diversity

Learning
Experiences,
Student
Learning& Learner
Diversity

Counselling,
Guidance& Adjustment
in Education

704

Teaching
Experiences,
Pedagogy,
Practice& Praxis703–

Higher
Education

Education,
Sustainability &Society: Social
Justice,
Development &Political
Movements

Education,
Sustainability& Society:Social Justice,
Development& Political
Movements

Higher
Education

Higher
Education

705

–

–

CulturalReproduction& Education
Inequity

The Theory
and Practiceof Flipped
Classroom in
China

Education
Reforms in
China

The Theory
and Practiceof Integrated
Practical
Activity
Curriculum(IPAC)

707

–

–

–

Mind, Brain& Psychology:
Human
Emotional &Cognitive
Development &Outcomes
withinEducational
Contexts

WorkshopCounselling,
Guidance& Adjustment
in Education

708

Sunday Schedule | October 14, 2018

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 17

16:45-17:15–

Closing Session

15:15-16:45–

Higher
Education

Learning
Experiences,
Student
Learning& Learner
Diversity

13:30-15:00–

Learning
Experiences,
Student
Learning& Learner
Diversity

Foreign
Languages
Education& Applied
Linguistics(including
ESL/TESL/TEFL)

Foreign
Languages
Education& Applied
Linguistics(including
ESL/TESL/TEFL)

Curriculum
Design& Development

Foreign
Languages
Education& Applied
Linguistics(including
ESL/TESL/TEFL)–

Learning
Experiences,
Student
Learning& Learner
Diversity

Educational
Policy,Leadership,
Management& Administration

Education,
Sustainability& Society: Social
Justice,
Development& Political
Movements

Lunch Room

11:45-13:15–

Learning
Experiences,
Student
Learning& Learner
Diversity

Teaching
Experiences,
Pedagogy,
Practice& Praxis

Nurturing
Creativity &Innovation:
New, Innovative& Radical
Education

Educational
Policy,Leadership,
Management& Administration

Challenging& Preserving:
Culture, Inter/
Multiculturalism& Language

Learning
Experiences,
Student
Learning& Learner
Diversity

Foreign
Languages
Education& Applied
Linguistics(including
ESL/TESL/TEFL)

Health& Education

09:30-11:30

Primary& Secondary
Education

Design,Implementation& Assessmentof Innovative
Technologies in
Education

Educational
Research,
Development &Publishing

Featured Panel
Presentation(until 10:30)

Coffee& Networking(until 09:30)

608

607

604

603

701

706

–

Curriculum
Design& Development

Curriculum
Design& Development

Primary& Secondary
Education

Language
Development& Literacy

703–

Learning
Experiences,
Student
Learning& Learner
Diversity

Learning
Experiences,
Student
Learning
Learner Diversity

Learning
Experiences,
Student
Learning& Learner
Diversity

Higher
Education

704

–

–

Educational
Policy,Leadership,
Management& Administration

Educational
Policy,Leadership,
Management& Administration

Foreign
Languages
Education& Applied
Linguistics(including
ESL/TESL/TEFL)
Teaching
Experiences,
Pedagogy,
Practice& Praxis

Lunch Room

Educational
Research,
Development& Publishing

Design,Implementation& Assessmentof Innovative
Technologies in
Education

Teaching
Experiences,
Pedagogy,
Practice& Praxis

707

705

Monday Schedule | October 15, 201818 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

Lunch & Dinner
Lunch on Saturday, Sunday and Monday is included in the conference registration fee. Lunch is by
pre-reservation only and is available at the below times. Delegates will receive a lunch voucher when
they check-in and collect their name badge.

Lunch Times
Saturday, October 13		Sunday, October 14		Monday, October 15		

11:00-14:00
11:00-14:00
11:00-14:00

Conference Dinner
The Conference Dinner is a ticketed optional event (5000 JPY) on Monday, October 15.
The Conference Dinner is held in a private function room at a restaurant near the conference
venue, and offers conference participants an excellent chance to enjoy delicious food in a relaxedsetting while getting to know each other and making new connections outside the main conference
environment. The Conference Dinner consists of a 9-course set menu.
Conference Dinner attendees should meet in the Lobby (1F) of the Toshi Center Hotel at 17:30 on
Monday, October 15. The group leaves for the restaurant at 17:45. Please remember to bring yourname tag to the Conference Dinner.
Restaurant name: Nabe Benkei 鍋弁慶
Restaurant address: Kaoru Bldg 3F, Akasaka 3-10-3, Minato-ku, Tokyo
東京都港区赤坂3-10-3 薫ビル 3F

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Toshi Center Hotel

Directions & Access

The Toshi Center Hotel Tokyo is located in the Nagata-cho business district of Tokyo. Access tothe hotel is convenient by Tokyo Metro from Nagatacho Station, Kojimachi Station and Akasakamitsuke Station.

From Narita International Airport
By Rail
1. From Narita Airport (all terminals) take the Narita Express to Tokyo Station.
2. Transfer to the JR Yamanote Line (Clockwise towards Shinagawa) from Tokyo Station and get off
at the next stop, Yurakucho Station (JY30).
3. From Yurakucho Station transfer to the Tokyo Metro Yurakucho Line (Y18).
4. Get off at Nagatacho Station (Y16).
5. Exit the station at exit 9b and cross the street. Follow the walkway straight for about 100 meters.
The Toshi Center will be on your right, and there are signs in both Japanese and English.

By Airport Limousine Bus
From Narita Airport take the airport limousine bus to Tokyo Garden Terrace Kioicho. Tokyo Garden
Terrace Kioicho is located across the street from the Toshi Center Hotel.

From Haneda Airport
By Rail
1. Take Tokyo Monorail at Haneda Airport Station for Hamamatsucho Station
2. Transfer to the JR Yamanote Line at Hamamatsucho Station to Yurakucho Station
3. From Yurakucho Station transfer to the Tokyo Metro Yurakucho Line (Y18).
4. Get off at Nagatacho Station (Y16).
5. Exit the station at exit 9b and cross the street. Follow the walkway straight for about 100 meters.
The Toshi Center will be on your right, and there are signs in both Japanese and English.

By Airport Limousine Bus
From Haneda Airport take the airport limousine bus to Tokyo Garden Terrace Kioicho. Tokyo Garden
Terrace Kioicho is located across the street from the Toshi Center Hotel.

From within Tokyo
Take the Tokyo Metro to Nagatacho Station. Nagatacho Station (Y16, Z04, N07) is served by the
Hanzomon Line (Z), Yurakucho Line (Y), and Namboku Line (N).
Exit the station at exit 9b and cross the street. Follow the road straight for about 100 meters, walking
past the Junior High School. The Toshi Center will be on your right, and there are signs in both
Japanese and English. Family Mart is on the left.

20 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEToshi Center Hotel

Directions & Access

Address
Toshi Center Hotel 都市センターホテル
Hirakawa-cho 2-4-1, Chiyoda-ku, Tokyo 102-0093〒102-0093 東京都千代田区平河町2丁目4-1
Tel +81(0)3-3265-8211

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Toshi Center Hotel

Floor Guide

Second Floor | 2F

Fifth Floor | 5F

22 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEToshi Center Hotel

Floor Guide

Sixth Floor | 6F

Seventh Floor | 7F

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General Information
Registration
You will be able to pick up your registration pack and name card at the Conference Registration
Desk. The Conference Registration Desk and Publications Desk will be situated in front of 604 & 605(6F) during the conference:
Saturday, October 13		Sunday, October 14		Monday, October 15		

08:15-17:00		
08:30-17:00		
08:30-17:00		

in front of 604 & 605 (6F)
in front of 604 & 605 (6F)
in front of 604 & 605 (6F)

If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way
they can.

Name Badges
When you check in, you will receive a registration pack, which includes your name badge. Wearing
your badge is required for entrance to the sessions. You must wear your badge at all times during
the conference. There are four colours of badges indicating the type of conference participant:
Red: Presenters and Audience
Yellow: Keynote and Featured Speakers
Blue: Conference Exhibitors and Affiliates
Black: IAFOR Staff

Internet Access
There is free Wi-Fi internet connection at the conference venue. However, this can be unreliable so
we would strongly suggest that you do not rely on a live connection for your presentation.
Instructions on how to connect to the Wi-Fi will be available at the registration desk.

Refreshment Breaks
Complimentary coffee, tea and water will be available during the scheduled coffee breaks. Lightsnacks will be provided once in the morning and once in the afternoon.
Food and drink (excluding water) are not allowed in the presentation rooms.
24 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEGeneral Information
Printing
For your convenience, we are able to offer a complimentary printing service of up to ten A4 sheets
should you need this. Please ask for assistance with printing and be advised that printing may not
be available at peak times.

Smoking
Smoking is not permitted in the Toshi Center Hotel. Please smoke outside of the conference venue
in the designated smoking areas.

What to Wear & Bring
Attendees generally wear business casual attire. You may wish to bring a light jacket or sweater as
meeting rooms are air-conditioned and sometimes cool.

Photo/Recording Waiver
Human interaction through networking and dissemination of this knowledge is at the core of what
IAFOR does as an academic research organisation, conference organiser and publisher. As part of
the archiving of the conference event, IAFOR takes photos in and around the conference venue,
and uses the photos to document the event. This also includes the filming of certain sessions.
We consider this documentation important and it provides evidence of our activities to members,
partners and stakeholders all over the world, as well as to current and potential attendees like you.
Some of these photos will therefore appear online and in print, including on social media. The above
are the legitimate interests of the organisation that we assert under the new European Union law on
General Data Protection Regulation (GDPR). Under this legislation, you have an absolute right to opt
out of any photo. We are committed to protecting and respecting your privacy. Read our full privacy
policy – www.iafor.org/about/privacy-policy

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Presentation Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable databaseof abstracts.

Oral & Workshop Presentations
Oral Presentation Sessions will run from 12:40 on Saturday, 09:00 on Sunday and 09:30 on Monday.
They are generally organised into parallel sessions by streams. Oral Presentations are normallyscheduled in sessions comprising three presentations, lasting 90 minutes in total. In sessions with
two Oral Presentations, the session will last 60 minutes, and in the case of four Oral Presentations,an extended session lasting 120 minutes will be scheduled.
The time in the sessions is to be divided equally between presentations. We recommend that an Oral
Presentation should last 15–20 minutes to include time for question and answers, but should last no
longer than 25 minutes. Any remaining session time may be used for additional discussion.

Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote
and connected to a LCD projector or LCD screen. If you wish, you may directly link your own PC
laptop, although we advise you to use the computer provided by plugging in your USB flash drive. We
recommend that you bring two copies of your presentation in case one fails, and suggest sending
yourself the presentation by email as a third and final precaution.

Session Chairs
Session Chairs are asked to introduce themselves and other speakers (briefly) using the provided
printouts of speaker bios, hand out the provided presentation certificates at the end of the session,
ensure that the session begins and ends on time, and that the time is divided fairly between thepresentations. Each presenter should have no more than 25 minutes in which to present his or her
paper and respond to any questions. The Session Chair is asked to assume this timekeeping role,and to this end yellow and red timekeeping cards are used as a visual cue for presenters, letting
them know when they have five minutes remaining, and when they must stop.
Please follow the order in the programme, and if for any reason a presenter fails to show up, pleasekeep to the original time slots as delegates use the programme to plan their attendance.
26 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

Presentation Guide
Presentation Certificates
Presenters will receive a certificate of presentation from their Session Chair or a member of staff at
the end of their session.

Conference Proceedings
The Conference Proceedings are published on the IAFOR website (papers.iafor.org), and can be
freely accessed as part of IAFOR’s research archive. All authors may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by November 15, 2018 through the online system. The proceedings will
be published on December 15, 2018. Authors will have PDF copies of their offprints emailed to themby January 15, 2019.

A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own orto those of other presenters. Presenters are reminded that the time slots should be divided fairly andequally between the number of presentations, and that presentations should not overrun.
Participants should refrain from talking amongst themselves and ensure that mobile phones are
switched off or set to silent mode during presentations.

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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 will
be made to PhD students and early career academics who are in need of funding to complete
their research, and whose work demonstrates excellence in the core values of academic rigour,intercultural sensitivity and interdisciplinarity.
28 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEIAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Bojana Krsmanovic, Emiliano Bosio, Kiyu Itoi, Leping Mou,
Giovanna Comerio, Joel Ginj Chang and Edsoulla Chung, who have been selected by the conference
Organising Committee to receive grants and scholarships to present their research at The Asian
Conference on Education 2018 (ACE2018).
IAFOR's grants and scholarships programme provides financial support to PhD students and early
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 theeducational 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 each conference.
Find out more about IAFOR grants and scholarships: www.iafor.org/financial-support

Bojana Krsmanovic | Stuart D. B. Picken Grant and Scholarship Recipient
42711 Monday Session II | 12:15-12:45 | Room 608 (6F)
All Hands-On the Arcade Table! Exploring the Potential of Maker Culture Through a Collective Arcade
Table Building Workshop
Bojana Krsmanovic, Concordia University, Canada
Ann-Louise Davidson, Concordia University, Canada
Bojana Krsmanovic is a doctoral student in the Department of Education at Concordia University
in Montreal, Canada. She graduated from the University of Novi Sad (Serbia) with both a bachelor's
degree and master’s degree in English Language and Literature. She is a certified ESL/EFL teacher
with several years of experience. Having an interest in researching technology integration inlanguage-learning classrooms, she moved to Montreal to pursue her PhD in Educational Technology.
Supervised by Dr Ann-Louise Davidson, she is currently doing research on the Maker Culture andimplementation of maker practices in education. Her research interests revolve especially aroundempowerment of girls and women in STEM, as well as equipping at-risk students with relevant
twenty-first century skills for future education, careers, and everyday life through making – from theeducator's viewpoint.

Emiliano Bosio | IAFOR Scholarship Recipient
40991 Saturday Session III | 16:30-17:00 | Room 703 (7F)
Implementing Principles of Transformative Value-Creating Global Citizenship Education Into
University Curricula Fostering Civic Engaged, Social Responsible and Competent Learners
Emiliano Bosio, Yokohama City University, Japan
Emiliano Bosio, PhD is a researcher in the Department of Curriculum, Pedagogy and Assessment(CPA) at University College London, UK. His work is centered around developing and integrating
innovative approaches to Global Citizenship Education (GCE). Born in Italy, Mr Bosio was
educated at the University of Milan, where he obtained a BA in Letter and Philosophy and thenattended Soka University (Japan) gaining a master's degree in International Language Education.
Mr Bosio's doctoral research embraces education policies for global citizenship, interculturalcommunication/adaptation, peace education and transformative education. Mr Bosio is the cofounder of the SUNRISE GROUP at Soka University, a group of researchers devoted to studying andactively promoting an international perspective of Value Creating Education.

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IAFOR Academic Grant& Scholarship Recipients
Kiyu Itoi | IAFOR Scholarship Recipient
42258 Saturday Session III | 15:00-15:30 | Room 703 (7F)
Experience of Culturally and Academically Diverse Students in the International Graduate Programin Canada
Kiyu Itoi, Simon Fraser University, Canada
Kiyu Itoi is a master's student in the TEAL program at Simon Fraser University. At Ritsumeikan
Asia Pacific University, where she earned her bachelor’s degree in Social Science, she alsostudied at Ritsumeikan University in Kyoto through a joint teaching certificate program, as well
as University of Helsinki, where she studied education as an official exchange student. She
has a desire to create a society where all different ideas and values get appreciated througheducation. She has been teaching in various contexts in Japan and Canada. Currently, she is ahigh school teacher in Canada while she conducts her research on students’ experience in aninternational graduate program.

Leping Mou | IAFOR Scholarship Recipient
42848 Sunday Session III | 13:30-14:00 | Room 704 (7F)
A Century's Quest for Liberal Arts Curriculum in Asian Society: A Case Study of Universities in
Mainland China, Taiwan, and Japan
Leping Mou, University of Toronto, Canada
Leping Mou is currently a PhD student in the Department of Leadership, Adult, and Higher Education
at Ontario Institute for Studies in Education (OISE) in the University of Toronto. His research focuseson Comparative, International, Higher Education. He is interested in the exploration of liberal arts
education in the era of globalization and the balance with professional and vocational education.
He holds a master’s degree in Educational Leadership and Policy from OISE, University of Toronto.
He also holds a master’s degree in English Language and Literature from Shanghai International
Studies University and a bachelor's degree in English from Shandong University (China). He had
worked as editor and project coordinator of English tutorials, translator, and as a college English
teacher in Shanghai, China.

Giovanna Comerio | IAFOR Scholarship Recipient
42918 Sunday Session V | 16:45-17:15 | Room 705 (7F)
Shaping the Time to Be Good Teachers: Agency and Structure Struggle Over Time Ownership andManagement in a Transnational University
Giovanna Comerio, University of Nottingham Ningbo China, China
Ms Giovanna Comerio is a doctoral candidate in Education at the University of Nottingham
Ningbo China, where she teaches French and Italian. She also collaborates with the MA ofInternational Higher Education and the MA TESOL and co-taught in an undergraduate module
on Gender & Society. She earned a bachelor’s degree in Education (1996) and a master’s degreein Didactics and Promotion of Italian Language and Culture to Foreigners (2005). In 2016 sheobtained a Postgraduate Certificate in Higher Education (UK) and was appointed Senior Fellowof the Higher Education Academy (UK). Her research interests include the internationalisationof Higher Education, teachers' agency, students' autonomy in language learning and personaltutorials. She is co-founder and coordinator of the university seminar series “Dialogues on
Gender, Culture, and Identities”.

30 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEIAFOR Academic Grant& Scholarship Recipients
Joel Ginj Chang | IAFOR Scholarship Recipient
42945 Conference Poster Session | 17:15-18:15 | Orion Hall (5F)
Literacy Interventions for Young Readers with Specific Language Impairment
Joel Ginj Chang, University of Canterbury, New Zealand
John Everatt, University of Canterbury, New Zealand
Brigid McNeill, University of Canterbury, New Zealand
Dina Ocampo, University of the Philippines-Diliman, The Philippines
Joel Ginj Chang is a PhD candidate in the College of Education, Health and Human Development at
the University of Canterbury, New Zealand. His research focuses on improving language learning
acquisition and early literacy development of children with language weaknesses. He was partof the research team under the Literacy stream of “A Better Start: E Tipu E Rea” project in New
Zealand, which assessed how to help children with known challenges in reading and spelling tosucceed early in life. The research was designed to identify factors that affect the developmentof successful learners at the end of their first year in school. This involved engaging with parents,
family and community, analyzing children's health and well-being, and identifying their own interest
and attitude towards school. His thesis on using phonological and morphological awarenesstraining to improve reading comprehension of early readers was presented in various conferences.

Edsoulla Chung | IAFOR Scholarship Recipient
43167 Sunday Session III | 13:30-14:00 | Room 605 (6F)
A Sociocultural Perspective on Teacher Professional Development: The Role of Dialogic Reflection
in Facilitating Change
Edsoulla Chung, University of Cambridge, United Kingdom
Edsoulla Chung, who recently completed her doctorate at the University of Cambridge as aCambridge Trust scholar, specialises in language teacher cognition, vocabulary teaching andlearning, and teachers’ professional development. She received her initial teacher training fromthe Chinese University of Hong Kong (CUHK) and was then awarded a Chevening Scholarship
to attend the University of Oxford, where she obtained her master’s degree with distinction in
Applied Linguistics and Second Language Acquisition. During Edsoulla’s teaching career in Hong
Kong, she taught courses in English for academic and specific purposes in the English Language
Teaching Unit (ELTU) of CUHK. She received a Faculty of Arts Outstanding Teaching Award in2013 and an ELTU Exemplary Teaching Award for three consecutive years. Her publications haveappeared in Language, Culture and Social Interaction and the IAFOR Journal of Education.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 31the iafor

journal of
education
Volume 6 – Issue 2 – Summer 2018
Editor: Yvonne Masters

ISSN: 2187-0594

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www.iafor.org/journals

IAFOR Journals

The International Academic Forum’s journals conform to the highest academic standards ofinternational peer review, and are published in accordance with IAFOR’s commitment to make all ofour published materials available online.
How are journal editors appointed? Journal editors are appointed by The International Academic
Forum’s leadership, under the guidance of the International Advisory Board. The term of appointment
is for one issue, to be renewed by mutual consent.
How do we ensure academic integrity? Once appointed, the journal editor is free to appoint his or her
own editorial team and advisory members. All papers published in the journal have been subjectedto the rigorous and accepted processes of academic peer review. Neither editors nor members of theeditorial team are remunerated for their work. Authors will never be asked to contribute to publication
costs.
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 thesubmission portal on the journal website and must conform to the journal submission guidelines.
How are IAFOR journals related to IAFOR conferences? IAFOR’s journals reflect the interdisciplinary
and international nature of our conferences and are organised thematically.

Journal Editors
IAFOR Journal of Arts & Humanities
Alfonso J. García Osuna, Hofstra University, USA

IAFOR Journal of Literature & Librarianship
Richard Donovan, Kansai University, Japan

IAFOR Journal of Asian Studies
Seiko Yasumoto, University of Sydney, Australia

IAFOR Journal of Media, Communication & Film
Celia Lam, University of Nottingham Ningbo
China, China

IAFOR Journal of Business & Management
Anshuman Khare, Athabasca University, Canada
IAFOR Journal of Cultural Studies
Holger Briel, Xi’an Jiaotong-Liverpool University,
China

IAFOR Journal of Politics, Economics & Law
Craig Mark, Kyoritsu Women’s University, Japan

IAFOR Journal of Education
Yvonne Masters, University of New England,
Australia

IAFOR Journal of Psychology & the Behavioral
Sciences
Shahrokh Shafaie, Southeast Missouri State
University, USA
Deborah G. Wooldridge, Bowling Green State
University, USA

IAFOR Journal of Ethics, Religion & Philosophy
Lystra Hagley-Dickinson, Plymouth Marjon
University, UK

IAFOR Journal of the Social Sciences
Tingting Ying, Ningbo University of Technology,
China

IAFOR Journal of Language Learning
Melinda Cowart, Texas Woman’s University, USA

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on Education.
Editor: Dr Yvonne Masters, University of New England, Australia
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. Papers submitted by academic researchers, theorists, practising teachers,
policy-makers and educational administrators are welcomed. All papers published in
the journal have been subjected to the rigorous and accepted processes of academic
peer review. Submissions should be original, previously unpublished papers which are
not under consideration for publication in any other journal. We also accept reworked
versions of previously published, related IAFOR Conference Proceedings if the version
submitted to the journal is revised and differs from the previously published article bya minimum 70 percent new material. All articles are submitted through the submission
portal on the journal website and must conform to the journal submission guidelines.
Indexed in: DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR, TROVE, SHERPA/RoMEO and Google Scholar. DOIs are assigned to each published issue 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.

Volume 6 Issue 3
Volume 6 Issue 3 of the IAFOR Journal of Education will be published December 1 2018.

2019 Publication Timeline
The timeline for 2019 will be announced December 1, 2018 and submissions will open
for the first 2019 issue on that date.
For more information please visit:www.ije.iafor.org

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Saturday
October 13
Plenary Session

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Keynote Presentation | Zachary Walker

The Things that Do Not Change
Saturday, October 13 | 09:30-10:00 | Orion Hall (5F)

During times of turbulence in education, it is important to consider the truths we know and understandabout teaching and learning. However, it is also important to acknowledge that many of these truths
are not being practiced in classrooms and schools today although the research clearly shows theireffectiveness. In this talk we will consider how to be nimble in teaching and learning while alsoutilising and implementing practices that are evidence-based and proven to work.

Zachary Walker
Dr Zachary Walker is an academic, author, and speaker. In 2018,
Zachary joined the University College London (UCL) Instituteof Education (IOE) as an Associate Professor. At IOE, Zacharycurrently serves in the Department of Psychology and Human
Development as the Programme Leader for Graduate Programsin Special Education and International Inclusive Leadership.
Prior to joining IOE, Zachary was a faculty member at the National
Institute of Education in Singapore from 2013 to 2018, where heserved as a leader in Pedagogical Development and Innovationand 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 was awarded the John Cheung Social MediaAward for Innovation in Teaching and Pedagogy (2015), and was nominated for the Wharton School
Reimagine Education Awards (2016).
Dr Walker’s current work focuses on the culture of teaching, the intersection of neuroscience andpedagogy, and how to best use technology in the classroom. He has delivered talks to education
leaders and higher education faculty in North America, Central America, Europe, Africa and Asia.

36 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEKeynote Presentation | Liying Cheng

High-Quality Classroom Assessment in Timesof Change: From Purposes and Uses to Tasks
and Environments
Saturday, October 13 | 10:05-10:35 | Orion Hall (5F)

In the present educational climate, teachers are continually faced with complex assessment issues.
There is a great deal of discussion now in education about alignment as a guiding principle forhigh quality assessment; that is, the degree of agreement amongst standards, curriculum, learning
outcomes, assessment tasks (including tests) and instruction. Alignment, along with validity,
reliability, fairness, consequences, and practicality, are viewed as central aspects of assessment
practice which supports learning. Assessment serves as the key process to check on learning andprovide essential information to teachers. Assessment is an ongoing, iterative, and cyclical processof supporting students throughout teaching.
Undoubtedly, most of the information that students have about their learning, about themselves, andabout their futures comes from classroom assessment. Similarly, most of what parents and teachers
know about their children's learning comes from classroom assessment. It is through the day-to-day
classroom assessment tasks and the environment teachers and students co-create that important
decisions (purposes and uses) are understood, communicated, and reported. The ways teachers
communicate their expectations to students, and the ways they provide feedback on how well these
expectations are being met, help students form the concepts of what is important to learn and how goodthey are at learning it. Current debates about quality of classroom assessment continue to use validity andreliability arguments developed for large-scale testing. This plenary highlights the context dependence ofclassroom assessment in relation to large-scale testing, and discusses the intricate relationship between
assessment and instruction through assessment tasks and environment in supporting student learning.

Liying Cheng
Liying Cheng (程李颖), PhD is Professor and Director of theAssessment and Evaluation Group (AEG) at the Faculty of
Education, Queen’s University. Her primary research interests are
the impact of large-scale testing on instruction, the relationships
between assessment and instruction, and the academic andprofessional acculturation of international and new immigrantstudents, workers, and professionals to Canada.
She conducts the majority of her research within the context ofteaching and learning English as a second/foreign language(including immersion and bilingual contexts). Since 2000, she has
obtained research funding totalling 1.6 million Canadian dollars. In addition, she has conducted morethan 200 conference presentations and has more than 130 publications in top-tier journals including
Language Testing, Language Assessment Quarterly, Assessment in Education, Assessment &Evaluation in Higher Education, and Teaching and Teacher Education. Her recent books are Assessmentin the Language Classroom: Teachers Supporting Student Learning (co-authored with J. Fox, Palgrave
McMillan, 2017); Language Classroom Assessment (single-authored, TESOL English Language Teacher
Development Series, 2013); English Language Assessment and the Chinese Learner (co-edited with
A. Curtis, Taylor & Francis, 2010); Changing Language Teaching through Language Testing (singleauthored, Cambridge University Press, 2005); and Washback in Language Testing: Research Contexts
and Methods (co-edited with Y. Watanabe with A, Curtis, Lawrence Erlbaum Associates, 2004).
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Keynote Presentation | Andy Curtis

Moving Forward by Going Back: Not
Changing but Innovating
Saturday, October 13 | 11:10-11:40 | Orion Hall (5F)

According to the well-known American educator John Dewey (1859-1952): “If we teach today as
we taught yesterday, we rob our children of tomorrow”. There are (very) few educators in the world
today who would (strongly) disagree with that statement, and yet we still struggle and resist change.
Why? One set of important reasons is the differences between “Change” and “Innovation”. We will,
therefore, begin this talk by looking at some of those important distinctions.
We will then look at why people – all of us – resist change, as a normal and natural, ancient andhardwired response, especially when changes are imposed upon us. Research has shown thatteachers can be impressively effective at “faking forced change”, by which I mean teachers pretending
to change, while not really doing so, except at the superficial level, when they have not been involvedin the decision-making change process.
In the present global political and socioeconomic climate, Dewey’s 1916 book, Democracy and
Education: An Introduction to the Philosophy of Education, is still remarkably relevant, more than acentury after it was first published. Re-visiting Dewey’s work on education, and the centuries-old
work of other educators in other countries, is an example of “Moving Forward by Going Back”. The
talk will also include proposals for re-introducing concepts and subjects such as Critical Thinking
back into education, as the daily international news is ripe with examples of people who appear tohave lost that ability (if they ever had it) which must be a central core of education in times of change.

Andy Curtis
From 2007 to 2011, Dr Andy Curtis was the Director of the English
Language Teaching Unit at the Chinese University of Hong Kongand a professor in the Faculty of Education there. Prior to 2007,
he was the Executive Director of the School of English at Queen’s
University, Canada, and a professor at the School for International
Training, USA. He is currently working with the Graduate Schoolof Education at Anaheim University. From 2015 to 2016, he served
as the 50th President of the TESOL International Association.
In 2016, he received one of the Association’s 50-at-50 Awards,
when he was voted one of the Fifty Most Influential Figures in the
Field, over the last 50 years.
Dr Curtis has published more than 100 articles, book chapters and books, including Learning
About Language Assessment: Dilemmas, Decisions, and Directions (2015, National Geographic/
Cengage Learning), co-authored with Kathi Bailey. He is also the editor of a new nine-book series
ELT In Context, published between 2015 and 2017, and the editor of a new five-book series, Applied
Linguistics for the Language Classroom, published in 2017 by Palgrave Macmillan, which includes
his book, Language Teaching Methods and Methodologies: The Centrality of Context.
Over the last 25 years, he has been invited to present to around 25,000 teachers in 50 countries, inEurope, Asia, Africa and the Middle East, as well as North, South and Central America. He is based in
Ontario, Canada, from where he works as a consultant for education organisations worldwide.
38 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEKeynote Presentation | Keith Miller

Sophisticated Machines and Innovative
Education: Who (or What) Will Thrive?
Saturday, October 13 | 11:45-12:15 | Orion Hall (5F)Over 10 years ago, educational researchers in California placed a robot made in Japan in a classroomof toddlers, aged 18 to 24-months. After five months, the authors stated that the toddlers “treatedthe robot as a peer rather than as a toy”.
Five years ago, researchers in Japan and Israel programmed robots to teach six graders about thephysics of levers. According to surveys, the students were pleased with the lesson, and most scoredwell on a quiz about levers.
Today, people are seriously considering the idea of robot teachers becoming a mainstream
educational innovation. Some people are excited about that prospect, but others are worried.
In this talk, we will explore the issue the increasing role of sophisticated machines (robots, webbots,
and other devices) in education. What are the costs and benefits? Who loses and who gains as moremachines enter the classroom? And how are technical advances in robotics likely to affect this trend?

Keith W. Miller
Keith W. Miller is the Orthwein Endowed Professor for Lifelong
Learning in the Sciences at the College of Education of the
University of Missouri–Saint Louis (UMSL). Professor Miller
works in UMSL’s College of Education, holds tenure in UMSL’s
Department of Mathematics and Computer Science, and is anassociate faculty member in UMSL’s Department of Philosophy.
He has earned a PhD in Computer Science, an MS in Mathematics,
and a BS in Education. Professor Miller’s community partners
include the Saint Louis Science Center and Girls Inc. of St. Louis.
Professor Miller’s research interests include computer ethics, theuse of technology in education, codes of professional ethics, and software testing. He is a memberof the ACM, the IEEE Computer Society, and the National Association for Interpretation. He has
published more than 90 journal papers, 90 conference papers in proceedings, and has given over
200 conference talks, invited talks, workshops and demonstrations. Google Scholar lists more than
5,000 citations to Professor Miller’s published research, and he has been the principal or co-principal
investigator for grants totalling over $2 million US dollars. His most recent research has focused on
ethical issues associated with the development of driverless vehicles, and with software used to
redraw voting districts.

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Notes40 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

The IAFOR
Documentary
PhotographyAward 2018
Join us as we celebrate the winners of this year's IAFOR Documentary Photography Award – aninternational photography competition that seeks to promote and assist in the professional
development of emerging documentary photographers and photojournalists.

www.iaforphotoaward.org

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Saturday, October 13 | 12:15-12:25 | Orion Hall (5F)

IAFOR Documentary Photography Award 2018
Award Winners Screening

The IAFOR Documentary Photography Award was launched by The International Academic Forum (IAFOR)
in 2015 as an international photography award that seeks to promote and assist in the professional
development of emerging documentary photographers and photojournalists. Another important
objective of this contest is to help bridge the divide between the world of practicing photojournalists/
documentary photographers and the world of academic scholars, and create an accessible and exciting
ground for dialogue and discussion at our conference events, and beyond. The award has benefitted
since the outset from the expertise of an outstanding panel of internationally renowned photographers,
including Dr Paul Lowe as the Founding Judge, and Ed Kashi, Simon Roberts, Simon Norfolk, Emma
Bowkett, Monica Allende, Jocelyn Bain Hogg, Maria Teresa Salvati and Ziyah Gafić as Guest Judges.
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge.
In keeping with this mission, and in appreciation of the great value of photography as a mediumthat can be shared across borders of language, culture and nation, and to influence and inform
our academic work and programmes, the IAFOR Documentary Photography Award was launched
as a competition that would help underline the importance of the organisation’s aims, and would
promote and recognise best practices and excellence. In support of up-and-coming talent, the
IAFOR Documentary Photography Award is free to enter.
Now in its fourth year, the award has already been widely recognised by those in the industry and has
been supported by World Press Photo, British Journal of Photography, Metro Imaging, MediaStorm,
Think Tank Photo, University of the Arts London and RMIT University, among others.
The work of this year's winners will be screened at ACE2018.
Image by Subhrajit Sen | 2018 Third Place Winner

42 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE)

Paul Lowe | Founding Judge
Our Founding Judge, Dr Paul Lowe is a Reader in Documentary
Photography and the Course Leader of the Masters program in
Photojournalism and Documentary Photography at the London
College of Communication, University of the Arts London, UK.
Paul is an award-winning photographer who has been published
in TIME, Newsweek, Life, The Sunday Times Magazine, The
Observer, and The Independent, amongst others. He has covered
breaking news the world over, including the fall of the Berlin Wall,
Nelson Mandela’s release, famine in Africa, the conflict in theformer Yugoslavia, and the destruction of Grozny.
His book, Bosnians, documenting 10 years of the war and post-war situation in Bosnia, was publishedin April 2005 by Saqi books. His research interest focuses on the photography of conflict, and hehas contributed chapters to the books Picturing Atrocity: Photography in Crisis (Reaktion, 2012)
and Photography and Conflict. His most recent books include Photography Masterclass publishedby Thames and Hudson, and Understanding Photojournalism, co-authored with Dr Jenny Good,published by Bloomsbury Academic Press. Paul is an Emeritus Member of VII Photo Agency.

Maria Teresa Salvati | Guest Judge
Maria Teresa is Founder and editor-in-chief at Slideluck Editorial,
which exhibits a selection of the best photographic works andmultimedia presented during Slideluck events worldwide, as well
as works from guest artists.
Maria Teresa conceived and curated the project Born the Same,a selection of ten different works exploring sub-cultures andmicro-stories working as reminders that we are all born the same,
despite cultural, emotional and political conditions. The project
was first presented at Les Rencontres De La Photographie Arles
2017, during La Nuit de l’Année, and is now travelling globally.
She co-edited and co-curated Hungry Still, an exhibition and publication produced and designed bySlideluck London, FORMAT Festival and QUAD, and printed by AKINA Factory. The collective project
showcases twenty-four of the best works that have contributed to the English platform, since its
inception, with a selection of images combined with personal anecdotes and recipes.
Maria Teresa is also a personal branding consultant. She helps photographers find their “spot of
beauty” and vision, advises them on how to build their identity, and helps them communicate via themost appropriate channels (i.e. social media). Now she teaches in Bari, Italy at F.Project School of
Photography and Cinematography, in Rome at Officine Fotografiche, and as a guest lecturer at the
London College of Communication (LCC).

Ziyah Gafić | Guest Judge
Ziyah Gafić is an award winning photojournalist with 19 yearsof experience, focusing on societies in conflict and Muslim
communities across the globe. He covered major news stories
in over 50 countries. His work has appeared in TIME, Le Monde,
The New York Times, GEO, The Sunday Times Magazine, La
Repubblica, The Telegraph Magazine, The New Yorker, among
others. He authored five books including Troubled Islam, Quest
for Identity, and Heartland. His work won a plethora of awards,
including multiple awards at World Press Photo, Visa pourl’image, Arles Rencontres de la photographie and grants from
Magnum Foundation, Getty Images and Prince Claus Fund.
Ziyah is member of VII Photo Agency and a TED Speaker.
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Supporters
The IAFOR Documentary Photography Award is supported by a number of leading institutions, organisations
and publications around the world in its aim to promote and recognise best practice and excellence indocumentary photography and photojournalism. These partnerships are a testament to the high regard inwhich the award is held within the photography industry.
The IAFOR Documentary Photography Award would like to thank the following organisations for their support:

Sponsorship Opportunities
As a key organisation involved with the IAFOR Documentary Photography Award, you will add to theexperience of these emerging professionals while showcasing the authenticity and responsibility of yourbrand. Through social media, product integration, logo placement, potential press coverage, promotion at
the award ceremony and subsequent exhibitions in Japan, Spain, USA and UK, you have the opportunity tohelp bring attention to the work of highly talented photographers.
For information on sponsorship opportunities or becoming a supporter of the IAFOR Documentary
Photography Award, please contact Thaddeus Pope, Creative Director, IAFOR Documentary PhotographyAward (tpope@iafor.org).

44 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE)

Saturday
October 13
Parallel Sessions& Workshop Presentations

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12:40-13:40 | Room 703 (7F)

Saturday Session I
Workshop Presentation

44139 12:40-13:40 | Room 703 (7F)

Developing Empathy through Acting Training and Mindfulness Practices
Grisana Punpeng, Chulalongkorn University, Thailand

It is common knowledge that acting requires both cognitive and affective skills, and modern acting theories are closely related to
psychology. For that reason, in recent years, many non-theatre corporates have been applying acting training as a way to train theiremployees about empathy, which is the ability to understand others’ emotions, perceptions and situations from their point of view, andbe able to communicate that understanding to them. Whether or not empathy – one of the most essential social and interpersonal skills
today, can be trained through acting is still debatable and is subject to ongoing discussions and studies. My argument is that not allkinds of acting exercises can lead to empathy, and there are many factors contributing to the development of empathy, including time,
instructions, and types of activities. For this particular workshop-demonstration, exercises and activities are drawn from my backgroundin Buddhist mindfulness practices and psychophysical actor training, which include, but not limited to Phillip Zarrilli’s psychophysicalactor training, Michael Chokhov’s technique, butoh training, as well as my experience in corporate training, particularly in the healthcare
setting. A sequence of exercises have been designed and developed to: 1) allow participants to understand the concept of empathy;2) equip them with skills to build empathetic connections with others in everyday life; 3) recognize the uses of actor training exercises
beyond the world of theatre.

46 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

12:40-13:40 | Room 704 (7F)

Saturday Session I
Workshop Presentation

41201 12:40-13:40 | Room 704 (7F)

Personalising Lessons to Achieve Better Engagement

Vahida Berberovic, University of Technology Sydney - Insearch, Australia
While technology makes lessons more interesting, engaging and appealing to students, there is a danger that students will still be
perplexed as to how to interpret and apply those lessons in their course. This applies particularly to students from diverse backgrounds,
and some lessons that not only introduce new language but also concepts alien to students. This workshop focuses on personalisation,
where difficult concepts are introduced in such a way to engage students on a level that they are already familiar with, that is close to
their own experience, and thus easy to understand – before it is applied to more abstract content. This workshop aims to provide ideas
to participants about how to structure lessons in a way that will engage students and provide better understanding of difficult concepts.
The workshop consists of a short presentation on personalisation, followed by a demonstration of a sample lesson on the topic of climatechange. The attendees will then participate in a problem-solution activity, where they will be presented with a difficult concept thatstudents struggle with (synthesising) and asked to "personalise" the lesson so that students can understand the concept better, before
they are required to engage with the course material.

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12:40-13:40 | Room 705 (7F)

Saturday Session I
Workshop Presentation

43080 12:40-13:40 | Room 705 (7F)

The CEFR: Steadily Paving the Way in Japan and Asia – Practical Perspectives
Maria Gabriela Schmidt, Nihon University College of Humanities and Sciences, Japan

This workshop will introduce the results of a JSPS research project on developing a tool-kit for teachers aiming to use the CEFR and the2018 published CEFR Companion Volume (CEFR/CV) efficiently. Many practitioners are willing to use the CEFR, but when doing so, they
get lost by the amount of information and complexity. This workshop will use a concentric approach starting from practical classroom
activities and tasks as the center of teaching, aligning the activities and tasks to can do descriptors, taking assessment into account,trying to include teacher and learner autonomy and going into bigger cycles up to the curriculum. This easy to follow approach will help
practitioners to connect each step to CEFR and CEFR/CV and identify the resources. Recently the CEFR has been discussed widely inJapan related to curriculum reform for foreign language teaching and the change of the central university entrance examination (sentashiken) especially for English (4-skills) starting in 2020. The impact of the CEFR concerns other foreign language teachers throughout
Asia as well, especially China or Vietnam have very ambitious programs. The workshop would like to include a wider audience to discuss
the newly published CEFR Companion Volume and its possible impact.

48 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

12:40-13:40 | Room 707 (7F)

Saturday Session I
Workshop Presentation

41806 12:40-13:40 | Room 707 (7F)

Developing Positive Relationships Through Strong Reflective Behaviours
David McEwan, King's School, New ZealandThis workshop will share with participants: 1) How we explicitly teach reflective thinking to staff and students. Based around the belief
that thinking needs to be taught, all members of King’s School are explicitly taught how to become more reflective. Through best practice
opportunities like modelling, feedback, feedforward and understanding what it looks like, staff and students develop their behaviour
around reflective thinking. 2) What systems we have in place to enhance reflective thinking and what digital tools are available to help
achieve this. King’s School operates a strong observation/feedback model for its staff. This model sets the platform for a range ofprocesses and tools to be used across all areas. These include: Explain Everything, Google Docs, Thinking Whiteboards, Google Forms,
and Verso. These tools combine with a philosophy of Assess/Adapt/Act to ensure learning continues. 3) The importance of relationships
and how they affect students’ learning, some of this material will be based on Dr Michael Reichert’s research into boys’ schools. Key
outcomes from the workshop are an understanding that reflective thinking needs to be taught, and an awareness of how digital tools canenhance the reflective process. Through becoming a more reflective person, the relationships we develop are more positive and more
beneficial to both our learning and our wellbeing.

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13:45-14:45 | Orion Hall (5F)

Saturday Session II
Workshop Presentation

43372 13:45-14:45 | Orion Hall (5F)

Future-Ready Now: Skills and Mindsets to Thrive in the 4th Industrial Revolution
Joanne Chua, National University of Singapore, Singapore

There is an increasing need to teach soft skills and inculcate healthy mindsets in institutes of higher education, to prepare graduates to
excel and thrive at university and in their future careers. These include teaching techniques of attention regulation and focus, enhancing
self-awareness, the cultivation of happiness for well-being and success, building resilience through emotional regulation, overcoming
limiting beliefs, and developing interpersonal effectiveness skills of empathy and collaboration. “Roots & Wings”, a first-of-its-kind module
for undergraduates at the National University of Singapore (NUS), provides a safe practice ground for students to try out new behaviours
and skills, in order to maximise their human potential. Since its inception in January 2016, more than 12,000 students have read Roots& Wings, with modest success. Roots & Wings instructors use a blend of experiential methods such as Socratic questioning and guided
discovery to facilitate student learning, integration, and transfer of skills and mindsets. Facilitation of Experiential Learning requires
unique qualities and skill sets of the Instructor, which are vastly different from those of Didacticism. Good facilitation helps students
to develop “inside out” – meaning from a values and feelings realm, to overt expression in behaviour. This workshop will introduce
participants to the unique Roots & Wings pedagogy through a multi-prong approach: firstly, by being a participant in a mini Roots & Wings
workshop, followed by a dialogue on the role of the instructor as a facilitator, and ending off with a group discourse on the application ofexperiential methods to other fields of study.

50 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

13:45-14:45 | Room 603 (6F)

Saturday Session II
Higher Education
Session Chair: Jesus Panlilio
42915 13:45-14:15 | Room 603 (6F)

The Influence of Communication Climate on the Creative Organization. A Case Study of a Higher Education Institution
Yudi Perbawaningsih, Universitas Atma Jaya Yogyakarta, Indonesia

Invention and innovation are two concepts that are quite popular, associated with the growth and development of the organization,
especially in a highly competitive situation. Organization, as well as an educational institution, must adapt to environmental changes.
Invention and innovation need creativity, both individually and institutionally. It means that to develop a creative organization, it needs
creative manpower, whereas creative manpower can be found in a creative organization. This article proposes to describe the influence ofthe communication climate to the degree of creativity of the organization. The communication climate is simply defined as an atmosphereof supportiveness or defensiveness that people feel within an organization. It is expressed in the symbols of verbal and nonverbal,
exchanged within human interaction and relationship. In the context of higher education, communication climate can be understoodas the composition of the feeling or the perception of the entire academic community related to the relations and interactions between
the members of the academic community. This research was conducted at Universitas Atma Jaya Yogyakarta, Indonesia. Using survey
and quantitative data analysis, and the respondents are all members of Faculty of Social and Political Sciences, the research shows that
communication climate, including creative climate as a part, does not directly influence the degree of organization creativity. The role ofcommunication climate is strengthening the effect of the internal factors of the members of organization on organizational creativity, suchas creative personality.
41148 14:15-14:45 | Room 603 (6F)

Crisis Marketing Strategy Antecedents of Performance of Higher Education Institutions (HEIs) in Region III, Philippines
Jesus Panlilio, Holy Angel University, The Philippines

This paper studies the marketing strategy antecedents of the performance of higher education institutions in the Philippines in thelight of the crisis brought about by the K-12 Curriculum. Antecedents include Market Focus, Market Expansion, Program Offerings,
Program Differentiation, Cost Leadership in Tuition, Place/Location Expansion, Advertising, Sales Promotions, Events & Experiences,
Public Relations, Direct & Interactive Marketing, Word-of-Mouth, Personal Selling, and Attack Competition. It made use of descriptive– correlational research design, which covered ninety-four HEIs covering School Year (SY) 2015-2016. Factor analysis with varimax
rotation, Cronbach’s alpha coefficient, independent t-tests (for normally-distributed data) or Mann-Whitney U tests (for non-normally
distributed data), Pearson r (for normally-distributed data) or Spearman rho tests (for non-normally distributed data) were also used. Fourcomponents determined were mass communication strategies, differentiation strategies, personal communication strategies, and target
market strategies. Compared to school year 2014-2015, HEIs performed favorably in changes in revenue, profits, assets/investment, andenrollment in school year 2015-2016. Compared to public HEIs, private institutions’ marketing strategies were found to be significantly
different in market focus, market expansion, cost leadership in tuition, sales promotion, event and experiences, public relations, direct
marketing, and attack competition. Significant correlations were found to be positively moderate between place/location expansion
strategy and profit performance; between place/location expansion, word-of-mouth attack competition strategies and asset/investment
performance. A negatively moderate correlation was found between cost leadership in tuition strategy and revenue performance; between
direct marketing strategy and enrollment performance.

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13:45-14:45 | Room 604 (6F)

Saturday Session II
Workshop Presentation

43138 13:45-14:45 | Room 604 (6F)

Happy Teachers Make Happy Children

Gita Srikanth, WeCAN – a Resource Center for Autism, India
Swati Narayan, WeCAN – a Resource Center for Autism, India
Mainstream classrooms typically have a mix of learners with different personalities, attitudes who function under varying contingencies.
Often the teacher spends a lot of their time in managing some of these differences that can manifest in the form of problem behaviors
like disruptions, varying needs for attention and varying needs of attention. The teacher ends up by actively managing these challenges,
the teacher unknowingly strengthens the behaviors, increasingly the future probability of their reoccurring, while ignoring a segment ofcompliant, quiet and on task learners. This workshop will help teachers utilize best practices from the principles of Applied Behavior
Analysis that can recognize and strengthen appropriate behavior repertoires of the learners while maintaining efficiency and positivity
in teaching. The workshop will include the golden rule approach to teaching and data taking and a role play exercise for participants toexperience and apply in their classrooms.

52 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

13:45-14:45 | Room 605 (6F)

Saturday Session II

Curriculum Design & Development
Session Chair: Veena Chantarasompoch
44066 13:45-14:15 | Room 605 (6F)

A Study of Satisfaction of Students Towards the Bachelor of Science in Medical and Public Health Secretary
Jirawat Sudsawart, Suan Sunandha Rajabhat University, Thailand
Phannee Rojanabenjakun, Suan Sunandha Rajabhat University, Thailand
Pradapet Krutchangthong, Suan Sunandha Rajabhat University, Thailand
Kullaphat Pochanakul, Phranakhon Rajabhat University, Thailand

This research was aimed to study the satisfaction of students towards the Bachelor of Science (new curriculum in 2016) in Medical andPublic Health Secretary, College of Allied Health Sciences, Suan Sunandha Rajabhat University (2017 academic year). It was descriptive
research undertaken with a questionnaire as the tool for data gathering, the population was 46 undergraduates in the 2017 academic year,
and 45 questionnaires as 97.83 percent were retrieved. The statistics for data analysis were mean, the percentage and level of satisfaction
was divided by year and gender. The findings were revealed to be in the high level (X = 4.21, S.D. = 0.591) which consisted of 1) curriculum,2) process of selecting students, 3) lecturers, 4) learning environment, 5) learning management, 6) measurement and evaluation, and 7)
learning achievement, to adjust, improve, promote and develop the learning management system as the quality assurance of university bydefining the standard of indicators which consistent with the university development, and link with the internal quality assurance of The
Office of the Higher Education Commission (OHEC) and the external quality assurance of The Office for National Education Standards andQuality Assessment (ONESQA).
44110 14:15-14:45 | Room 605 (6F)The Satisfaction Supportive Learning Materials of Students in a Medical and Public Health Secretary Program
Veena Chantarasompoch, Suan Sunandha Rajabhat University, Thailand
Jirawat Sudsawart, Suan Sunandha Rajabhat University, Thailand
Kullaphat Pochanakul, Phranakhon Rajabhat University, Thailand

Objectives of this study were to ascertain the satisfactory and guidelines for improving on logistics to support learning activities of theMedical and Public Health Secretary Program College of Allied Health Sciences, Suan Sunandha Rajabhat University. This is a good way
to improve things. Support the learning to be more effective. This study was conducted using 54 questionnaires. Research: The four main
support questions were divided. The study indicated that The overall rating was 4.12 at a good level. Academic services were at 4.22,
followed by general services at 4.13, followed by buildings, premises and the environment. At the 4.09 level, the final level of the media/
documentation and teaching equipment was at 4.03. The result of this evaluation was to continuously improve and improve the qualityof higher education.

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13:45-14:45 | Room 607 (6F)

Saturday Session II
Language Development & Literacy
Session Chair: Ma. Corazon Sauz
41080 13:45-14:15 | Room 607 (6F)The Effects of Teacher Efficacy: Instructional Leadership and Professional Learning Communities on Student
Achievement in Literacy and Numeracy
Jarrod Sio Jyh Lih, Selangau District Education Office, Malaysia

This paper discusses the factors contributing to student achievement in literacy and numeracy in primary schools within Sibu Division,
Sarawak, Malaysia. The study involved 694 level one primary school teachers in 105 schools. Using descriptive statistics, the study
observed high levels of practice for teacher efficacy, instructional leadership and professional learning communities (PLCs). The
differences between gender, teaching experience and academic qualification were analyzed using the t-test and one-way analysis ofvariance (ANOVA). The study reported significant differences in respondent perceptions based on teaching experience vis-à-vis teacher
efficacy. Here, the post hoc Tukey test revealed that efficaciousness grows with experience. A correlation test observed positive andsignificant correlations between all independent variables. Binary logistic regression was applied to predict the independent variables’
influence on student achievement. The findings revealed that a dimension of instructional leadership - “supervise and evaluate instruction”- emerged as the best predictor of student achievement for English language literacy. The result indicated the students were more than 17
times more likely to achieve the national key performance index for English language literacy when headmasters supervise and evaluate
instruction. In conclusion, “supervise and evaluate instruction” had a positive influence on students’ achievement for English language
literacy hence making it a possible course of action for school heads. However, more comprehensive studies are needed to ascertain its
consistency within the context of Malaysia.
43240 14:15-14:45 | Room 607 (6F)

Comprehension Processing of Mathematical Word Problems
Ma. Corazon Sauz, University of Santo Tomas, The Philippines
Merry Ruth Gutierrez, Philippine Normal University, The Philippines
Rene Belecina, Philippine Normal University, The Philippines

The present study describes the comprehension processing of engineering students in performing mathematical word problems. A word
problem task in Algebra & Geometry was performed by engineering students using the think-aloud procedure. The participants' accounts
were subjected to qualitative data analysis of transcribing, highlighting statements, assigning initial codes and reducing related codes tocore themes. The study found five comprehension processing themes that emerged. The study also found that there needs to be a fusionof reading and mathematical abilities in performing word problem-solving tasks. Engineering students' comprehension processing iscomplicated yet a challenging experience for them.

54 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

13:45-14:45 | Room 703 (7F)

Saturday Session II

Nurturing Creativity & Innovation: New, Innovative & Radical Education
Session Chair: Robert Deacon
44095 13:45-14:15 | Room 703 (7F)

Revolutionary Potential of Metaphors for English Language Teaching and Learning
Irene Kusumawardani, Universitas Brawijaya, Indonesia

Metaphors, in the form of visual symbols or stories, have been long used by our ancestors to bestow their wisdom and belief to theirchildren. It is essentially not a new tool in the education field for it is long used to present ideas and to gain insights for generations.
Metaphors help us describe, visualize, and make sense of the world around us. Recent studies highlighted how metaphors play a prominentrole in structuring thought and motivating everyday language. It is one of the major forces behind linguistic creativity and is not only used
to create lexical domains but also for grammatical constructions. A crucial mark in the study of metaphor from a cognitive perspective
was established by Lakoff and Johnson in 1980 with the publication of their revolutionary book Metaphors We Live By. According tothis view, human thinking is largely structured in metaphorical terms. The theory puts forward the idea that both verbal and non-verbal
language used to express perceptions and feelings, as well as ordinary language, are significantly linked to our capacity to conceive
one thing in terms of another (events, entities, concepts). Using exploratory research design, this paper investigates the possibilities
of utilizing metaphors for English language teaching and learning and how metaphors may be used to develop learner’s knowledge on
English language and literature, as well as their own native cultures. A description of teaching practices and various literary sources upon
metaphors are presented to offer the new insight on ELT issues.
43107 14:15-14:45 | Room 703 (7F)

Structure and Story in Academic Writing
Robert Deacon, Nagoya University, Japan

Academic writing pedagogy almost exclusively assumes a pragmatic approach as a basis for evaluation. That is, the general advice is
to copy the style and structure of other successful, current research papers. The problem with this approach is that these successful
research papers have primarily depended on novel ideas and compelling evidence as opposed to compelling style and or structure. In
many fields, the best style is assumed to be one that least obfuscates the reporting or description of the research process and results.
This style follows a Newtonian world-view of the scientific method. The author and the audience are largely presented as neither partof the text nor the experiment as their presence would presumably taint the objectivity of the study. This is not ideal because the valueof research is not independent of the author and reader. We also know there are different cultural patterns for information structure
and perhaps there may be patterns that are more universal/effective than the common introduction-methods-results-discussionconclusion format. This paper proposes that writing education can serve to teach currently unorthodox, compelling structures tobuttress the student’s own ideas and evidence regardless of their field of study. This presentation demonstrates a successful paper inmedical science that deviates from several orthodox conventions within its introduction. The conclusion is that metaphor and story are
powerful tools capable of conveying scientific truth and that this truth may be available to more people if we use different styles andinformation structures within the same field.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 55

13:45-14:45 | Room 704 (7F)

Saturday Session II
Curriculum Design & Development
Session Chair: Verity Welch
43268 13:45-14:15 | Room 704 (7F)

Building Thinking Classrooms to Maximise Student Growth
Lisa Miller, Melbourne Grammar School, Australia

In order to ensure all children maintain academic growth over a 12-month period, design thinking is used as an inquiry model that
fosters critical and creative thinking. This approach to learning encourages collaboration and problem-solving. Children are given theopportunity to design and sort their own thinking within a framework that allows for the identification of challenges and an opportunity
to find solutions to problems. Knowledge and understanding of content are important, but the way students unpack it is what makes thedifference. By making thinking visible, thinking skills and dispositions are cultivated and content learning is deepened. The children need
to be able to talk about what they’ve learned, but also, how they’ve learned it and identify with the language of thinking. The inquiry is anintentionally dynamic process. Children are given opportunities to think divergently and convergently and encouraged to make choices
about the direction of their own learning. All learners are empowered to become agents of change within their classrooms and individuals
are given a safe platform from which to collaborate with each other and challenge ideals. Classrooms are spaces that are inhabited bythinking individuals as well as individuals thinking collectively, learning together and constructing knowledge and understanding throughactivity and discussion. Diversity in thinking is valued and there are opportunities to celebrate and share our thoughts and to make ourlearning visible. The visible thinking framework is the glue that holds the curriculum together. It provides teachers with an insight that
supports the explicit teaching of English and Mathematics. These form the foundations of all learning.
43104 14:15-14:45 | Room 704 (7F)

Creating an International Early Years Curriculum
Verity Welch, Fieldwork Education, United Kingdom
Janice Ireland, Independent Consultant, United Kingdom

Over the past three years, we have been researching how to develop learning experiences that support children in developing skills of
enquiry, with the research aim to identify global trends and define a set of learning principles that underpin an international approach toan Early Years curriculum. Our research initially considered global trends of curriculum frameworks from over 45 countries, only 20 ofwhich had a defined Early Years curriculum, to provide an international perspective of Early Years education. Following the considerationof global trends, we then conducted a deep analysis of four national early childhood education models: Singapore; New Zealand; Sweden;
and the United Kingdom and sought key discussion items across four key areas: curriculum; pedagogy; qualifications and staffing; andquality assurance and assessment. From this research, we concluded thirteen key implications for an International Early Years Curriculum.

56 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

13:45-14:45 | Room 705 (7F)

Saturday Session II

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Natalie Ann Gregory
42665 13:45-14:15 | Room 705 (7F)

The Development of a Novel Using Storytelling Technique as a Learning Tool in Promoting Student Engagement and Satisfaction
Patchara Vanichvasin, Kasetsart University, Thailand

The purposes of the research were to 1) develop a novel using storytelling technique as a learning tool, and 2) examine student engagement
and satisfaction. The purposive sample group was 24 students. The research instruments were 1), a developed novel, 2) a questionnaire
collecting expert opinions towards appropriateness, 3) an observation checklist towards student engagement, and 4) a questionnaire
towards student satisfaction. Statistical methods used were content analysis, mean, standard deviation, frequency and percentage. The
results were summarized as the following: 1) The developed novel consisted of 7 chapters with 69 pages. There were 6 main steps todevelop a novel. First, the topic was chosen. Second, key concepts were used. Third, the plot and theme were planned. Fourth, the scenes
were set. Fifth, the characters were introduced. Sixth, the story was written in a form of a novel. It was verified by experts as appropriate(X = 4.54, S.D. = 0.44) at a very high level. 2) Most of students engaged in learning activities. Student satisfaction was at a high level (X= 4.36, S.D. = 0.49). Students found the developed novel as a new, interesting and fun learning tool to remember, understand and retain
content knowledge. In conclusion, the developed novel yielded a positive impact on student engagement and satisfaction. Therefore, it
can be used as a powerful learning tool to engage students and promote student satisfaction for better learning.
43467 14:15-14:45 | Room 705 (7F)

Digital Storytelling: English Language Learners' Perceptions on Its Use in Enhancing Their Digital Literacy
Natalie Ann Gregory, University Malaysia Sabah, Malaysia
Jeannet Stephen, University Malaysia Sabah, Malaysia
Bernadette Tobi, University Malaysia Sabah, Malaysia
Patricia Antoinette P.Lajumin, University Malaysia Sabah, Malaysia

The integration of technology in the educational sector has resulted in the widespread use of technological tools in language teaching andlearning. One such tool is digital storytelling (DST) which combines storytelling with a variety of multimedia tools to enhance language
learning. DST is an approach which may help to engage and motivate students to gain digital literacy skills. Digital literacy is necessary
for students to communicate and express their ideas effectively using digital medias. Whilst the use of DST in Western countries has beenvast, they are less common in Asian countries. Thus, this university-funded study, undertaken at a Malaysian public university, explores
the use of DST over a period of 14-weeks (one semester). Both quantitative and qualitative data were collected and mixed methods
were used for analysis. The results from both questionnaire and interview show positive perceptions towards the use of DST as it is able
to create more exciting learning environment for the learners aside from enhancing their digital literacy skills. The study also provides
valuable recommendation for strengthening DST in English language classes in the future.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 57

13:45-14:45 | Room 707 (7F)

Saturday Session II
Workshop Presentation

43444 13:45-14:45 | Room 707 (7F)Music in Higher Education: Dinosaur in Sheep's Clothing?
Stephanie Meyers, University of Texas - El Paso, United States

Music is an integral part of a refined and sophisticated society – apart from therapeutic emotional benefits, it promotes excellent memory,concentration, coordination, problem-solving skills, and cognitive function. Unfortunately, the pathway of future musicians is increasingly
subverted by the disintegration of a viable job market. While music should be an integral part of the educational model, it is often sacrificed
for STEM in the educational hierarchy of the United States. This has an adverse effect because the appreciation of music is crucial forthe promotion of aesthetics and artistic ideals that positively impact society. As a Professor in Higher Education specializing in Music,
it is increasingly apparent that the consequence of a lack of serious music instruction informative K-12 years has resulted in music’s
transformation into a dinosaur, or museum piece, rather than that which is readily accessible and understood by the younger generation.
This has, in turn, impacted the number of jobs available to students earning degrees in music and devalued music’s role as a worthy
profession. For example, orchestras are constantly deteriorating due to lack of audience and financial support. Professional musicians
often ponder this and come up with ingenious ways to fill the seats of a concert hall, yet the point is missed entirely: what is needed is amovement to reclassify the arts, specifically music, as a normal and required part of a child's education.

58 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE15:00-16:00 | Orion Hall (5F)

Saturday Session III
Higher Education
Session Chair: Yvonne Masters
41296 15:00-15:30 | Orion Hall (5F)

Utilizing Social Media to Build Online Learning Communities
Kristin Palmer, University of Virginia, United States

Research has proven that building community has a positive correlation to student outcomes in online learning. This presentation will
provide an overview of a program that utilized social media to build community. In this program, WhatsApp was utilized as a channel
to build community to support a distance education program in Africa. In this program, over 600 learners have participated in sevenonline courses. These learners were all adult learners, and most were employed, although some were students in regional institutions.
The online courses are in a massive open online course (MOOC) format and reside on the Coursera platform. Program support has
been provided by staff at the University of Virginia (UVA) and Distance Education of Africa (DEAfrica). Other support for this learnergroup included mentors, weekly emails and synchronous face to face virtual calls. Data will be presented summarizing the usage andperception of the social media channel as a tool to build online community. Data will also be presented that correlates the social media
channel usage with learner outcomes.
41177 15:30-16:00 | Orion Hall (5F)

Only Connect: Thriving as an Academic Through Collaborative Research and Writing Groups
Yvonne Masters, University of New England, Australia

Within higher education globally there is a continuing discourse of neo-liberalism and performativity which can, and too often does,
lead academics into survival mode. As accountability measures increase and higher education is driven by market forces, the old adageof “publish or perish” leads to a numbers driven competition to churn out as many articles and receive as many grants as possible.
This can often lead to professional loneliness and the debilitating milieu of “me and them”. Surviving in such a culture is difficult, but
thriving is possible when academics find ways to connect with each other, to work collaboratively to overcome the negative effects ofperformance driven demands. Two approaches to building collegiality, whilst still addressing research and publication requirements, arethe establishment of collaborative research networks and writing groups. Research networks are not new, but when designed to act as acatalyst for new ways of linking across disciplines around a common theme, both within and across nations, there is the capacity to create
diverse research projects. Collaborative writing groups, designed to enhance both individual and group writing through the critiquing ofwriting, as well as workshops on writing, have been demonstrated to increase publication output while providing collegial support for thewriters. This presentation examines research networks and writing groups, both national and international, and encourages conference
participants to build connections in a variety of ways.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 59

15:00-17:00 | Room 603 (6F)

Saturday Session III

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Anna Belobrovy
43706 15:00-15:30 | Room 603 (6F)Students’ Perceptions of Foreign Language Itself and Their Learning Process: A Case Study on German Majors in South Korea
Angela Jeannette, Chosun University, South Korea

In the Korean educational system, it is often the case that university students have not chosen their own major, but rather had one
assigned to them based on their results on the national university entrance exam. Accordingly, German was in fact likely not the first
choice for many, if not most, German undergraduate majors. While many of them eventually do develop an interest in their major, thefirst year is a critical period, as students’ initial perceptions of German as their second foreign language (L3) and of the learning processitself play an important role in shaping their attitudes towards and engagement with the new language and culture associated with theirmajor. However, there seems to be a lack of research exploring students’ first-year experiences in studying foreign languages, especiallyconcerning (de)motivation in learning foreign languages other than English, such as German (Busse & Walter 2013, Kikuchi 2015).
Students’ perceptions of both the learning process and the German language itself are the focus of this study which aims at identifying
motivating and demotivating factors, as well as the resultant implications for the students’ self-ascribed identities as L3 learners. This
will be accomplished through use of multimodal data, including visual imagery, motivational multiple-point retrospective panels, surveys,
and interviews, collected from two groups of first-year students at different points over the course of their respective freshman years.
44107 15:30-16:00 | Room 603 (6F)

Towards Effective Presentation of English Sounds for Better Understanding of Pronunciation: University Students' Viewpoints in Japan
Hanako Hosaka, Tokai University, Japan

Since sounds are auditory, they disappear as we hear them. Sounds can be “recorded” aurally, but never be directly transformed into
visuals. This nature of sounds has never changed, whereas the ways to record and present sounds have developed over years – from oral
instruction, the invention of writing (including ordinary letters and characters, and IPA), to an audio recording. For language purposes,
teaching and learning pronunciation involves all the three ways above, yet the visual presentation of target sounds has been neededon textbooks for a better understanding of how to sound like target sounds. What would be the preferred options for the learners? The“visuals” of Japanese sounds for English speaking learners are often Roma-ji using Western alphabets (e.g. Hinds, 1986; Jorden andNoda, 1987), while Vance (2008) uses both Roma-ji and IPA (International Phonetic Alphabet) for precise transcription in phonetics.
Those of English sounds for Japanese EFL learners can be provided in Katakana (as in many loanwords into Japanese), Romaji, andIPA. It has always been a dispute over which methods of presenting English sounds would be most effective and practical. In this study,
Japanese students who learned basic English phonetics answered their own learning experiences and their ideas in English pronunciation
education. Either Katakana or IPA were strongly preferred, and they were vocal about how sounds should be presented in class, in spitethat the Japanese tend not to give their opinions in a discussion. The students’ viewpoints would represent clues towards an effective
presentation of English sounds for better understanding.
43068 16:00-16:30 | Room 603 (6F)

Self-Directed Learning Through Reflective Practices of Students in Second Language University Classes in Japan
Carolyn Mori, Tokyo International University, Japan
Hyunkyung Lee, Hankuk University of Foreign Studies, South Korea

The teachers’ ultimate goal is to help students develop as self-directed learners. In this constantly changing world, teachers need to not
only help students gain knowledge but to develop their skills of inquiry so that they could continue learning on their own in their lifetime,hence lifelong learning. However, many students have learned to be taught but rarely learned to learn. And, in light of this situation, manyteachers often struggle in their attempt to move from the role of being a content transmitter to a facilitator of learning. In particular, it
is crucial for students as second language learners to become self-directed learners. This study examines how reflective practices canpromote and develop students’ self-directed learning (SDL) competencies in second language university classes. The reflective practices
are measured by three variables such as self-reflection, peer-feedback, and collaboration. A 28-item survey, SDL Competency Scale,is conducted with students who are enrolled in one of the two different classes titled “Advanced Listening and Speaking” and “Public
Speaking” in Japan. Moreover, this study identifies what kind of strategies or skills are important in encouraging students to become
self-directed learners through in-depth structured interviews with the students. The results of the study provide significant strategies andimplications regarding effective and efficient reflective practices to help students become self-directed learners.
42511 16:30-17:00 | Room 603 (6F)

Valuing Students Involvement in the Teaching Process: Pedagogical Implications of Self-Reflection in the EFL Classroom

Anna Belobrovy, Reitaku University, Japan

Self-reflection can be recognized as a process that gives students the opportunity to stop and be reflective about the learning thathas taken place (Davies, Herbst, & Busick, 2013). This presentation provides an analysis of Japanese EFL college students’ reflective
diaries, as they were collected in a speaking and listening course. The study explores the involvement of the students in the learning
process through the diaries from the angle of their role in the educators' comprehension of the students' perception as learners, as wellas their pedagogical implications. The diary entries were qualitatively analyzed from the perspective of their contribution to the learners'
awareness of their language skills' development and progress. In addition, the research findings were discussed on the pedagogicalimplications such as goal-setting, learning difficulties and motivation, and curricular aspects such as setting customized curricular goals
and adjusting activity choices.

60 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE15:00-17:00 | Room 604 (6F)

Saturday Session III

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Eunhee Paik
42638 15:00-15:30 | Room 604 (6F)

The Discussion of SEN Students College Entrance Examination in Taiwan
Yinan Chu, National Taiwan Normal University, Taiwan

In Taiwan, one of the important university admission channels for students with disabilities is Special Education Need Students College
Entrance Examination (SENCEE). Students would be separated in 6 categories; visual impairment, hearing impairment, cerebral palsy, autism,
learning disabilities, and the others. Furthermore, not every student can choose what departments he/she wants because it depends on
the opening willingness of departments of the faculties. According to statistics of the past five years, we can see that faculties preferred toprovide quotas for HI and the others students. Conversely, seldom departments are provided for VI, CP, and LD students. However, LD students
are the highest proportion of all applied students. That means that not all disabled students have the same opportunities in enrolling in fields
of departments. For example, in the 2017 admission brochure, only three departments of Engineering, Manufacturing and Construction Field
were opened for VI students but there were 43 departments provided for HI students. The author tries to analyze the inequality policy byrelated regulations of Taiwan and USA, and makes some amendment suggestions for equality of educational opportunity.
42671 15:30-16:00 | Room 604 (6F)

Linking Reading with Meaning: Children with Autism Spectrum Disorder in Focus
Jocelyn Bacasmot, University of Mindanao, The Philippines

The purpose of this mixed method research study was to determine the reading levels of Grade V students and the four mainstreamed
students with Autism Spectrum Disorder (ASD). Also, it aimed to determine the struggles of children with ASD in reading and the actions
undertaken by the parents and the teachers of these children. Using a mixed method, results showed that the reading level of all Grade V
students which included the four mainstreamed children with ASD was at the frustration level. The result was striking for it revealed that itwas not only the children with ASD that were struggling in reading but also a majority of the Grade V students in the said public school. On
the other hand, qualitative data by way of the multiple case study method revealed that the children with ASD struggles in reading included
language difficulties, such as pronunciation, inability to comprehend, and inability to recall information from the text. In coping with theirstruggles in reading, these children resorted to asking for assistance from their peers, communicating with their classmates and asking forprompts and guidance. On the actions taken by parents and teachers to help children with ASD cope with their struggles in reading, results
revealed teachers and parents actions included peer tutoring or peer assistance, and parent-teacher dialogue. Both parents and teachers
claimed that their actions were effective for they improved the academic performance of these children.
44113 16:00-16:30 | Room 604 (6F)

Self-Esteem and Diversity Education: A Comparative Study
Taku Murayama, Tokyo Gakugei University, Japan

This presentation is a comparative research on the relationship between the students' self-esteem and special needs education; the program
for understanding disabilities and mental health literacy for students with the mild developmental disabilities. The objects for the comparative
survey are the curriculum guides and lesson plans on the self-esteem, self-confidence, and social and emotional development in the specialclasses or the resource room in Japan and the United States. The research method implemented is qualitative text analysis (Kuckartz
2002) focusing on the students’ educational needs, teachers' activities, learning styles (collaborative activities, classroom lectures, and soon), methods for measuring the effects for the practice or programs. In addition, the research also takes notice of the students’ assumed
competence (Hayamizu 2006, 2012). Hayamizu (2012) has been indicated that the assumed competence is occurring by looking down on
the others. The programs in this research focus on the understanding the principles of disabilities and health based on the learning of healthliteracy. One of the backgrounds of these practices is the increase students’ diversity including the disabilities and the demands to refine of
the framework and manner to leverage of the diverse needs assessment (U.S. Department of Education, 2017). The goal of this presentation
is to show the relationship and meaning of the practice and program for self-esteem and education. Note: This presentation forms one partof research financed by the Uehiro Foundation on Ethics and Education (Japan).
44098 16:30-17:00 | Room 604 (6F)

The Impact of Universal Positive Behavior Support on Student Adaptive Behavior, Teacher Self-Efficacy, andSchool Climate in an Alternative School
Eunhee Paik, Kongju National University, South Korea
Eunsook Lim, Kongju National University, South Korea
Young Hee Seo, Kongju National University, South Korea
Bogseon Hwang, Korea Nazarene University, South Korea

The purpose of this study was to investigate the impact of universal positive behavior support on student adaptive behavior, teacher selfefficacy and school climate in an inclusive alternative school. The research questions of this study were as follows: First, how does auniversal level of positive behavior support affect the adaptive behavior of middle and high school students in an inclusive alternative school?
Secondly, how does a universal level of positive behavior support affect the perceived school climate of an inclusive alternative school? Third,
how does a universal level of positive behavior support affect the self-efficacy of the teacher who had been involved in the universal positive
behavior support? The participants in this study were five teachers and 23 students aged from 12 to 15. The study utilized a convergent
parallel mixed method which collects both quantitative and qualitative data, and analyzed them in order to make an interpretation. The resultsof this study were as follows: First, the universal level of positive behavior support showed positive effects on adaptive behavior of middle
and high school students, including students at risk. Second, a universal level of positive behavior support was proven to be effective forthe perception of school climate among the whole middle and high school students, including the students at risk who were diagnosed withbehavior disorder in an inclusive alternative school. Lastly, teachers’ self-efficacy has been changed positively after the application of theuniversal level of positive behavior intervention in an inclusive alternative school.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 61

15:00-17:00 | Room 605 (6F)

Saturday Session III
Adult, Lifelong & Higher Education
Session Chair: Yan Yin Ho
43035 15:00-15:30 | Room 605 (6F)

Assessment of ESP Textbooks

Minako Inoue, Health Science University, Japan
Implementing English for Specific Purposes (ESP) has become a popular practice in Japanese universities. One difficulty in designing and implementing
ESP programs is identifying appropriate ESP textbooks. Faced with this difficulty, our university created four original ESP textbooks. The current study
examines the efficacy of two English textbooks which targets second-year Physical Therapy (PT) and Welfare and Psychology (WP) majors. The aimsof these textbooks are to enable students to build basic communication skills, improve other language skills, and broaden their knowledge of terms andexpressions in their fields. Data included students’ final scores and their survey results, involving 100 PT and 30 WP majors. Data were stored in SPSS
software and analyzed employing descriptive and inferential approaches. Findings reveal that 70% believe the ESP approach is necessary. The extensive
range of proficiency levels also reveal mixed reactions on textbook contents and instructions. In terms of topic, the most popular were “spinal cord injury”
in the PT textbook, and “counseling” in the WP textbook. Many believed their limited grammar knowledge impeded their comprehension of the contents.
However, they favor the textbooks and instructions, claiming all their English-related skills had improved. Although the study seems to justify the efficacy
of using the original ESP textbook for current instruction, it is necessary to ensure the topic contents are up-to-date and practical. In order to engendersuch a situation, a collaboration between specialists or faculty in the related field and language teachers is critical.
43254 15:30-16:00 | Room 605 (6F)

Using Ebooks in Higher Education Institutions in the United Arab Emirates
Abdurrahman Ghaleb Almekhlafi, United Arab Emirates University, United Arab Emirates

The use of eBooks to replace textbooks is becoming very common at educational institutions worldwide. However, the effectiveness of using eBooks
depends on many factors such as the design, the interactivity, the richness of content, and the users’ perceptions. The aim of this study is twofold: (1) To
investigate the effect of eBooks on learning technology course content, and (2) to assess preservice students’ perceptions of the usefulness of eBooks
for their course learning. A quasi-experimental three-group pretest-posttest design is used. Participants are divided into three groups: Two experimentalgroups and one control group. The first group used an Interactive eBook; the second group used a non-interactive eBook (a pdf version of the iBook); and,the third group used a hardcopy version of the same eBook. Participants were pre-service teachers registered in a technology course at the College of
Education at the United Arab Emirates University. In addition, a post-treatment questionnaire was administered to all participants. Results did not show any
significant difference in preservice achievement in the course content related to the type of book used. Furthermore, preservice teachers had a significantly
more positive attitude towards the usefulness of the Interactive eBook version for content learning compared to other versions. Similarly, participants
reported more advantages and fewer disadvantages for the Interactive version compared to the counterpart versions. Implications and recommendations
are discussed.
41351 16:00-16:30 | Room 605 (6F)The Meaning of Quality in Online/Blended Courses to American and Malaysian Administrators, Faculty, and Students
Esther Smidt, West Chester University, United States
Cecilia Yin Mei Cheong, University of Malaya, Malaysia
Emily Dachroeden, West Chester University, United States
Timothy Kochem, Iowa State University, United States

This presentation compares two studies investigating administrator, faculty, and student perceptions of quality in online/blended courses conductedin two different contexts, namely 1) two midsize public universities in the United States, and 2) a college in a premier public university in Malaysia. The
research question explored in both studies was: What is the meaning of "quality" in an online/blended course to administrators, faculty, and students?
Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top eight quality features of each context(as ranked by number of references), namely 1) comparable rigor, 2) clarity, 3) interaction, 4) meets objectives or outcomes, 5) feedback, 6) availability, 7)
engagement, and 8) easy to navigate and user-friendly. The results revealed similarities and differences in the rankings of the quality features between
constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features, On theother hand, differences appeared to be based on where each institution was on their distance education trajectory, namely whether the institutions weredeveloping or experienced distance education providers. These findings should be considered and reflected on in online course design, online teachingstrategies, and online student support.
43575 16:30-17:00 | Room 605 (6F)

Bite-Sized Learning for Adult Learners: Lessons for Instructors
Yan Yin Ho, Singapore University of Social Sciences, Singapore
Eun-Young Yeo, Singapore University of Social Sciences, Singapore

With today’s volatile global economy, more working adults are returning to school for re-skilling or upgrading to ensure their employability. As a result,institutions of higher learning (IHLs) are seeing a shift in their student demographics, from the conventional school leavers to more working adults in theclassrooms. Consequently, the IHLs need to re-strategise their teaching methods to meet the different learning needs of the adult learner. This presentation
will discuss bite-sized learning; the utilisation of micro-learning activities which learners can access anytime, anywhere on their mobile devices, as one
method of helping adult learners to learn more effectively and better manage their studies (Bruck, Motiwalla, & Foerster, 2012). This learning approach isappropriate for adult learners in view of the challenges they face of finding uninterrupted long stretches of study time to fit into their busy schedules given
their multiple roles and responsibilities (Fairchild, 2003). Moreover, while there is literature discussing bite-sized learning in corporate training, bite-sizedlearning has not featured prominently in the higher education literature (Edirisinghe & Fraser, 2014). This suggests that bite-sized learning as a teaching
and learning approach for tertiary education is an innovation that is worth pursuing. This presentation will discuss how bite-sized learning was piloted in
an undergraduate Cognitive Psychology course for adult learners enrolled at the Singapore University of Social Sciences. Implementation strategies will
also be discussed and learners’ feedback gathered from the pilot launch of this teaching and learning approach will be shared.

62 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE15:00-17:00 | Room 607 (6F)

Saturday Session III
International Education
Session Chair: Justin Sanders
43709 15:00-15:30 | Room 607 (6F)

Partner Selection in the Internationalization of Higher Education: A Resource-Based View
Tina Wong, The Hong Kong Polytechnic University, Hong Kong

Facing changes in the global environment, internationalization has become an important issue in higher education around the world.
One of the common approaches of achieving internationalization is offering joint programs with an overseas university. The aim of
this research is to examine the factors influencing local higher education institutions in selecting overseas partners to offer academic
programs in Hong Kong. Based on an extensive review of literature, a preliminary conceptual framework affecting partner selection isdeveloped. Resource-based theory serves as the foundation of the preliminary framework. Under the framework, it is hypothesized thatthe likelihood of partner selection is influenced by partner attractiveness. And partner attractiveness is affected by an overseas university’s
technical capabilities, managerial capabilities and intangible resources respectively. This preliminary framework only presents a roughpicture of partner selection in higher education institutions. Therefore, the qualitative method of multiple case studies is conducted toenrich the content of the framework. Four case studies from two local higher education institutions are selected. Data is collected byhaving interviews with the representatives of these institutions and examining secondary data. The methods of within-case analysis andcross-case analysis are used for data analysis. With the inclusion of the qualitative findings, the enriched conceptual framework presents
specific partner characteristics affecting partner selection in this sector.The results of this study contribute to the literature in several
ways. This study represents an important step toward applying the resource-based theory to a conceptual framework for examining
partner selection in the local higher education sector.
44007 15:30-16:00 | Room 607 (6F)Internationalization in a National Education System: Initiatives in Japan to Introduce International Baccalaureate
Programmes
Carol Inugai Dixon, University of Tsukuba, Japan
Jun Kawaguchi, University of Tsukuba, Japan

Our rapidly changing world means that education in any part of the globe must now serve an increasingly complex set of needs andpurposes. The Japanese government recognizes the need for changes in the traditional national educational system, the need tointernationalize. As one of many initiatives to address this MEXT is working to introduce International Baccalaureate (IB) programmes
into Japanese article 1 schools. In liaison with this initiative, the University of Tsukuba has developed and inaugurated a Masters inInternational Education program that provides students with the opportunity to obtain an IB educators certificate (IBEC). The program isof significance in that it brings together perspectives from Japanese educators, from educators in other national systems and also thosefrom international educational backgrounds. The IB is described as an international education but has built its reputation for the mostpart in international schools. How can the Japanese traditional national education system be internationalised? What does that mean?
What does that entail? Professors from Tsukuba and other universities have begun the Japan Association of Research into IB Education(JARIBE) to promote and collate research nationwide about the introduction of IB programmes into Japanese schools. The contexts
are unique. However, the outcomes may have the potential for positive change and transfer, not only locally but beyond, globally. This
presentation will outline progress so far both within the Masters course at Tsukuba and JARIBE.
42794 16:00-16:30 | Room 607 (6F)

From Accountability to Digital Data: The Rise and Rise of Global Educational GovernanceCate Watson, University of Stirling, United Kingdom

Research interest in educational governance has increased in recent years with the rise to prominence of transnational organisations
such as the OECD and the importance attached to an international comparison of educational systems. However, rarely do educational
researchers consider the historical antecedents that have attended these developments. Yet to more fully appreciate where we are now
it is necessary to examine the events that have shaped the current policy context. This paper presents a review of global educational
governance from the 1970s to the present day seeing in this a trajectory from the emergence of accountability to today’s overriding
concern with digital data and international comparison. In doing this, the paper aims to go beyond providing a historical account, rather
its purpose is to shed light on the processes of educational change.
42826 16:30-17:00 | Room 607 (6F)Internationalization Strategy at National Universities in Japan: Case Studies of Two Former Imperial Universities
Justin Sanders, Osaka University, Japan

This study explores the process of internationalization strategy development and implementation at two case study Japanese national
comprehensive research universities. By first locating the universities in the national higher education policy context, this study explores
how the universities respond to national policy initiatives and mandates regarding internationalization. The analysis considers theprocess of strategy development at both the institutional and individual faculty level with regard to recruiting international students andscholars, developing international partnerships, promoting study abroad of local students, internationalizing the curriculum and campus
environment, establishing offices and programs abroad, and managing international reputation. This cross-case analysis begins witha thorough review of national level policy documents and other relevant literature. Next institutional and individual school/college level
documents are analyzed, including websites, strategic plans, annual reviews, newsletters, brochures and so on. After developing profilesof each university, interviews with knowledgeable faculty and staff leadership were conducted to gain greater insight into the thinking
that went into the pursuit of particular strategies and approaches. The analysis sheds light on how national universities respond to andimplement the broad, and sometimes specific, policy directions set by the ministry of education, and may be of considerable value tothose involved with higher education administration.

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15:00-17:00 | Room 703 (7F)

Saturday Session III

Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Session Chair: Emiliano Bosio
42258 15:00-15:30 | Room 703 (7F)

Experience of Culturally and Academically Diverse Students in the International Graduate Program in Canada
Kiyu Itoi, Simon Fraser University, Canada

In this era of globalization, many universities are internationalizing across the world and it can be argued that classrooms are becoming ethnically, linguistically, andculturally more diverse. Consequently, it is notable that students with diverse academic and cultural backgrounds bring different values with them to the classroom.
Since educational expectations vary around the world, it has become important to recognize the differences and similarities brought to the classroom by diverse
students (Rubenstein, 2006). When a classroom is more diverse, it is likely that students are used to different academic cultures, and there might be multiple waysof participation in class. There have been studies on students’ participation in multicultural classrooms, however, most of them are focused on how individual andgroups of students from same or similar backgrounds participate and negotiate their academic identities in the western academic discourse (e.g., Kettle, 2005;
Morita, 2000). Therefore, in my study, I will examine what modes of participation are brought to the multicultural classroom by a group of students from different
academic and cultural backgrounds and how they perceive the similarities and differences among them. Conducting semi-structured qualitative interviews withboth international and local students of the international graduate program in Canada, I will also explore what could be viewed as a potential lack of understandingof different modes of participation in class and how the gap might be created. It will offer expanded understandings of the complexities of lived experiences ofstudents studying in an international program from diverse students’ perspectives.
42620 15:30-16:00 | Room 703 (7F)

Creative Science Drama for Enhancing Students' Interest in Science Learning and Science-Related Attitudes
Kiah-Ju Ong, Tunghai University, Taiwan
Ying-Chyi Chou, Tunghai University, Taiwan
Ding-Yah Yang, Tunghai University, Taiwan
Chi-Chau Lin, Tunghai University, Taiwan
Feng-Di Lung, Tunghai University, Taiwan

The world is evolving towards Industry 4.0 which is characterized by an integration of technology breakthroughs in the STEM field. The demand for STEM skills
workforce increases drastically. A leaky STEM pipeline is the main challenge for Industry 4.0. Through the integration of arts, STEAM education enriches andexpands the scope of STEM education. STEAM foster students’ innovative and creative abilities. The purpose of this research is to enhance students’ interestand science-related attitude through creative science drama. This research was conducted during the 2017 Winter Program for Youth Worldwide. 83 high-school
students from Malaysia participated in this one-week program. Before the research started, participants were distributed into groups and they completed a pre-test
on “The Individual Interest Questionnaire” and “Test of Science-Related Attitude”. Presentation skills workshop, science fiction movie clips, science lessons and asite visit to the National Museum of Natural Science Taichung were arranged for the participants. Such an arrangement was corresponding to the scientific literacy(knowledge, contexts, competencies, attitude). Participants learned through exploration, observation and experience. Time was given to the participants to design
and prepare creative science drama. Participants presented their masterpiece during the closing ceremony of the program. A post-test was administered after the
program. From the data and feedback collected, creative science drama allowed students to learn, explore and experience science knowledge. Besides acts as an
enjoyable education media, it also contributes to the development of social and communication skills. We wish to demonstrate how high school-university cancollaborate in creating innovative teaching method which can promote science learning.
43936 16:00-16:30 | Room 703 (7F)

A Transmedia Approach: An Interdisciplinary Media Lab in the Hong Kong Design InstituteWong Pui Tat, Terence, Hong Kong Design Institute, Hong Kong
Yip Olivia Wai Ka, Hong Kong Design Institute, Hong Kong

Hong Kong Design Institute (HKDI) Media Lab is devoted to merging the interdisciplinary boundaries between tertiary design education and media technology.
As a focus, HKDI Media Lab serves as a pioneering role of the sustainable development of integrated media education in Hong Kong. Primarily, the lab provides acreative platform for students to experiment with innovative technologies with professionals in different disciplines, in order to encourage cultivation of creativity
and develop their ideas into multi-disciplinary applied research projects. For example, Interactive Aquarium, collaborated by students, teachers and the local fish
management industry, is an interactive edutainment project that aims to raise the awareness of sustainable seafood (from the discipline of culinary education)
to general public through integrating media technologies like 4K motion images, interactive media kiosk and high dynamic range (HDR) technology. Other stateof-the-art technologies, such as conductive ink (from the Printing discipline) and mixed/ virtual/ augmented reality (MR/VR/AR), are also applied in various multidisciplinary projects. While needs of the local creative industry upraised, collaborations with industries and partners benefit teachers and students with practicalexperience. For instance, Local land developers invited the lab to develop a MR & VR project for corporate training and a showcase (from the discipline of architecture
and lands development). By presenting the rationale and applied research projects of Media Lab, the presentation demonstrates how tertiary design education isadvanced by taking an interdisciplinary approach integrating design, engineering, printing, information technology, culinary art, and architecture.

40991 16:30-17:00 | Room 703 (7F)

Implementing Principles of Transformative Value-Creating Global Citizenship Education into University Curricula
Fostering Civic Engaged, Social Responsible and Competent Learners
Emiliano Bosio, Yokohama City University, Japan

There is a shared resolve among educators across the world to ensure that young people acquire social, civic and global-intercultural aptitudes by infusing
democratic values and fundamental rights, social inclusion and non-discrimination as well as active citizenship across all disciplines and universities’ curricula.
However, this raises many challenges, not least in a risk society epitomized by growing inequality and the rise of nationalism and populist "post-truth" politics which
is using social media as an agent for "fake news" and "alternative facts" with the purpose of provoking fear and hatred of "the other". All these challenges, on the
one hand, raise questions about notions related to leadership, citizenship, belonging, otherness, recognition of diversity and active democratic participation at thepersonal, local and global level and, on the other hand, require an "evolution" of teaching roles towards supporting learners in developing not only knowledge andskills, but perhaps most importantly, values. Building on a "value-creating" transformative dimension of global citizenship education (GCE), this paper discusses theresults of an exploratory survey study investigating the current practices of twenty-two faculties, situated on the three continents of Asia, North America and Europe,that teach global citizenship graduate and undergraduate courses. The findings provide support for three interconnected dimensions associated with the constructof GCE in university curricula, namely social contribution, civic commitment and global disposition. These dimensions can be summarized with the following
equation: social contribution + civic commitment + global disposition = students’ “personal transformation” towards value-creation for society.

64 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE15:00-17:00 | Room 704 (7F)

Saturday Session III

Assessment Theories & Methodologies
Session Chair: Bobby Dexter
43079 15:00-15:30 | Room 704 (7F)

A Case Study: Assessing Students' Learning in an Australian Institution
Hing Wa Sit, The University of Newcastle, Australia

Sustainability, quality, equity, and diversity are four priorities under the review of Australian higher education. The growing figure shows students
in Australian institutions have come from more diverse social, cultural and educational backgrounds. A common issue each institution has been
concerned regarding social inclusion is how to effectively teach, transit and support students from such diverse backgrounds. Currently, it is ofa greater concern in business schools in most Australian institutions because they are the largest destination for global students. Nevertheless,dealing with student diversity comes with its own challenges. A general challenge is most university staff lacks sufficient knowledge and support
in integrating diverse students into Australian academic culture and efficiently help them transit from their previous schooling. Although theAustralian educational system entitles students with a rigorous, relevant and engaging curriculum that addresses their individual learningneeds, issues surrounding student diversity and their effect on cross-cultural learning and teaching are rarely sought. There are studies on theinternationalisation of Australian higher education, but limited research focuses on the cross-cultural evaluation as part of Australian university
curricula. This case study expands on this body of work and explores students’ assessment experiences to guide future student learning andprogram development. The qualitative research method is used to investigate diverse students’ experiences in dealing with their assessment
tasks and academic performances within an Australian institution. The findings should provide fresh literature on how Australian education
culture can be enhanced by acknowledging and integrating diversity as an important criterion in assessment task development.
41408 15:30-16:00 | Room 704 (7F)Can Gamified Assessment Replace Traditional Tests?

Filomachi Spathopoulou, American University of the Middle East, Kuwait
Universities and colleges have been having a hard time keeping the concentration and motivation of students in lecture rooms. Many students
involve themselves in many things during the lecture other than learning. For this reason, many institutions of higher learning are searching forways of improving students’ motivation and engagement. Gamification, which is the application of game elements to learning, is revolutionizing
education. In particular, gamified assessments have become a significant topic as professors and teachers look for ways of implementing gamelike assessment in their courses to replace traditional tests. However, its application in higher education is still a topic of contention. This paper
analyzes the potential of gamified tests as a replacement for conventional tests, and the benefits and challenges of the application of gamificationin universities and colleges.
41251 16:00-16:30 | Room 704 (7F)

Skills of Analyzing and Synthesizing Textual Information in University Students: Interdisciplinary and Intercultural Approach
Anna Toom, Touro College and University System, United States
Natalia Inshakova, Moscow State University, Russia

One of the most important tasks that the higher school is facing in the epoch of information technologies is the formation of a new type of
specialist who is a professional in one’s area of expertise as well as an informational erudite having the necessary skills to productively work withlarge flows of information. Nowadays, this task is far from completion. Two researchers, a journalist and a psychologist, with different cultural
backgrounds, combined their pedagogical experience and the results of long-term observations and experimental research of contemporary
university studenthood. They studied their students’ abilities to analyze and synthesize information in the texts when performing various
educational assignments, such as naming, citing and annotating sources of information, writing review and research papers. The results showedthat most students in each specialty and culture had underdeveloped informational skills, that is, were informationally incompetent. Their mistakes
were systematic and similar. The most difficult task for them was to find the key words, key phrases, and key fragments in the texts. Consequently,
such students had no full-fledged understanding of the semantic aspect of information. To denote this feature of intellectual activity of many
university students, the authors used the term fuzzy thinking. The authors concluded that the educators’ efforts should be aimed at teaching
university students how to work with texts professionally. We should train young generations on developing skills to analyze and synthesize
information because they are the main mechanisms which assure meaningful intellectual activity.
42822 16:30-17:00 | Room 704 (7F)

Achieving Focus: The Burgeoning Role of Formative Assessment
Bobby Dexter, Chapman University Fowler School of Law, United States

We live in constantly-evolving learning environments that are perpetually fraught with actual and potential distractors in the form of messages,
notifications, and the temptations of the information superhighway. Achieving sustained student focus is an uphill battle. Attempts to compel
concentration by restricting the use of electronic devices may achieve enhanced classroom focus, but there are no promises. Students routinely
defy edicts (remaining “connected” in some way), and technology may be a critical or highly desirable tool with respect to the larger pedagogicaleffort. Moreover, without pre-emptive interruption management by the student, considerable distraction potential looms in every non-classroom
learning venue (e.g., libraries, residences, transit vehicles, airports, etc.). Indeed, such a venue is often the locus of first exposure to the material
and may continue as a regular study environment. What role can rigorous formative assessment (or perhaps other promising strategies) play inaddressing the burgeoning challenge of achieving sustained student focus? Traditional formative assessment theory prioritizes individualized
feedback on the assumption that such assessment will best enhance performance on summative assessments. Individualized feedback may
certainly facilitate comprehension of key subject matter and explain relative strengths and weaknesses, but it may have little impact on “study
behavior” writ large. Employing rigorous formative assessment actively seeks to achieve sustained student focus and will prove most effective
when used in conjunction with candid, specific behavioral guidance. Such an approach is critical for those charged with educating professionals
destined to become repositories of significant public trust.

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15:00-17:00 | Room 705 (7F)

Saturday Session III

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Galia Patt-Shamir43362 15:00-15:30 | Room 705 (7F)

Promoting Creativity in the Chinese Early Childhood Context: An Investigation of Teachers' Creativity-Fostering Pedagogy
Rebecca Hun Ping Cheung, The Education University of Hong Kong, Hong Kong

Many studies have found that the preschool curriculum in Hong Kong still reflects the influences of its social and cultural context that emphasises
teacher-directed learning. Developing creativity in preschools requires teachers to change their familiar practices. A good understanding of teachers’
actual practices for facilitating creativity in the classroom is an important first step for educators dedicated to pedagogical change. This study aims toinvestigate the creativity-fostering pedagogy that teachers actually use in their classrooms to draw attention to the crucial aspects of effective creativityfostering pedagogy in Hong Kong preschool settings. This study employed a qualitative research approach to explore and analyse the characteristicfeatures of creativity-fostering practice in Hong Kong preschools with results presented in the form of case studies. Semi-structured interviews andclassroom observations were used as data sources and content analysis was performed to examine the features and the effectiveness of teachers’
creativity-fostering pedagogical practices. Findings revealed that the three Chinese teachers held similar perspectives about creativity-fosteringpedagogies and their perspectives were mainly rooted in Western pedagogies. However, the three cases demonstrated the different interpretation ofthese pedagogical perspectives, ranging from being strongly teacher-directed to strongly child-centred. A balance between teacher-directed and childcentred was found to be more effective pedagogic practice in the Chinese classroom. Results suggested that different creativity-fostering pedagogies
might work for certain contexts and certain children and an awareness of both cultural and contextual appropriateness is important for creativity reform.
41462 15:30-16:00 | Room 705 (7F)

Teaching and Learning Uncertainty: May Contextual Education Help in ECE and Elementary Settings?
Austeja Landsbergiene, Queen Morta School, Lithuania

Context in EC and Elementary setting is especially important: cultural context, family context, and so forth dictates how we organise learning in the
Twenty-First Century. We have developed 10 principles of Contextual Education, which have enhanced the teaching and learning process. These
principles are: 1) Child-centered Teaching, 2) Contextual Planning, 3) Personalization Through Contextualization, 4) High Expectations, 5) Parental
Involvement, 6) Freedom of Expression, 7) Character and Values Education, 8) Contextual Questioning, 9) Encouraging Curiosity, and 10) Contextual
Curriculum. These are old truths, but the unexpected is a way we see the old through a new lens and how we interpret it. Contextual Curriculum is only
a guide for the innovative and creative teacher, because children guide learning. We have observed children become more independent, expressive, andable to take responsibility for their education. We have had challenges. First, teacher training: we have observed that the teacher training system is notpreparing future teachers the way we would like. We have founded the Teacher’s Academy and train teachers (after they graduate) for at least one year.
Second, the attitudes of parents. Parents seem to be divided into two groups: one thinks that ECE isn't necessary; therefore, care suffices. The other has
unrealistic expectations. Therefore, we have started educational classes for parents, starting with the most important – DAP. The blend of contextual
education, teacher training, and parent education has helped us to develop innovative teaching and learning methodologies that we believe have taken
ECE a big step forward, and we're willing to share.
42492 16:00-16:30 | Room 705 (7F)Student(s) as Pedagogical Consultant(s): A Case Study of Engaging Tertiary Learners as Partners in Teaching and Learning
Min-Yee Angeline Yam, Nanyang Technological University, Singapore
Liang-Jun Shaun Ho, Nanyang Technological University, Singapore

One of the ways tertiary educators review their teaching effectiveness is through a course evaluation at the end of their teachingsemester where learners are given opportunities to assess and rate faculty. Such evaluations have, however, often been argued assummative, non-dialogical in nature and provide only a generalized view of the instructor’s teaching effectiveness. Frustrations canresult in both parties as students’ learning dissonance goes unresolved and instructors’ are not provided with the opportunity to rectify
learning issues for the same group of students. This paper presents a case study of student engagement concepts which challenges
the notion of students as mere consumers of knowledge and repositioning students as active partners and agents of change in theteaching and learning process. The paper discusses a framework of the instructor engaging student(s) as pedagogical consultant(s)over thirteen weeks Art & Design undergraduate course in Singapore. Participant observation method was used by student consultant
and field notes recorded. Issues of teaching and learning were discussed with the instructor on a weekly basis. A focus group was
also conducted by the student consultant at the end of the course. The process reveals the relationship dynamics of instructor
engaging students as their partners in course design, providing an in-depth understanding of teaching and learning effectivenessthat is dialogical and reflexive. The results showed that the student-faculty partnership was able to provide useful feedback that could
specifically pinpoint areas of improvements that would otherwise be challenging to obtain via a summative course evaluation format.
42183 16:30-17:00 | Room 705 (7F)

A Way of Practice: The Confucian “Great Learning” as Applied Ethics
Galia Patt-Shamir, Tel-Aviv University, Israel

The talk aims to show the applicability of the Confucian philosophy of learning (xue 學) in contemporary contexts, through the theme of the innerconnectedness between moral theory and joyful practice as related to cultivating oneself through relating to others. I will focus on the "eight phases"
extracted from the classic of the Great Learning 大學(GL) as methodology for applying the Confucian Way in modern practice with children in elementary
school. I will address the Confucian ideas of knowledge, learning, and realization and suggest a humanistic dialogical methodology that is tightly tiedin Confucianism to having joy with what one's learning. Under this approach, the GL embodies roots for both the Confucian humanistic view of the"relational self" as a self that is inherently related to others and is cultivated and realized by realizing others, thus enfolding a unity of theory and practice.
My applied philosophical reading suggests that treating learners as partners to the Confucian humanistic way yields a new state of mind that leads to abetter understanding and a meaningful moral practice. The argument will be founded on both textual work and practice. Striving at a better understandingof Confucian ideas originally intended to be practised in their era, the talk aims at understanding Confucianism on its own terms. This very act also
places Confucianism in global philosophical and educational contexts, presenting a true opportunity for cross-cultural dialogue that reflects back on
Confucianism, its strength, and its applicability in the contemporary world.

66 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE15:00-17:00 | Room 707 (7F)

Saturday Session III

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Harumi Kashiwagi
43508 15:00-15:30 | Room 707 (7F)The use of Google Classroom in a College Prep Class
Kayo Ozawa, Kyoritsu Women's College & ICU High School, Japan

This presentation will address the possibilities of using Google Classroom as a tool to promote critical thinking and to allow students todevelop their analytical skills of the various rhetorical devices used in the SAT essay section. Although students often do fairly well on
the reading or writing (actual essay writing) sections, the analysis section of the SAT seems to be a real challenge, mainly because thestudents are not exposed to enough writing of various types outside of the classroom. This lack of opportunity also is due to the factaside from the English classes, all of the classes in the curriculum follow the MEXT guidelines and are conducted in Japanese. Unlike the
TOEFL, the SAT assumes that the test taker has native or near-native fluency and is concerned with the grasp of the stylistics as well as
the grammatical features of the sentences in the passages presented. The presenter would like to share ways in which students can build
motivation to write essays from prompts given, enhance reading, and can both individualize their efforts to analyze essays and to sharethem with their peers through the use of technology. In addition, by giving students a model of the analysis, hopefully, students will get abetter grasp of what they have to do in the analysis section of the SAT, and this will, in turn, make them better essay writers.
41139 15:30-16:00 | Room 707 (7F)The Effects of Social Media as a Learning Platform
Van Thinh Le, Banking Academy - Phu Yen Branch, Vietnam
Una Cunningham, Uppsala University, Sweden
Kevin Watson, University of Canterbury, New ZealandBecause high school students in Vietnam did not have a linguistics environment to practice English outside the classroom, they had low
language proficiency in terms of oral skills. To enable students to have more practice of English, social media such as Facebook andSkype were employed as a learning platform. Closed Facebook groups were set up as a Moodle in which weekly authentic materials suchas videos, audio files and text were posted while the online interaction via group calls via Skype was used for delivering feedback andhaving more interactions to practice speaking skills. The social learning platforms were tested with three groups of 18 students learning
English. Results indicate that students improved their listening, speaking and writing because they had extensive practice and became
more willing to communicate in the online environment.
43172 16:00-16:30 | Room 707 (7F)

Enhancing Students' Motivation and Engagement in the University ESL Classroom: A Hong Kong Case Study
Frankie Har, The Hong Kong Polytechnic University, Hong Kong

Asian learners are frequently considered “passive, shy and/or quiet” (Exley, 2005). Murphy (1987) and Chan (1999) note that Chinese
students rarely raise questions in class. Often learning passively, students rely on teachers delivered information, rote learning andmemorization (Ballad and Clanchy, 1991). However, Asian (especially Hong Kong) societies are increasingly active online; secondary andtertiary students particularly so. According to the Hong Kong Census and Statistics Department (2018), 88.6% of students aged 10 orabove are connected to the Internet via personal portable devices. To enhance students’ learning experience and teaching effectiveness,this pilot study investigates how the cloud-based technology, Nearpod and Pear Deck, affect teacher-student interaction among first-year
university ESL classes. Existing materials in PowerPoint or Keynote format were uploaded to the Nearpod and Pear Deck instructor areas.
Interactive elements were added, and the lesson was then broadcast online to students’ portable devices. The instructor could choose toshare polling responses or submission examples from the drawing tool or open-ended questions, thereby providing instant feedback. At
the end of the term, each student completed an online questionnaire commenting on the effectiveness or otherwise of these cloud-based
technologies. The pilot study reflects that most students favour the interactivity and engagement afforded by Nearpod and Pear Deck due
to the strong instructor-student and student-student interaction as well as students’ increased engagement. Nevertheless, a minority
raised concerns regarding unstable institutional Wi-Fi connectivity. This study suggests that such technological deliverables can enhancelearning autonomy and learning effectiveness amongst Asian students in tertiary ESL classes.
43968 16:30-17:00 | Room 707 (7F)

A Study on a Method of Integrating AR Markers into a Foreign Language Learning System for Task-Based Activities
Harumi Kashiwagi, Kobe University, JapanMin Kang, Kobe University, Japan
Kazuhiro Ohtsuki, Kobe University, Japan

In this paper, we investigate a method of realizing a task based-style foreign language learning system by using Augmented Reality (AR),mainly focusing on the following two objectives: 1) The AR markers can be applied to integrate an object and a map into the language
system as learning materials in task-based language activities; 2) an object’s movement used in the activities can be recognized andtracked, based on the position information of the AR marker. AR technology is the integration of digital information with the user's
environment in real time. AR uses the existing environment and overlays new information on top of it. We developed a prototype systemwith the AR markers, and conducted an experiment to investigate the above-mentioned objectives. In the experiment, 22 university
students attempted to use the system. With regard to objective (1), the results of the experiment suggest that the prototype system
is easy to use and the system with the AR markers shows the possibility of achieving task-based style activities. With regard to
objective (2), the system successfully recognized and tracked an AR-tagged object moved by the learner in the activities. The results
suggest that the position information of the AR marker could help to track the learner's movement in the activities. Meanwhile, ARmarker tracking sometimes suffers from the problems caused by the amount of light. Evenly distributed light is preferable in AR marker
identification and detection.

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Saturday, October 13 | 18:30-19:30 | Orion Hall (5F)

Conference Welcome Reception

Join fellow delegates for a drink or two at the Conference Welcome Reception. This
event provides a great opportunity for delegates to network and get to know eachother. All registered presenters and audience members are welcome to attend.
Admission is included in the conference registration fee.

68 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

Saturday
October 13
Conference Poster Session

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17:15-18:15 | Orion Hall (5F)

Conference Poster Session
40948

17:15-18:15 | Orion Hall (5F)

School-Without-Walls: A Student Leadership and Environmental Awareness Program for International Schools
Yujiro Fujiwara, Christian Academy in Japan, Japan
Anda Marrgesson Foxwell, Christian Academy in Japan, Japan

In this case study, we present School Without Walls (SWOW), which is a four-day outdoor leadership program developed by a privateinternational school, in Japan. The section of the program targeted for tenth grade focuses on connecting students' emotional andintellectual perspectives about the environment to develop into responsible leaders having positive impacts in their local communities.
The activities include developing their own personal sustainability project, visiting an aquarium to understand the ecosystem of a lake,hiking to understand the foothill habitats, and engaging in leadership training and debriefing exercises.
41599

17:15-18:15 | Orion Hall (5F)

Globalization, Multiculturalism and Teacher Higher Education Institutions
Esther Kalnisky, Achva Academic College, Israel
Irena Vladimirsky, Achva Academic College, Israel

The present research is based on the analysis of curriculum of eight institutions of higher education in different countries. The
purpose of the analysis was to trace multicultural approaches within the curriculum courses as a part of the multicultural ideology
paradigm. Curriculum documents and information were collected from sources open to the public such as institutions and institutional
department's websites. The following criteria deserve special attention: the vision of the college about multiculturalism; the existenceof multicultural programs at the institution; use of the language of the dominant culture in the curriculum. Based on all the criteria,
major differences were found in the institutions of higher education in different countries. The content of the curricula in the institutionsof higher education in the United States, Canada and the Russian Federation fit the multicultural values proclaimed by the institutions
themselves. In contrast, despite proclaiming adherence to multiculturalism, the Israeli institutions of higher education support thedominant-culture agenda. Multicultural initiatives exist, but they are not part of the accepted curriculum at the Israeli institutions ofhigher education.
41649

17:15-18:15 | Orion Hall (5F)

Literacy Learning Program Using 3D Kanji Models for Children with Developmental Dyslexia
Hanae Ikeshita-Yamazoe, Sagami Women's University, Japan

A unique program for the 3D representation of letters (including stroke order and structure) has been developed to support intelligible
understanding of written Japanese kanji by children with developmental dyslexia using a tablet computer. The 3D kanji consistsof ordered pairs of strokes with distinctly different depths. This study, therefore, aims to test the efficacy of the program as a tool
for literacy learning on a tablet computer. We propose that the 3D program better supports Japanese kanji education for children
with developmental dyslexia as compared to 2D letters. In the present study, the effect of 3D letters on kanji learning and subjective
preferences about kanji learning methods for children with developmental dyslexia and typically developing children were tested. Fivechildren with developmental dyslexia and five typically developing children participated in this study. Participants used both 3D kanji
and 2D kanji. The post-tests were conducted immediately after learning and every week for four weeks. The post-test conducted
immediately after writing indicated that the writing order was more accurate for 3D kanji than 2D kanji. The correct answers weredifferent for each participant after four weeks of learning kanji. The data obtained suggested that 3D depth is a key factor in the efficient
recognition of letters. It is possible that arranging 3D letters spatially helped the participants to obtain information more efficiently thanfrom flat presentations. The 3D kanji might be a fun method for children to learn kanji, irrespective of learning disabilities.
41650

17:15-18:15 | Orion Hall (5F)The Watershed Project: An Example of Global Collaboration and Citizen Science as Emerging Dimensions of STEM Integration
Yujiro Fujiwara, Texas Tech University, United States

The paper presents a global project with socioscientific implications using a conceptual framework incorporating citizen scienceand global collaboration as enhancing dimensions in the integrated STEM classroom. The paper explores the possibility of including
citizen science and global collaboration as guiding formats to lead STEM learning in schools. The objective of the project is to monitor
the health of a local body of water while advancing students' STEM skills by protecting the environment. The project uses probeware
technology and a website as platforms where students present their data and findings. Required water parameters need to be recorded
and posted on the website so that other participating students from different part of the world may give feedback about the water.
Another objective is to create an international database from the parameters contributed by students. The project is open to any
STEM subject as the learning objectives may change according to the needs of the teacher. However, all activities should be geared
to develop skills in all areas of STEM for the protection of the environment. In addition to the required parameters, students will poston the website a presentation on the interpretation of their counterparts' data. The project is looking for more people to network andexpands to more countries other than Japan and the United States.

70 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

17:15-18:15 | Orion Hall (5F)

Conference Poster Session
42024

17:15-18:15 | Orion Hall (5F)

New Direction of Career Development-Based on Curriculum Reformation for Vocational High School
Jen-Chia Chang, National Taipei University of Technology, Taiwan
Hsi-Chi Hsaio, Cheng Shiu University, Taiwan
Su-Chang Chen, National Penghu University of Science and Technology, Taiwan
Dyi-Cheng Chen, National Changhua University of Education, Taiwan

Should all students enter university after they graduated from vocational high school? This issue has been controversial for many
years in Taiwan. Even so, vocational high schools still maintain more than 80% of the enrollment of higher education. Unfortunately,
most students in or out of higher education still don’t know their interests and career direction in the future. After reviewing curriculum
standard and the teaching situation, the teachers bearing a lot of pressure from include parents, principle, administrators, andhigher education that lead teachers neglecting technology teaching instead of academic learning. Therefore, this study emphasized
vocational high schools should back and focus on the core spirit of curriculum that is helping students career development-based.
After seven expert panel discussions and a related literature review, this study proposed a new direction of career development-basedon curriculum reformation for vocational high schools in Taiwan. The findings were as follows: 1) respecting the individual difference ofstudents and learning by their career goals, 2) teachers give up on self-centerpieces and conducting vocational and academic course
integration, and 3) only evaluate students’ abilities and competencies, and authorize professional autonomy of teachers fully.
42409

17:15-18:15 | Orion Hall (5F)

An Analysis on the Perceptions of High School Teachers in Manila, Philippines, Towards Student Data Privacy
and its Legal Implications
Juan Carlo Zamora, De La Salle University, The Philippines
Madeleine Tan, De La Salle University, The Philippines
Sharon Albacete, St. Paul University-Manila, The Philippines
Rosemin Canulo, De La Salle University, The Philippines

Information and communication technology (ICT) has been making its way into our lives since the invention of the Internet and its
applications, including the daily usage of internet social media. In recent years, it has conquered the education industry, providing
school administrators and teachers a more challenging, yet effective and practical way of managing school operations. Teachers havebeen using technology-enhanced data collection and analysis as tools to aid their schools in planning and implementing personalized,
student-centered learning experiences for their students. While there are numerous positive effects, it goes without notice that theprivacy of students is being sacrificed. The Philippines enacted its privacy law, the Data Privacy Act of 2012, to protect its people fromthe growing use of data. As the law is relatively new, the researchers investigated the perceptions of high school teachers from public
and private schools in Manila, Philippines towards data privacy and its legal implications. The methods used in obtaining the perceptionof the teachers were through online survey using convenience sampling. The survey used a Likert scale in asking the perception of
the teachers regarding potential lawsuits and data usage activities. Analysis administered for the perception are descriptive statistics,
validity and reliability using Cronbach's alpha, and correlation of perception against different demographic profiles. Results show thatthe perception of the teachers show significance on age group and awareness of the data privacy law.
42720

17:15-18:15 | Orion Hall (5F)

Theory Exploration and Measure Development of Elementary Principal Responsible Leadership
Jason Hsinchieh Wu, National Dong Hwa University, Taiwan

Our society has entered an era of the "global stakeholder society" in recent years. Individuals or groups who were previously ignoredor considered as less important stakeholders can have a great impact on organizations nowadays. Thus, leaders today have to faceconflicts of values and interests between stakeholders that are much more severe and frequent than before. When facing the change inthe social context, the traditional leadership style began to show limitations having mainly just focused on the “leader-subordinates”
relationship. Therefore, responsible leadership theory emerged and re-theorized the responsibilities, functions, roles, and behaviors ofleaders based on the expanded scope of the relationship of “leader-stakeholders” to help leaders facing challenges of the new social
context. Since education leaders also faced the same challenges of the global stakeholder society as business leaders, the field of
educational administration began to notice an emerging topic of responsible leadership. However, its development is still in its infancy,
more in-depth research is still needed. Therefore, the purpose of this research project is to identify the construct and dimension ofelementary school principal responsible leadership, and to develop a valid measure of responsible leadership for elementary school
principals to pave the way for future empirical research for the topic. The result of this research shows that elementary school principal
responsible leadership has three dimensions: to weave good relationships, a discursive decision-making model, and the focus onsustainability in decision making. And have successfully constructed a measure for elementary school principal responsible leadershipwith great reliability and validity.

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17:15-18:15 | Orion Hall (5F)

Conference Poster Session
42744

17:15-18:15 | Orion Hall (5F)

A Study of Praise, Motivation, and Self-Esteem of Low-Achieving Students in Mentoring Groups
Chun Kin Chung, Caritas Fanling Chan Chun Ha Secondary School, Hong KongPeter Lai, Teach Unlimited Foundation, Hong Kong
Roger Ng, Teach Unlimited Foundation, Hong Kong

The study attempts to examine the effects of evidence-based praise strategies on the learning motivation and self-esteem in lowachieving students in mentoring groups and study the processes that influence the corresponding changes. Participants in the study
were students from two secondary schools in Hong Kong. Thirty-two students participated in one of the four weekly mentoring groups,
each of which was facilitated by a school-based mentor. Data triangulation and methodological triangulation were employed in the
study; data were collected from student questionnaires, observational field notes, and interviews with mentees and mentors before
and after the intervention program. Two major findings arose from the investigation: first, the implementation of praise strategies,
which promoted adaptive attribution patterns, was effective in the enhancement of students’ learning motivation and academic aspectof self-esteem while no significant change was noticeable on their global self-esteem. Second, it was found that the corresponding
change processes should be understood from the interacting forces of the environment, student personal factors, and student behavior.
In particular, mentor-mentee relationships and social climate in learning environments emerged as key contextual factors whichmediated the outcomes of praise administration. In conclusion, when bestowed strategically, praise can be conducive to learning
motivation and self-esteem of low-achieving students. More research is needed to cover more diversified populations and understandthe long-term consequences of research-informed praise strategies.
42745

17:15-18:15 | Orion Hall (5F)

Assessing Critical Thinking in a Second Language: The MIC Critical Thinking Test
Christopher Johnson, Miyazaki International College, Japan
James Furse, Miyazaki International College, Japan

Over the past several years there have been increasing calls for improved critical thinking instruction in higher education. These calls
have been accompanied by demands for assessment of tertiary students’ critical thinking abilities, both to measure any developmentof students’ critical thinking skills through their degree programs and to evaluate the effectiveness of critical thinking instruction. To
meet this need several critical thinking assessment instruments have been developed. However, the outstanding question is how to
conduct critical thinking assessment at institutions which teach in a second language: assessment should take place in the languageof instruction, but existing instruments may prove inaccessible given students’ levels of linguistic proficiency. Miyazaki International
College (MIC), an English-language liberal arts college in Kyushu (Japan), faces this challenge. As a content and language integrated
learning (CLIL) institution that delivers its curriculum in English to mostly English as a Foreign Language (EFL) students, neither
Japanese nor existing English-language assessment instruments are appropriate for its student body. Accordingly, and under the
auspices of MEXT’s Acceleration Program for University Education Rebuilding (AP), MIC has developed an English-language criticalthinking assessment instrument designed for Japanese EFL learners. This presentation reports on the development of the MIC
Critical Thinking Test and its current testing phase, and discusses its prospects for future application within Japan and as a model fordeveloping similar tests in other non-native English-speaking countries.
42881

17:15-18:15 | Orion Hall (5F)

From Quality Learning to Quality Teaching: Learning How to Learn Together in Teacher Education in Taiwan
Pao-Feng Lo, National Dong Hwa University, Taiwan

Teacher education is the foundation for the development of a nation. In the era of globalization, high-quality teachers are the baseof the competitiveness of a nation. In order to meet the challenges in the future, quality learning and collaboration are the key
competencies for pre-service and in-service teachers. The purposes of this study are to explore the effects of students’ quality learningand collaborative learning on their learning outcomes and teaching effectiveness and finally provide suggestions for stakeholders inteacher education. The concept of quality learning, including Deep Approach and Surface Approach, was adopted from Biggs’ (1987)
Study Process Questionnaire, and revised to develop as the main instrument. And Collaborative Learning Questionnaire is revised anddeveloped in this study. A survey was conducted to investigate 169 university students from a teacher education program in Eastern
Taiwan. There are several major findings. First, the effects of ascribed characteristics, including gender, grade, and college on quality
learning show significant differences. Also, grade and college on collaborative learning show significant differences. Second, both
quality learning and collaborative learning are significantly correlated with learning and teaching effectiveness. Third, the differences
between pre-test and post-test of quality learning and collaborative learning are significant. Fourth, the ascribed characteristics,
quality learning, collaboration and learning outcomes can explain 43% of the variance on teaching effectiveness. These results reflect
on the learning and teaching of teacher education which are worthy of discussion and understanding. More implications are provided
to contribute to the field of learning in higher education.

72 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

17:15-18:15 | Orion Hall (5F)

Conference Poster Session
42945

17:15-18:15 | Orion Hall (5F)

Literacy Interventions for Young Readers with Specific Language Impairment
Joel Ginj Chang, University of Canterbury, New Zealand
John Everatt, University of Canterbury, New Zealand
Brigid McNeill, University of Canterbury, New Zealand
Dina Ocampo, University of the Philippines-Diliman, The Philippines

The research investigated improvements in basic reading and language processing of Year 1 students with language weaknesses
following two intervention methods (one involving phonological awareness training and the other focusing on morphologicalawareness training). Two contexts were considered, one in New Zealand schools, where monolingual and bilingual children withevidence of specific language weaknesses were contrasted, and a second in the Philippines which compared typically-developing
bilingual children and bilingual children with language weaknesses. The design assessed the performance of the children at threedifferent time points: once prior to the interventions, once after the first intervention and once after the second. Measures assessedphonological awareness, language skills (including vocabulary), non-verbal intelligence, and basic reading skills (understandingwords and sentences). Children were included if there was no evidence of sensory or neurological problems, and their non-verbal
intelligence score was 85 to 115. Children with language weakness were those who showed poor scores in several areas of verbal
language processing. Results indicated that at mid-point, which contrasted interventions with a phonological versus morphologicalfocus, specific gains in phonological processing were evident for the phonological-based intervention. However, both interventions
showed gains in word understanding tasks across the intervention periods. Hence, the research shows that specific phonological/
morphological interventions can lead to improvements among children with language weaknesses within a bilingual learning context.
43061

17:15-18:15 | Orion Hall (5F)

Academic Staff's Experience on the Immersive VR-Based Teaching in Anatomy and Physiology
Ka Fai Wong, The Open University of Hong Kong, Hong Kong

Studying the course of anatomy and physiology is an essential foundation to nursing students. However, students have difficulties
in memorizing numerous body parts and systems. They required a lot of time to understand and visualize 2D pictures from books.
Students were found to have little interest in studying 2D images. The learning process and experience are not efficient and effective.
To further enhance the student’s learning efficiency, Immersive VR anatomy learning software is introduced. An Immersive VR anatomy
learning software is applied to the year 1 nursing students who are studying the course of anatomy. We would like to know whether
the Immersive VR technology can help the students to achieve better learning experience in studying anatomy and physiology whencomparing to traditional learning platforms. This VR software provides various 3D human body models to facilitate student learning.
Labeling and tags and are also shown in the application.The anatomy software uses HTC VIVE for Immersive VR experience. Hand
controllers are used to control the movement and interactions between students and 3D models in the Immersive VR environment.
Students can freely walk around inside the virtual classroom to view organs, vessels etc. from various angles. Based on the academic
staff’s observation in the classes, all academic staff are impressed that the immersive experience of using VR technology did arousestudents’ interest in studying human body structures. The interactions provided by the application can attract the student to learn
anatomy actively. Students reported the learning experience is better than using the traditional learning.
43094

17:15-18:15 | Orion Hall (5F)

Increasing Palliative Care Teaching During Family Medicine Training in Medical School: A Novel ProblemBased Learning Module
Karen Leung, University of Alberta, Canada
Sarah Burton-Macleod, University of Alberta, Canada
Ann Lee, University of Alberta, Canada
Shelley Ross, University of Alberta, Canada
Erika Siroski, University of Alberta, Canada
Lillian Au, University of Alberta, Canada

Improving the quality of life for patients with life-limiting illnesses such as cancer and heart disease is a key aspect of palliative care.
Medical educators agree that palliative care should be a priority topic during undergraduate medical training but there are few formalized
curricula available. Problem-based learning (PBL) is a commonly used group-learning technique, where patient cases containing a
number of clinical issues are presented alongside cues to stimulate student collaboration and discussion, consolidation of previously
learned materials, and information seeking. We developed a new learning module consisting of a formal, didactic 20-minute podcast
describing the principles of palliative care. Students then engaged in self-learning through reading two journal articles on cancer careand heart failure management before participating in a two-hour PBL session on those topics. A pre-post test design with 10 parallel,
multiple-choice items were used to assess the change in students’ knowledge. One hundred three medical students (M=45, F=58) intheir third year of studies participated in the learning module. Of those who completed both tests, there was a significant increase in
the mean knowledge scores on the post-test (M = 80.6, SD = 1.50) compared to the pre-test (M = 66.1, SD = 1.86) after completing themodule, t(81) = 7.31, p < 0.01. There was more than a fifty-percent increase in the proportion of students who correctly triaged palliative
patients, managed delirium, and identified opioid side effects. This learning module was generally acceptable to medical students.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 73

17:15-18:15 | Orion Hall (5F)

Conference Poster Session
43134

17:15-18:15 | Orion Hall (5F)

Universal Design for Learning (UDL) and Inclusion: Evidence-Based Practices to Enhance Equity and Quality of
Education for Students with Disabilities
Lana Kharabi-Yamato, University of Houston, United States
Huan Zhang, University of Houston, United States

Despite the recent global movement toward embracing diversity in classrooms and implementation of inclusion model, challenges
to providing a meaningful and rigorous curriculum that meets the unique needs of students with intellectual disabilities remain.
Transforming classrooms from the integration era toward full inclusion is an exhaustive process requiring additional policies andchanges in social attitudes toward the definition of diversity and inclusive classrooms. Japan’s systematic policy change to addressthese concerns through ratification of United Nations’ Convention on the Rights of Persons with Disabilities (CRPD) as well as recent
enforcement of the Act on the Elimination of Disability Discrimination, has led to advancements toward an inclusive educationalmodel. However, looking at daily practices within inclusion settings in both the United States and Japan, two areas of instructional
design and methods of implementation are the most crucial factors affecting students’ rights to meaningful participation and faireducation. This session provides an in-depth look at the current approaches towards implementation of the three principles of the
UDL model by both the special and general education teachers as part of inclusion settings in the United States and Japan. Upon theidentification of two major challenges to sustaining high-quality inclusive classrooms, evidence-based strategies will be discussed tocombat obstacles preventing students with intellectual disabilities to reach their highest potentials in a general educational setting. We
intend to specifically focus on the elements of UDL model that promote various means of representation, expression, and engagement
opportunities as part of the instructional design and implementation of the content.
43163

17:15-18:15 | Orion Hall (5F)

Teacher Professional Development and Teacher Mobility: Cross-National Evidence From TALIS 2013
Chun-Chi Chang, National Chung Hsin University, Taiwan

The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers. This survey looks at
the features that influence effective teaching, such as teachers’ initial training and their professional development, the feedback theyreceive on their teaching, the climate in the classrooms and schools, their satisfaction with their job, as well as the teaching, learningand assessment strategies they use in the classroom. In this study, it is proposed to (i) analyze the TALIS 2013 data concerning therelationship between teacher professional development and teacher mobility, and (ii) compare teacher mobility in member states of theEuropean Union. This study is a secondary analysis of data from the TALIS 2013. The two main findings of the study are that teacher
professional development and teacher mobility is correlated in some countries. The situation of teachers who taught abroad in the
EU programme are different and depend on the member states of the European Union. Based on these results, policy implications,
technical concerns and limitations, and further directions for research are discussed.
43292

17:15-18:15 | Orion Hall (5F)

Web-Based Science Learning as Innovative Instruction

Bruce Marvin Ruaro, Urdaneta City National High School, The Philippines
There are many new mediums of technology which are radically redefining communication and changing the views of teaching andlearning. The widespread use of the World Wide Web (www) extended the capacity of different educational institutions involved intraining to extend the possibilities of e-learning. However, there are a number of challenges in the dynamic field of e-learning. The
use of the internet to bridge the digital divide is one of the issues being experienced by different educational institutions. This study
aims to determine the possibility of web-based learning in teaching science subjects specifically in a Senior High School. Innovative
instruction applied three (3) different teaching approaches namely; Inquiry-based, Problem-based, and Project-based. Benefits of theseapproaches have been cited by numerous proponents which include greater depth of understanding of concepts, a broader knowledge
base, improved communication and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing
skills. In this study, most utilization of web-based learning with the different approaches in teaching science was found highly effective.
All remaining variables were noted to be effective. Improvement in the posttest result was obviously noted by means of using the webbased instruction. A significant difference in the pretest and posttest results along with the different approaches was noted. It was also
found that there is a significant relationship between the posttest result and the different approaches that rejected the null hypothesis.
43301

17:15-18:15 | Orion Hall (5F)This Qualitative Research Analyzes the Formation of Cultural Identity in Children of International Marriages
and the Psychological Factors that Determine
Rie Yabuki, Tokyo City University, Japan

This qualitative research analyzes the formation of cultural identity in children of international marriages and the psychological factorsthat determine this formation. Six children of international marriages, 17–19 years old, and their Japanese mothers were interviewed
about their cultural identity. The analysis found two types of cultural identity among the children: “American Identity” and “dual identity”– interchangeably using American identity and Japanese identity. There are three categories of factors that contribute most to thedevelopment of the children’s cultural identity. First, there are the children’s personal factors – the number of years lived in Japan, howlong they went to Japanese school, and the relationships they had with Japanese children. Second, there are the factors associatedwith the Japanese mothers – the mother’s life course going back and forth between the United States and Japan, their position in theJapanese community and their position in the American community in the United States. Third are the factors associated with their
American fathers. This presentation focuses on the Japanese mother’s life course.

74 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

17:15-18:15 | Orion Hall (5F)

Conference Poster Session
43312

17:15-18:15 | Orion Hall (5F)

Comparison of the Learning Curve and Adaptive Behavior from Kids to Adults who Create Mobile-Apps andLittle Robots using Block-Programming
Felipe Moreno, National University of Engineering, Peru
Leonardo León, National University of Engineering, Peru
Juan Diego Guizado, National University of Engineering, Peru
Michael Vera, National University of Engineering, Peru

Block programming presents an interactive and very simple way to learn to program, today block programming applications allow you
to develop applications for mobile phones, they also allow the development of the control of electronic hardware components such as
sensors and motors. In this article we present a study on how much the learning speed differs and how much information retention
capacity children 6–9 year-old, adolescents 10–13 years old, young people 14–17 years old and adults from 18 years old who have inthe same conditions of learning, same environment, same classes, same tools and the same methodology, such as mental maps andscripting language questions with the aim of learning concepts about algorithms, objects and classes applied to create robots throughsoftware design and simulation of electronic circuits. In addition, the way in which the learning curve is measured is evaluating theability to retain, skill gained and how much they have learned during the course of a certain time.
43322

17:15-18:15 | Orion Hall (5F)

Kinesthetic Perception, Physical Activity and On-Task Behavior in Thematic Learning
Eva Julianti P, Univeristas Negeri Jakarta, Indonesia
Heni Widyaningsih, Univeristas Negeri Jakarta, Indonesia

Objective: To investigate associations between kinesthetic perception, physical activity and on-task behavior in thematic learning,and evaluate how they correlate to academic performance in math, reading and spelling. Methods: This study included 25 children(age: 6-7 years, 14 girls). Kinesthetic perception was evaluated in space-visuomotor task accuracy test (kinesthetic perception test
and measurement). Level of physical activity was estimated from the daily activity during normal school activity using pedometer andboth relation with On-task behavior in thematic learning was investigated with standard test of completion tasks and cognitive tests,
in math, reading and spelling. Results: Kinesthetic perception was associated with better performance in tests of completed tasks andacademic performance (P<0.003), whereas physical activity was associated with better-sustained completion tasks (P<0.038) andacademic performance (P<0.047). Kinesthetic perception and physical activity were all associated with better performance in cognitive
tests (math, reading and spelling). The results reveal that on the whole the academic performance was significantly correlated withthree perceptual abilities – visual, auditory and kinesthetic. When considered separately, reading and spelling both were significantly
associated not only with one another but also the three already mentioned perceptual areas. On the other hand, mathematics wasfound to be significantly correlated with only auditory and visual perception. Conclusions: The data demonstrate that kinesthetic
perception and physical activity are positively correlated with on-task behavior in thematic learning and with academic performance inmath and reading. Future interventions should investigate associations between kinesthetic perception, physical activity and on task
behavior in academic performance to expound the causation of these associations.
43409

17:15-18:15 | Orion Hall (5F)

Development of Project-Based Learning (PBL) for Autonomous Vehicles
Paweeya Raknim, National Cheng Kung University, Taiwan
Kun-Chan Lan, National Cheng Kung University, Taiwan

An autonomous vehicle is a smart car which is able to perceive its environment and drive by itself to its destination. Autonomous cars
use a variety of sensors, computer processors, and map databases to take over part or all of the functions of a human driver. Cars
equipped with this technology will likely be able to reduce crashes, energy consumption, and considerable pollution. Recently, major
car manufacturers have announced their plans to begin selling such vehicles in a few years from now. Since project-based learning(PBL) provides contextualized and authentic learning, which has been demonstrated to foster higher order thinking while promoting
the acquisition of content-area knowledge, this project applies PBL for learning of autonomous car development. A PBL curriculum
was designed to emphasize real-world problems (specifically, road navigation, crash avoidance, traffic signs detection, etc.) while
enhancing learning motivation, learning emotion and performance, and fostering the creativity and problem-solving skills necessary
for innovation and excellence in the learners’ future professional careers as autonomous vehicle developers. The study will adopt a
pre-test and post-test quasi-experimental design. Over an 18-week intervention, the control group will receive traditional instruction
while the experimental group will receive PBL instruction. Analysis of covariance (ANCOVA) will be used to compare the learning
outcomes of the two research groups. This study will explore how different teaching strategies affect students’ creativity and problemsolving skills and, at the same time, acquiring engineering knowledge for developing autonomous vehicles.

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 75

17:15-18:15 | Orion Hall (5F)

Conference Poster Session
43415

17:15-18:15 | Orion Hall (5F)The Effects of Problem-Based Learning on Fifth Graders' Mathematics Learning Motivation, Mathematics
Learning Attitudes and Learning Achievement
Miao-Li Changlai, China University of Technology, Taiwan
Kun-Yuan Yang, Chung Yuan Christian University, Taiwan
Yu-Ming Chen, Chung Yuan Christian University, Taiwan

This study investigated the effects of Problem-Based Learning (PBL) on fifth graders’ mathematics learning motivation, mathematics
learning attitudes and learning achievement by quasi-experimental design. Two classes of fifth graders from an elementary schoolin Taoyuan, Taiwan participated in the study. Twenty-nine students of the experimental group were taught using PBL and thirty-two
students in the control group by regular lecture instruction for eight weeks. The Mathematics Learning Motivation Scale (MLMS),
Mathematics Learning Attitudes Scale (MLAS) and the Mathematics Learning Achievement Test (MLAT) were used as pre-test andpost-test instruments. For “Fractional multiplication”, “Numbers and series” and “Cylinder, Cone” units, the results showed that theoverall effect of PBL on students’ post-test scores of MLMS was significantly better than that of regular lecture instruction. Furthermore,
the effects of PBL on students’ post-test scores of self-efficacy subscale and attribution subscale were significantly better thanthose of regular lecture instruction. The overall effect of PBL on students’ post-test scores of MLAS was significantly better thanthat of regular lecture instruction. In addition, the effects of PBL on students’ post-test scores of mathematics learning confidence,
mathematical usefulness, attitude toward mathematics success and the attitude of important others subscales were significantly
better than those of regular lecture instruction. There was no significant difference between the effects of PBL and regular lecture
instruction on students’ mathematics learning achievement. Such findings suggested that PBL had a positive impact on students’mathematics learning motivation, learning attitudes and learning achievement.
43513

17:15-18:15 | Orion Hall (5F)

What do Medical Students in China Consider the Most Important When Choosing Medical Specialties:
Implications for Medical Education
Hao Yao, Fudan University, China
Yiyun Cai, Fudan University, China

Objectives: The aim of this study was to explore the ideas and expectations of medical students in China toward their speciality
choices. Methods: In 2017, a total of 407 medical students from Shanghai Medical College, Fudan University were asked to rate thedegree to which they were considering various medical specialities as prospective career choices (1=No way, 5=Definitely) and theimportance of different career aspects in regards to choosing medical specialities (1=Not at all, 5=Very important). Multivariablelinear regression method was employed to survey the associations between their prospective career choices and expectations fordifferent career aspects. Results: Responses suggested that medical students in China most strongly valued three aspects of theircareer choices: personal interest (rating of 4.4±0.7), career prospects (rating of 4.1±0.7) and interestingness (rating of 4.1±0.9). And
the three medical specialities most attractive to medical students in China were surgery (rating of 3.5±1.0), internal medicine (ratingof 3.2±0.9) and obstetrics/gynaecology (rating of 3.2±0.9). Further regression analysis indicated that for students who expected low
work pressure, they were less likely to choose surgery (p=0.010), while for students who expected long-term stability, they were more
likely to choose internal medicine (p=0.013). Conclusions: Personal interest, career prospects and interestingness are the three mostimportant aspects for medical students in China when choosing medical specialities. Implications: Medical education workers in China
should arouse students’ interest in various medical specialities, especially in those with limited human resources such as psychiatry
and paediatrics, to close the recruitment gap.
43637

17:15-18:15 | Orion Hall (5F)

Making Inclusive Education for Autistic Children in Post-Soviet Kazakhstan: Public Policy and Parental
Perspectives
Sofiya An, Nazarbayev University, Kazakhstan
Chee Kai Chan, Nazarbayev University, Kazakhstan
Akbota Kanderzhanova, Nazarbayev University, Kazakhstan

Since becoming independent, Kazakhstan, a post-Soviet Central Asia state, has been restructuring its system of social care forchildren with special needs. An introduction of inclusive education is currently underway and high on the government agenda as anintegral element of the State Program on the Development of Education (2015-2020). There is, however, limited research that evaluates
successes and shortcomings in addressing educational needs of children with autistic spectrum disorder (ASD). The developmentof professional care and education for autistic children in Kazakhstan is still lagging behind the developed countries. Based on a
medical model, the Soviet approach to child welfare was to place disabled children in specialised residential institutions that provided
special education, healthcare and social care (UNICEF, 2004). Employing a critical discourse analysis approach (Fairclough, 1995), thisqualitative research study examines discourses of inclusive education in Kazakhstan by comparing the government policy discourseand perspectives of family caregivers. Data include government policy documents on inclusive education and focus-group interviews
with parents of autistic children. Qualitative data were analyzed using open coding, axial coding, and selective coding procedures(Charmaz, 2000). The preliminary thematic analysis points to the mismatch between the government discourse and parental
perspectives on inclusive education and their children’s needs in educational programs. By identifying the discrepancy between the
public policy and parental perspectives, research findings will be used to improve the quality and access to special and inclusive
education for children with ASD.

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17:15-18:15 | Orion Hall (5F)

Conference Poster Session
43754

17:15-18:15 | Orion Hall (5F)Mediating Factors of Rural Effect on Science Achievement of Taiwanese Eighth-Grade Students: A Secondary
Analysis of TIMSS 2015
Che-Di Lee, National Taiwan Normal University, Taiwan

This study aimed to build an evidence base for Taiwan’s educational policy to minimize the rural-urban education gap and focusedon identifying factors mediating the rural effect on Taiwanese eighth-grade students’ science achievement. Data were collected from190 schools, 191 classes, and 5711 students participating in Trends in International Mathematics and Science Study 2015 (TIMSS2015). Multiple regression and Oaxaca-Blinder decomposition method were used to analyze the contribution of factors on the ruralurban achievement gap. The mean difference of science achievement between rural area (population less than 50,000) and non-ruralarea was 36 points. The variables with a significant contribution on the mean difference were home educational resource, students’
educational expectation, class average of students’ educational expectation, students’ comprehension-based learning, students’positive attitude towards scientific inquiry, and students’ memorization-based learning (negative contribution) (descending sortorder by contribution). The overall explained rural-urban gap by the above variables was 28 points (79%). Furthermore, the results ofrecentered influence function regression with Oaxaca-Blinder decomposition revealed that the above factors explained low performers’achievement difference better than high performers’. For .10 quantile, the percentage of the explained quantile difference was 96%; for.90 quantile, it was 67%. The result of memorization-based learning’s suppression effect to comprehension-based learning for highperformers might be explained by resource-competition and has important implication to teaching practice. The results suggest thatrural teachers should put more emphasis on raising the class climate of educational expectation, changing students’ conception about
learning, and teaching them comprehension-based learning strategies.
43811

17:15-18:15 | Orion Hall (5F)Intellectual Disability High School Students Participated in Individualized Transition Program
Pohua Huang, Taipei Municipal Songshan High School of Agriculture and Industry, Taiwan

This study was a three-year case study with six intellectual disabilities (ID) students with different gender, degrees of disability,and family backgrounds, including one chromosomal abnormality, two autism, and two students with mild intellectual disabilities.
The main research purpose was to explore the process of ID students that participated in Individualized Transition Plans (ITP) andfound the key factors in assisting ID students to become decision-makers. This study used interviews, document analysis, long-term
observation records and other qualitative information to collect students' learning responses and progress in schools, communities
and workplaces for an extended period. The study analyzed the process of each student participating in their ITP meetings from thefirst year to graduation. The results of the study indicated two major factors that improved ID students in becoming active participantsin their ITP. The first one was explore career courses, including multiple internship experiences in the community workplace, as well associal and life skills in school classes, all are in integrated curriculum design. This comprehensive curriculum could effectively guide ID
students in understanding individual weaknesses, interests, preferences, and in setting clear goals of their future careers. The second
factor was social supports that included family members, school teachers, the instructors of the intern workplace, and other transition
supporters. Due to their encouragement and being provided feedback of their real performance in different situations, ID students
would gather useful information to take shape of their ideas, then become decision makers.
43904

17:15-18:15 | Orion Hall (5F)

Peer Influence on Children's Interpersonal Strengths and the Moderating Role of Peers' Social Status
Liangyuan Xu, Beijing Normal University, China
Lisha Liu, Beijing Normal University, China
Yanfang Li, Beijing Normal University, China

This study investigated the influence of peers’ interpersonal strengths on children’s interpersonal strengths and the moderatingrole of peers’ social status, and the differences between primary and secondary school students were also examined. The sample
included 1,555 Chinese fourth to ninth grade students. Children nominated three classmates whom they like to be with. Child’s peers
were considered as the classmates who were nominated by the child also nominated that the child as his or her peer. Interpersonal
strengths including humanity and justice were rated by the Values in Action Inventory of Strengths for Youth (VIA-Youth). Social status
including the index of social preference and social influence were measured via sociometric nominations. The results showed thatpeers’ humanity and justice predicted children’s humanity (B = .19, p < .001) and justice (B = .19, p < .001), respectively. The predictive
effects of peers’ justice were stronger on secondary school students than on primary school students (∆S-B χ2(1)= 8.08，p < .001). The
moderating role of peers’ social status was found on secondary school students, specifically, peers who had high social preference (b =.36, p <.001) and social influence (b = .30, p <.001) had stronger influence on students’ justice than peers who had low social preference(b = .20, p <.01) and social influence (b = .14, p <.05). Peers’ interpersonal strengths, especially the interpersonal strengths of peers withhigh social status, had a positive influence on children, and these influences were stronger on secondary school students.

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17:15-18:15 | Orion Hall (5F)

Conference Poster Session
43932

17:15-18:15 | Orion Hall (5F)

Usage of Hearing Assistive Technology by Teachers of Deaf and Hearing Impairment Students
Shu-hua Chen, National University of Tainan, Taiwan
Pone-Chuan Lee, National University of Tainan, Taiwan
Wei-Xin Wang, Tainan Municipal Keliao Elementary School, Taiwan
Tzu-Hsuan Huang, Tainan University of Technology, Taiwan
Po-Yu Wang, Tainan Municipal Dasin Elementary School, Taiwan

The purpose of this study was to investigate the use of hearing assistive technology among national hearing education teachers. A
self-made questionnaire was used as a tool to conduct a questionnaire survey of teachers of national hearing education. A total of 220
questionnaires were distributed and 165 were recovered, a recovery rate of 75%. The questionnaire data were analyzed by SPSS/PC18
statistical software package, and qualitative data were summarized. The results of the study are as follows: (1 The use of the audioenhancement system by the teachers of hearing education is 27% for "use" and 73% for "unused". The teachers of hearing education
generally hold a positive view on the sound expansion system. 2) The use of the FM (FM) system by the teachers of hearing educationaccounted for 54.3% of the "use" and 45.7% of the "unused". The teachers of hearing education have a positive view of the FM system,and the most certain use of them is "listen to the teacher's voice." 3) The demand for "hearing aided technology education information"(65.9%) is the highest demand for hearing aid technology-related measures, followed by "how to solve the problem of FM systemequipment problems" (65.2%). (4) In terms of qualitative information, the teachers of hearing education also expressed their views on"actual use", "educational promotion", "maintenance management" and "future technology".
43970

17:15-18:15 | Orion Hall (5F)

Embedding Extension and Enrichment into Secondary Curriculum to Develop Critical and Creative Thinking
Susan Werba, Independent Scholar, Australia

Student learning for the Twenty-First Century requires extension and enrichment to be embedded into mainstream curriculum toprovide opportunities for all students to engage in critical and creative thinking. Differentiation of curriculum, pedagogy, assessmentand environmental factors provides students with options to extend their thinking within the framework of the existing curriculum.
With the support of classroom teachers, all students can be fully engaged, inspired and motivated for success. Ms Werba's researchover three years was part of the Australian Government Quality Teacher Program (AGQTP) which supported teacher practitioners
to develop curriculum and pedagogical practices in their own schools. Using the Maker Model of differentiation and underpinned
by Francois Gagne's theory of gifted and talented education, Ms Werba has developed an educational framework which provides
secondary educators with a clear foundation on which to embed extension and enrichment opportunities into their teaching plans.
This presentation outlines the theories underpinning the framework and explains how teachers can provide extension and enrichment
opportunities within the existing curriculum programs to benefit all students.
43989

17:15-18:15 | Orion Hall (5F)Nature of Science in Popular Texts

Yi-Fen Yeh, National Taiwan Normal University, Taiwan
Developing students’ scientific literacy has been a major goal for science education in many countries. Understanding the nature ofscience has been one important strand of students’ science learning. Science is considered to be a body of knowledge comprisedof a complex spiral of science history and the stepwise nature of scientific knowledge. Therefore, context-rich historical cases in
popular science texts can offer excellent learning materials. In this study, the researcher constructed a database for teachers searchingfor popular texts that were useful in science classrooms. Collected texts included articles from Scientific American (US based) and
Science Monthly (Taiwan based) published in 2017. These texts were scrutinized for the quality of embedded NOS-related information
through a process of textual analysis. A framework that depicted the features of NOS called the “Family Resemblance Approach” (FRA)(Erduran & Dagher, 2014) was used as the analytical tool. In this session, the researcher will present how NOS is delivered in selected
popular texts according to certain categories (sub-categories of the epistemic-cognitive and social-institutional systems) and offer
instructional ideas for teaching NOS with selected popular texts.
43995

17:15-18:15 | Orion Hall (5F)

Comparison of Face-to-Face and Online Discussion for Critical Thinking Development in Higher Education
Supakarn Chamni, Chulalongkorn University, Thailand
Taksina Chuanasa, Chulalongkorn University, Thailand
Sornkanok Vimolmangkang, Chulalongkorn University, Thailand

Critical thinking has been listed as one of the top-three cognitive skills needed for a job in 2020, based on World Economic Forum reports
in 2016. The ability to think critically would lead to more developed ideas and concepts of thoughts, which eventually provide the new
innovation and new problem-solving protocol that add intellectual value to society. In this research, we compared two critical thinking
development techniques involving face-to-face and online discussions. The results showed that the average number of questions
per person was increased 6.13%, the average number of question per week was increased 23.40% and the deviation of a number ofquestion per week was decreased 12.44% when the online discussion was applied in a graduate seminar course. Interestingly, student’s
behavior has been changed to be more active toward questioning and discussing in both classroom and online forum during online
discussion experiment. Thus, the online discussion platform is an effective approach to motivate critical thinking skill development.

78 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

17:15-18:15 | Orion Hall (5F)

Conference Poster Session
44001

17:15-18:15 | Orion Hall (5F)

Principal Leadership Practices, Teacher Morale and Performance of Elementary Schools
Abegaile Rodrigo, Tacloban City Department of Education, The Philippines

Teacher morale and principal leadership are relevant to educational research because they are critical to school’s success;hence, these are considered in this study. The study determined the relationships among leadership practices, teacher morale andschools’ performance in Tacloban City Division during the school year 2014-2015. It involved 40 school principals and 456
teachers as respondents. The Leadership Practices Inventory and the Purdue Teachers Opinionnaire were used as the data
gathering tools. The data were statistically treated using percentage, weighted mean, Pearson r, eta correlation, and single analysis
of variance (ANOVA). The study found that the principals’ extent of leadership practices was generally high. The principals bestleadership qualities were fostering collaboration and empowerment (enabling others to act), and encouraging and motivating people
to achieve the goals set by the organization (encouraging the heart). Overall, the teachers had generally moderately high morale;
though, they showed high morale on the following: teacher rapport with the principal, satisfaction with teaching; rapport among
teachers, teacher salary, curriculum issues, teachers’ status, community support of education, and community pressures. The
schools’ performance was generally moderately high only. The level of morale of teachers was positively associated with theprincipals’ leadership practices. Thus, it was concluded that principals could positively influence their teachers through theirleadership styles. It was recommended that: principals should enhance their leadership practices to increase the level of teachers’
morale; teachers loading must be considered by the principals so as not to overburden teachers.
44008

17:15-18:15 | Orion Hall (5F)

What are Missing on the English Teacher Preparation Programme at Japanese Universities in Termsof Pronunciation Instruction?
Akihito Desaki, Waseda University Junior and Senior High School, Japan

The purpose of this study is to examine how English pronunciation instruction is dealt with in the teacher preparation programme
at Japanese universities and to suggest how the trainees can be better prepared in terms of pronunciation instruction before they
start teaching in classroom settings. The literature review verifies vicious cycle of pronunciation of instruction, where 1) teachers
are not confident in pronunciation instruction, 2) teachers cannot teach pronunciation sufficiently, 3) secondary school students do
not learn pronunciation sufficiently from their teachers, 4) university students cannot pronounce English correctly, 5) pronunciation
instruction is not mandatory for obtaining a teaching licence, and 6) curriculum for teacher-training course is insufficient; thatis, university students do not learn about pronunciation instruction. These stages, 1–6, circulate and it is obviously necessary to stop
the circulation at some point. Thus the previous literature stresses the importance of teaching university students the skills to
instruct pronunciation to their future students, these skills referring to “how they should deliver the knowledge of pronunciation
to students so that they can understand it fully”’ and “how they should correct students’ inappropriate pronunciation into an
intelligible one”. However the author doubts that these suggestions are enough for the trainees to get prepared for teaching in aclassroom settings, and therefore proposes that they should be given opportunities to consider and practise 1) choosing appropriate
teaching materials, 2) giving “clear instruction”’ of tasks to students, and 3) making pronunciation tasks student-centred andcommunicative with adequate student-talking time.
43450 17:15-18:15 | Orion Hall (5F)

The Impact of Creative Problem Solving Instruction on Fourth Graders' Creativity and Problem Solving Ability
Kun-Yuan Yang, Chung Yuan Christian University, Taiwan
Miao-Li Changlai, China University of Technology, Taiwan
Jun-Long Zhu, Chung Yuan Christian University, Taiwan
This study examined the impact of Creative Problem Solving Instruction (CPSI) on fourth graders’ creativity and problem solving ability
by quasi-experimental design. Two classes of fourth graders from a primary school in Taoyuan, Taiwan participated in the study.
Thirty-three students of the experimental group were taught using CPSI of science and thirty-two students of the control group by
regular lecture instruction for ten weeks. The Technological Creativity Test (TCT) and Problem Solving Test (PST) were used as pretest and post-test instruments. For “Air pollution”, “Water pollution” and “Rainfall and Life” units, the results showed that the overall
effects of CPSI on students’ post-test scores of TCT and PST were significantly better than those of regular lecture instruction. In
addition the effects of CPSI on students’ post-test scores of fluency, flexibility, originality and elaboration of TCT were significantly
better than those of regular lecture instruction. The effects of CPSI on students’ post-test scores of “defining the reason”, “solution”
and “prevention problem” subtests of PST were significantly better than those of regular lecture instruction. Such findings suggested
that CPSI had positive impact on pupils’ creativity and problem solving ability.

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Notes80 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACESunday
October 14
The Asian Undergraduate
Research Symposium 2018
Welcome to The Asian Undergraduate Research Symposium 2018 (AURS2018) in Tokyo, Japan! This
one day event is being held in English and is aimed at final year undergraduate students. At AURS,
undergraduates have an exciting opportunity to present their work and learn from researchers andprofessionals from around the globe. The AURS organisers are excited to see undergraduate scholars
from across all fields and disciplines participating in the 2018 symposium. Here, students will share
their academic research experiences and the knowledge they have acquired as undergraduatesworking with professors or academic mentors, with each other, and with the symposium leaders.
The day-long symposium is comprised of a number of workshop activities and culminates in a poster
presentation during a special session of the The Asian Conference on Education 2018 (ACE2018).
AURS2018, with its supportive and collegial environment in the bustling metropolis of Tokyo, provides
undergraduates with a unique, thought-provoking opportunity to present their research, networkwith other peers, and learn from academics from around the world. We trust their experience at
AURS2018 will motivate them to consider their future and all the opportunities that await promising
young scholars.

www.aurs.iafor.org

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AURS2018

Organising Committee
Yvonne Masters
Dr Yvonne Masters is currently an adjunct senior lecturer with the
University of New England, NSW, Australia. Her work there has
been in teacher education, including as Director of Professional
Experience. As an adjunct she continues to research in thisarea. Prior to her move to UNE Yvonne had 30 years' experiencein secondary schools spanning three Australian states.
Yvonne's research interests centre on teacher education andpolicy, professional experience, and virtual worlds. Yvonne wasawarded her PhD on school principalship in October 2010 andshe has gained, in collaboration with other researchers, fourInternal School of Education Research grants, been a partner in a $200,000 ALTC (OLT) grant,"VirtualPREX: Innovative Assessment Using a 3D Virtual World with Pre-service Teachers", in 2014
achieved a UNE Seed Grant for a one year project to explore teacher quality, and in 2015 gained a$50,000 OLT seed grant to develop resources to assist pre-service teachers to gain online teachingskills to assist them in teaching wholly online into virtual schools. Her most recent research is in
the field of undergraduate research, investigating both undergraduate experiences, and the roleof faculty in this area of research. She is still an active researcher and presents on both teacher
education policy and online teaching at a range of events. Yvonne is also the editor of the IAFOR
Journal of Education as well as a peer reviewer for a range of other journals.

José McClanahan
Dr Joseph (José) McClanahan is an Associate Professor of
Spanish and Associate Chair of the Department of Modern
Languages and Literatures at Creighton University in Omaha,
Nebraska. There, he teaches at all levels of the curriculum,
including language and culture courses abroad. He has taught
in both Latin America and Spain. Recently, his research interests
have focused on the area of teaching courses related toLanguages for Special Purposes, in particular courses related
to teaching Spanish to future healthcare professionals. He also
has a strong interest in curricular development and design that
centres on new students entering the university. He has also led student educational trips toalmost every continent on the globe.
82 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEAURS2018

Symposium Outline
Saturday, October 13, 2018
All student presenters are welcome to attend academic sessions at The Asian Conferenceon Education 2018 (ACE2018) as an observer on Saturday (lunch is not included). Please
be reminded these are professional presentations and not classroom lectures, so dress
accordingly. Professional attire shows respect for the presenters, your peers, and yourself.
Mobile phones should be switched off or set to silent mode during presentations.

Sunday, October 14, 2018
09:00-12:45
Morning Session | Room 603 & Room 604 (6F)
			Meet & Greet			Welcome Announcements
			Student Introductions
			
Professional Development Sessions 1 & 2
12:45-14:15
Lunch | Subaru (5F)
14:15-18:15
Afternoon Session | Subaru (5F)
14:15-14:45
Set up posters for Presentation Session 1
14:45-15:45
Poster Presentation Session 1
15:45-16:00
Set up posters for Presentation Session 2
16:00-17:00
Poster Presentation Session 2
17:30-18:15
Professional Development Session 3 and Farewells

Monday, October 15, 2018
All student presenters are welcome to attend academic sessions at The Asian
Conference on Education 2018 (ACE2018) as an observer on Monday (lunch is notincluded).
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14:45-15:45 & 16:00-17:00 | Subaru (5F)AURS Poster Session
41112

Compassion Fade: Effects of Mass Perception and Intertemporal Choice on Non-Volunteering Behavior
Mariel Annarose Nicole Alonzo, Ateneo de Davao University, The Philippines
Patricia Mae Chi, Ateneo de Davao University, The Philippines
Juliana Patrice Mayormita, Ateneo de Davao University, The Philippines
Sanjana Sorio, Ateneo de Davao University, The Philippines
41966

A Study on the Interaction Effect Between Philippine Based YouTube Beauty Vlogger Michelle Dy and her Audience
Khristin Allison Almario, University of Santo Tomas, The Philippines
Maria Francesca Catherine Meneses, University of Santo Tomas, The Philippines
Aundrei Gabriel Vallar, University of Santo Tomas, The Philippines
42203

A Case Study on the Rhetoric of Hookapp Among Male Tinder Subscribers in Baguio City
Joseph Villaflor, University of the Philippines Baguio, The Philippines
Micah de Leon, University of the Philippines Baguio, The Philippines
Regina Angela Nesperos, University of the Philippines Baguio, The Philippines
42528

Good Cop, Bad Cop: A Look into Police Interrogations and Report Procedures
Jerson Catoto, Notre Dame of Kidapawan College, The Philippines
Raymond Arvin Gantuangco, Notre Dame of Kidapawan College, The Philippines
Ronel Billano, Notre Dame of Kidapawan College, The Philippines
Cristina A. Oreiro, Notre Dame of Kidapawan College, The Philippines
42644

Exploring Global Issues of Southeast Asia in Social Studies
Yu-Hsi Wu, National Chiayi University, Taiwan
Mei-Ying Chen, National Chiayi University, Taiwan
42726

Ondel-Ondel as Betawi Cultural Identity (from Mystical to Beneficial)
Mohammad Ribhul Azeem, Universitas Budi Luhur, Indonesia
Nawiroh Vera, Universitas Budi Luhur, Indonesia
43015

Dali'Wakas: A Posttraumatic Alternative Learning School and Lumad Center for Peace
Jan Marlo Avenido, University of Santo Tomas College of Architecture, The Philippines
43030

False Memory Retrieval: The Influences of Motivational Intensity
Sakina Ahmad, Universitas Indonesia, Indonesia
Giffari Arsyad, Universitas Indonesia, Indonesia
Ellysabeth Ayuni, Universitas Indonesia, Indonesia
Adinda Lestari, Universitas Indonesia, Indonesia
Sabila Bahrain, Universitas Indonesia, Indonesia
43038

Efficient Market Hypothesis: Evidence from the Bitcoin Market (2010-2017)
Patricia Marcella Evite, University of the Philippines Los Baños, The Philippines
43228

Mirror Image or the Opposite: A Case Study of Sexual Minorities on China's Media
Zhenchao Hu, Communication University of China, China
Yihong Xie, Communication University of China, China
Xuan Tang, Communication University of China, China
Keshu Guo, Communication University of China, China
Chengxiang Zhong, Communication University of China, China
Yifu Hou, Communication University of China, China
Ruikai Yu, Communication University of China, China
Jianjun Chen, Communication University of China, China
43246

Girls on Fire: Experiences of Female Firefighters
Dave John Renoy, San Pedro College, The Philippines
Ruveka Doloritos, San Pedro College, The Philippines
Rae Xelmor Momo, San Pedro College, The Philippines

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14:45-15:45 & 16:00-17:00 | Subaru (5F)AURS Poster Session
43248

Kalinaw: Drug Treatment and Rehabilitation Center, Silang Cavite, Philippines
Myann Marielle Dioso, University of Santo Tomas, The Philippines
43256

How Radical Fundamentalism Impedes Successful Policy Interventions: Polio as a Case in Point
Jayanth Narendra Deshmukh, FLAME University, India
43272

Using Guided Research to Develop Research Skills Among Undergraduate Legal Management Students ofJose Rizal University
Myra Rizel Pecha, Jose Rizal University, The Philippines
43288

The Knowledge of Waste Management and Awareness of the Value of Waste for Future Waste Managementin NepalMizuki Itabashi, University of the Sacred Heart, Japan
Brenda Bushell, University of the Sacred Heart, Japan
Masayuki Goto, Waseda University, Japan
43314

Meta Manila - A Neo Filipino Urban Environment

Justin Rencer Wee Eng, University of Santo Tomas, The Philippines
43325

Jakarta Governor Election Debate in the Eyes of Indonesian Prominent News Portal
Yoana Retno Purnamaningtyas, Universitas Indonesia, Indonesia
Pijar Suciati, Universitas Indonesia, Indonesia
Mareta Maulidiyanti, Universitas Indonesia, Indonesia
Amelita Lusia, Universitas Indonesia, Indonesia
Kiara Zalfa Aufiya, Universitas Indonesia, Indonesia
43396

Assessment of Factors Affecting Internet Usage Among Religious Minority Citizens in Bangladesh
Md. Borhan Hossain, Khulna University, Bangladesh
43434Fighting Against History: The Junta De Damas and Its Enduring Mission to Empower Spanish Women
Mary Kate Wolken, Creighton University, United States
43536

Creativity and Culture: Whether Different Cultures Will Conflict Within Creativity, and if so, Whether There Is
Possibility of Fusion Through Intercultural Experience
Yanying Wu, University College London, United Kingdom
43613

The Implementation of a Higher Education Institution Writing Center Through Process Approach andCollaborative Learning
Alexandra Vanessa, Sampoerna University, Indonesia
43636

The Role of Public Relations in Partner Relationship Between Ride-Hailing Startup with Its Motorbike Drivers
From Employer Branding's Perspective
Jihaniar Mahiranisa, University of Indonesia, Indonesia
43698

Shadows and Shades of Aging: The Confined Life for the Elderly in Contemporary Beijing
Tong Xin, Beihang University, China
43720

Rethinking The Matrix Through Advaita Vedanta Philosophy
Isha Mathur, Symbiosis School for Liberal Arts, India
43784

How Japanese Undergraduate Student's Work Values Influence Classroom Emotion
Chiho Takiya, Musashino University, Japan
Takt Shishido, Musashino University, Japan

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14:45-15:45 & 16:00-17:00 | Subaru (5F)AURS Poster Session
43786

Why Self-Monitoring Boosts Relation Conflicts in Classroom
Kazuhisa Goto, Musashino University, Japan
Takt Shishido, Musashino University, Japan
43787

Relationship Between Honesty, Self-Monitoring and Work Values in Japanese Society
Ka Tsun Cheung, Musashino University, Japan
Takt Shishido, Musashino University, Japan
43901

Implementing Animal-Assisted Therapy to Clients with Dementia: Is Hong Kong on the Right Track?
Cheuk Yin Ho, Caritas Institute of Higher Education, Hong Kong
Ho Man Chan, Caritas Institute of Higher Education, Hong Kong
Oi Yu Fan, Caritas Institute of Higher Education, Hong Kong
Macy Li, Caritas Institute of Higher Education, Hong Kong
Yu Kiu Li, Caritas Institute of Higher Education, Hong Kong
Wai Sha Sara Poon, Caritas Institute of Higher Education, Hong Kong
43902

Ethical Issues in the Use of Robotic Pets

Ka Pui Lai, Caritas Institute of Higher Education, Hong Kong
Yi Ping Wang, Caritas Institute of Higher Education, Hong Kong
Wai Sha Sara Poon, Caritas Institute of Higher Education, Hong Kong
43909

The Analysis of Not-In-My-Country in the Angle of the Dual Resonance Effect of the Country-Corporate Image
Liwei Dai, Communication University of China, China
43914

The Dawn of New Millennium - A Study of a Rural Community in Kaohsiung Taiwan
Agnes Goh, Chang Jung Christian University, Malaysia
Leong Yee Vonne, Chang Jung Christian University, Malaysia
Chao Hsing Huang, Chang Jung Christian University, Taiwan
Mei Chun Pan, Chang Jung Christian University, Taiwan
43954

An Investigation Into the Consciousness of Citizens for Physically Challenged Persons in Nepal
Fuyu Saito, Waseda University, Japan
Brenda Bushell, University of the Sacred Heart, Japan
Masayuki Goto, Waseda University, Japan
Shuji Yagyu, The Graduate University for Advanced Studies (SOKENDAI), Japan
Haruka Yamashita, Sophia University, Japan
43955

A Study of the Current State and Future Prospects of the Transportation System in Nepal
Sae Iwata, Waseda University, Japan
Haruka Yamashita, Sophia University, Japan
Shuji Yagyu, Advanced Studies [SOKENDAI], Japan
Masayuki Goto, Waseda University, Japan
Brenda Bushell, University of the Sacred Heart, Canada
43956

Goal Journey Mapping for Nepalese and Japanese Students as a Way to Challenge Their Dreams
Yushi Saito, Waseda University, Japan
Manita Shrestha, Tokyo Gakugei University, Nepal
Shuji Yagyu, The Graduate University for Advanced Studies (SOKENDAI), Japan
Masayuki Goto, Waseda University, Japan
43985

The Duality of Student-Athlete Existence: On Their Experiences of Burnout, Coping Mechanisms, and the Roleof Institutions
Angela Marie Caringal, University of the Philippines Diliman, The Philippines
Katherine Del Prado, University of the Philippines Diliman, The Philippines
Maria Angelika Domingo, University of the Philippines Diliman, The Philippines
Thomas Johanon Sosa, University of the Philippines Diliman, The Philippines

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14:45-15:45 & 16:00-17:00 | Subaru (5F)AURS Poster Session
43962

Researching Reading Strategies for Chinese as a Foreign Language Acquisition in a Dual Language Immersion
Environment
Tyler Whitney, Utah State University, United States
43992

International Students' Satisfaction with Administrative Service at City Halls and Immigration Offices
Monyneath Noeun, Musashino University, Japan
Patrick Rudyar, Musashino University, Japan
43999

The Relationship Between the Usage Pattern of SNS and the Addiction to SNS Among Japanese and NonJapanese Students.
Reiko Naka, Hosei University, Japan
44000

How Three Reasons to Go to University Influence Learning Engagement and Disaffection of Undergraduate
Students
Ken Nomoto, Musashino University, Japan
Takt Shishido, Musashino University, Japan
44004

Protecting Japanese Exports with International Environmental Initiatives: A Brief History of Civil Participation
in Environmental Issues and the Two-T Theory
Emily Margaret Boyd, University of Adelaide, Australia
44011

Investigating the Process of Becoming an Effective Student Tutor
Airi Ota, Kanda University of International Studies, Japan
44014

Academic Dishonesty: Prevalence and Effects of Peer Pressure on the Perceptions of Japanese Undergraduate
Students
Angela Ysabel Lustre, Musashino University, Japan
Nur Arina Nazary, Musashino University, Japan
Indra Mendsaikhan, Musashino University, Japan
Shu Kawase, Musashino University, Japan
44019

Research on Digital Socialized Reading Tendency from the Perspective of Time-Space Compression Theory
Wang Zhuo, Hubei University of Science and Technology, China
Huwei Xie, Wuhan University, China
Yue Sun, Wuhan University, China
44020

Stability Maintenance in Uneven Playing Fields: A Discussion of the Bonus-Point Scheme in Higher Education
for China's Ethnic Minorities
Kai Ling Phyllis Ho, National University of Singapore, Singapore
44022

Facebook Posts by Celebrities: A Case Study of Speech Act Types
Ho Hei Cheng, The Chinese University of Hong Kong, Hong Kong
44023

The Role of Video Games in the Advancement of English as a Language
Jose Antonio Dasig, University of San Beda, The Philippines
44024

Code-Switching in Hong Kong: An Investigation of Bilingual Advertising Slogans
Ho Pan Kwong, The Chinese University of Hong Kong, Hong Kong
44041

Breadfruit Flour Noodle: Concrete Step for Diabetes Prevention in Indonesia
Rifda Akmalia, Bogor Agricultural University, Indonesia
Anisa Fadilah, Bogor Agricultural University, Indonesia
Dalila Alifia Ghaisani Handoyo, Bogor Agricultural University, Indonesia

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14:45-15:45 & 16:00-17:00 | Subaru (5F)AURS Poster Session
44052

Social Media on Body Image: Effects and Penetration of Social Media on the Body Imagine of Undergraduate
Students in Japan
Merawee Taesuwan, Musashino University, Japan
Hidemi Shimamura, Musashino University, Japan
Yuka Muranishi, Musashino University, Japan
44091

Promoting Education for Sustainable Development: A Case Study in Nepal
Risa Kagawa, University of the Sacred Heart, Japan
Brenda Bushell, University of the Sacred Heart, Japan
Masayuki Goto, Waseda University, Japan
44092

The Implementation of Teaching Presence in Online Learning Session: Language Teaching Methodology
CourseSita Sinthya, Sampoerna University, Indonesia
44096

Hope - National Academy for Autism and Neuro-Development Disabilities
Rukaiya Karim, BRAC University, Bangladesh
44105

The Online Demon of Malicious Pleasure: Following Motives on Instagram as Predictors of Dispositional
Schadenfreude
Isyah Rodhiyah, Universitas Indonesia, Indonesia
Shierlen Octavia, Universitas Indonesia, Indonesia
Bewizta Maurilla Hasyyati, Universitas Indonesia, Indonesia
Hanifa Husnun, Universitas Indonesia, Indonesia
Indira Primasari, Universitas Indonesia, Indonesia
44111

Interaction Between Identity Construction in the International System and Domestic Level: U.S. Foreign Policy
on Immigrants in 2017
Yohanes Santoso, Universitas Airlangga, Indonesia
44121

Political Ritual and Power Ceremony

Tina Mao, East China Normal University, China
44128

Development and Potential Assessment of Limestone Geotourism Case Study: Grobogan, Central Java,
Indonesia
M.L.A Dwiyoga, Trisakti University, Indonesia

88 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACESunday
October 14
Parallel Sessions,
Keynote Presentation& Featured Panel

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09:00-11:00 | Room 605 (6F)

Sunday Session I

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Pei-hsiu Chen
43729 09:00-09:30 | Room 605 (6F)

Collaborative Assistive Technology in Mathematics Learning for Students with Special Needs
Rou-Rou Sung, National University of Tainan, Taiwan
Shu-Wen Lin, National University of Tainan, Taiwan
Chien-Yu Lin, National University of Tainan, Taiwan

This study is an interactive and collaborative assistive technology in mathematics learning for students with special needs. The participantsin this study were three first grade elementary school students with autism spectrum disorder, intellectual and developmental disability,and developmental delay. The purpose was to promote interpersonal interaction, active participation, and understanding in mathematics forstudents with special needs. The researcher used 3D printing adaptive switches and modified toy combined with addition and subtraction
arithmetic, to advance their interpersonal interact, participative of initiative and comprehension of mathematics. Description of design activit：1)
Introduced students to 3D printing adaptive switches and modified toy; 2) guide students to calculate the number of small fish on the modified
toy; 3) game descriptions; 4) students are divided into two groups, one person operates the adaptive switch and the other is responsible
for fishing (this section has student assistants participating in the grouping); 5) write mathematical problems on the blackboard; 6) assist
students to operate and compete; and 7) sharing and giving feedback after the event is over. During the process, there was improved students'
learning performance through specific operations such as the emphasis on team cooperation, to cultivate more cooperative behavior; andimprove learning motivation through interesting teaching materials. Via case study paradigm, collect professional advice and feedback fromtheir participants and special education teachers.
42845 09:30-10:00 | Room 605 (6F)

Effects of 3D Printing Interactive Technology on Special Education for Children with Different Disabilities
Shu-Hua Chen, National University of Tainan, Taiwan
Chien-Yu Lin, National University of Tainan, Taiwan
Quo-Cyuan Mao, National Chiayi University, Taiwan

Using assistive technology as a tool in special education is an important intervention for children with special need in recent studies. This study
proposes to develop an interactive tool that functions as a low-cost, learning interface for children with different disabilities. Two children
from a resource class in the elementary school participated in this research. This research applies 3D printing technology to develop a multimedia interactive feedback interface to train children with learning or physical disabilities to insert coins and improve learning motivation.
Microsoft Visual C# is used for the human-machine interface. By means of inserting coins, users are able to increase the number of points
won or vision and audio interface feedback. After the task is judged, the real-time feedback is processed by a prerecorded key wizard script
as the entire control video process. The multi-media content design as teaching materials to increase learning opportunities By means of thisinteractive technology and Microsoft Visual C# Windows program, participants were able to use the “coin insertion” tool instead of the left key
of a PC mouse. The purpose can be achieved on the basis of the interactive content adjusted for individual needs. This research investigates
the effectiveness of a fine motor skills training process for the upper limbs of students with physical disabilities. It involves the parents andteachers in obtaining real feedback. The conclusions of this study are also discussed. This study also applies low-cost technology in homebased interactive learning method for children with different disabilities.
42044 10:00-10:30 | Room 605 (6F)

Using GSP in Creating Concept Image on the Topic Theory Graph for Eighth Grade Students
Patcharin Setteechaichana, Valaya Alongkorn Rajabhat University under the Royal Patronage, Thailand

The purposes of this research were to create a concept image, to study the achievement and to study the attitudes towards the topic
Theory Graph by using GSP. The research samples were 26 schooling eighth-grade students for gifted child in science and mathematics
curriculum from Valaya Alongkorn Rajabhat University under the Royal Patronage Demonstration School in the second semester of the2017 academic year. The design of this study was the one group pretest-posttest design. Tools used in this research were Lesson plan byusing GSP, the achievement test and the attitudes towards questionnaire. The achievement test had Reliability 0.78, Item Difficulty 0.310.71 and Discrimination Power 0.36-0.77. Time taken for this experiment was 23 hours. From evaluating the knowledge of students on
the topics Theory Graph, students had the average score from the total score of 120 in pretest and in the achievement test equal to 83.42,
and 108.88 respectively. After studying, the students had better achievement at the level of significance .05. The students had averagelearning develop at 78.51% and a lesson plan on the topic Theory Graph by using GSP had efficiency were at 96.64/90.74%. Students havea very positive attitude towards learning Mathematics by using GSP.
42833 10:30-11:00 | Room 605 (6F)

The Performance of Factor and Multiple Problem-Solving for the Fifth Grade with Mathematic Underachievers
Pei-hsiu Chen, National University of Tainan, Taiwan

The research method adopted “survey study” in quantitative research. The purpose was to explore the performance of factor and multiple problemsolving in the fifth-grade underachievers, including the performance of a test, the patterns of error and the causes of error. The participants camefrom a public elementary school in Tainan city, a total of 53 mathematic underachievers from 14 classes. The data were collected using quantitativeand qualitative methods. The “learning achievement test” designed by the researcher was used as quantitative analysis, and interviewed twelve
students as qualitative analysis. These findings were as follow: 1) As far as the concept of factor and multiple, the fifth-grade underachievers had
a poor performance on the test.; 2) There were six patterns of error by the fifth grade underachievers, including “misunderstanding of the priorknowledge”, “missing concept of factor and multiple ”, “fuzzy concept of factor and multiple”, “careless calculation and a slip of pen”, “problem solving
only by the use of keywords”, and “the lack of semantic understanding abilities”; 3) There were six causes of error by the fifth grade underachievers,
including “the lack of prior knowledge lead to the misconceptions ”, “the lack of operational abilities suppress concept construction ”, “insufficient
life experience hinder conceptual understanding”, “semantic comprehension error interferes with problem-solving activity ”, “the lack of operational
concept result in problem-solving difficulties”, and “insufficient integration capacity affect the effectiveness of problem-solving".

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09:00-10:30 | Room 607 (6F)

Sunday Session I

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Yuki Horita
43170 09:00-09:30 | Room 607 (6F)

Factors Affecting Eighth Grade Students' Science Achievement: A Quantile Regression Approach on TIMSS
2015 Database in Five High Performing Countries/Regions
Tung-Yen Chou, Chung Hsing University, Taiwan
Jen-Jang Hsu, Chung Hsing University, Taiwan

Dozens of countries have attended international large-scale educational assessments, and the results influence policy-making. Therefore,
researchers had been working on what best helps student learning. The purpose of this study was to analyze and discuss the effects ofseven indicators on science performances of eighth-grade students in five countries/regions with Trends in International Mathematics
and Science Study (TIMSS): Home Educational Resources; Sense of School Belonging; Student Bullying; Students Like Learning Science;
Engaging Teaching in Science Lessons; Students Confident in Science; Students Value Science. The study used 2015 data and quantile
regression and descriptive statistics. The results revealed that a) Home resources best affect low-achievement students in Singapore andTaiwan, and b) Students’ confidence in science influences upper intermediate-achievement students significantly in Korea and Japan.
43550 09:30-10:00 | Room 607 (6F)

A Motivator for Science Learning – Supplemented Mix Reality Curriculum
Cathy Weng, National Taiwan University of Science and Technology, Taiwan
Samuel Michael Christianto, National Taiwan University of Science and Technology, Taiwan
Apollo Weng, China University of Technology, Taiwan
Cindy Sagita, National Taiwan University of Science and Technology, Taiwan

Motivation plays an important role for students in science learning in schools. In reality, students lack motivation to learn science
because of boredom with lots of memorization, difficult concepts, boring teaching, book that are too thick and with difficult terms. The
authors or teachers should try to make a new teaching strategy that can be applied with technology. The form of virtual and augmented
reality was utilized in the development of the science book used in this research to help improve students’ attitudes toward science. It’s
believed that by applying mix reality technologies in the development of science books, there will be beneficial development of sciencelearning among students. True-experimental research was conducted to investigate the effect of instructional design methodology onlearner attitudes. The sample for this study consisted of 80 fifth grade students, divided into an experimental group and control group.
For the experimental group, the participants read the printed book with the integration of Mix reality (Augmented and Virtual Reality
technologies). Meanwhile, students in the control group used the printed book only. Additionally, some students were interviewed
about the learning activity. The results indicated that mix reality as a learning supplement to the printed book could improve students’attitude toward science in both groups. It’s believed that the innovation in science learning material could increase students’ motivation.
Finally, recommendations for future research are discussed.
43051 10:00-10:30 | Room 607 (6F)

A Study on Evaluation Survey and Analysis of Student-Centered Learning Program
Yuki Horita, Sophia University, Japan
Brenda Bushell, University of the Sacred Heart, Japan
Shuji Yagyu, SOKENDAI (The Graduate University for Advanced Studies), Japan
Haruka Yamashita, Sophia University, JapanThe Nepal Japan Project (hereinafter NJP) is a student-centered learning program, conducted by students in three Japanese
universities, together with students from a Nepalese university. In the NJP, each Japanese student conducts various activities suchas surveys, school activities and volunteer activities with Nepalese students. Through various activities, students learn various issues
and problems in a developing country and experience intercultural exchange. For evaluating and improvement of the project, a surveyof this project is important. Therefore, an evaluation in the form of a survey is given to all participants at the end of the program every
year; however, the survey thus far has been mainly focused on the participants’ satisfaction of the various activities. However, as away to determine both the satisfaction of the program and the achievement of student abilities through practice in the project, pre andpost survey are desirable. In this presentation, we first introduce how to improve the survey. Additionally, we show the results of thedata analysis for the two surveys: 1) The analysis of the data evaluation for the student satisfaction of the project; and 2) The analysisof the data evaluation for the achievement of the student abilities. For the first evaluation, we analyze the factors of the satisfactionof the project based on the covariance structure analysis using the survey data. Then, we analyze the survey data for the abilities bycomparing the result of the pre and post survey.

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09:00-11:00 | Room 608 (6F)

Sunday Session I

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Rebecca Herrera
43169 09:00-09:30 | Room 608 (6F)A Descriptive Analysis on Grammatical-Morphology Patterns of the Deaf College Students’ Indonesian Written Language
Alies Poetri Lintangsari, Universitas Brawijaya, Indonesia

Along with the encouragement of Inclusive Education in Universitas Brawijaya-Indonesia, the students with disability, including the Deaf, arehaving an opportunity to join higher education in the mainstream educational context. It is challenging for Deaf students, especially thosegraduated from Special Needs Schools, since their previous education has not prepared them for access higher education. Previous research
has well documented that most of the Deaf population are struggling with producing written language. Thus, this article purpose is to seek thegrammatical-morphology patterns in Indonesian written language performed by Deaf college students in Universitas Brawijaya. This study
involves 10 Deaf college students consist of two groups: 1) 5 students graduated from Public Senior High School (P SHS) and perform oral
communication; and 2) students graduated from Special Needs Senior High School and perform SIBI (Indonesian Language Signed System)
instead of BISINDO (Natural Indonesia Sign Language) (Sn SHS). The findings describe that all of the students are struggling with Indonesian
grammatical-morphology, though P SHS Deaf students show better performance on using the preposition, possessive pronoun, conjunction anduse both inflectional and derivational morphemes than Sn SHS Deaf students. The discussion of this study relates to the Deaf students’ language
preferences, the influence of sign language use, morphological awareness and Deaf first language. This article will be beneficial for teachersand other researchers to develop strategies to improve Deaf students’ literacy and as a reference to give literacy intervention for deaf children.
43139 09:30-10:00 | Room 608 (6F)

Effectiveness of Peer Reviews Through Web-Based Chinese Essay Guiding System on Improving Students' Writing
Performance
Lin Shi, Singapore Centre for Chinese Language Limited, Nanyang Technological University, Singapore
Limei Zhang, Singapore Centre for Chinese Language Limited, Nanyang Technological University, Singapore

Due to the changes in home literacy and complex social language environment, Singapore students are facing more challenges in their Chinese
language learning, especially in essay writing. One dominant approach to improving students’ writing ability is peer reviews during their writing
process (Clifford,1981; Gousseva, 1998) However, lack of guidance and unsuitable assessment tool for peer feedback process deters the
improvement of their writing ability and makes them feel less confident and have no idea about how to review their classmates’ essays (Carson& Nelson, 1996)Therefore, decreasing peer reviews activities are observed in Chinese writing classes in Singapore. This paper aims to investigate
the effectiveness of our designed peer review procedure on the improvement of Singapore lower secondary students’ writing ability through webbased Chinese Essay Guiding System (CEGS). Three lower secondary classes participated in the study for two months. During the experiment,
three narrative essays were written and one peer review procedure was conducted via CEGS. Analysis of the data collected through interviewing
and surveying the students will reveal how effective the peer review procedure is. In addition, participating students’ demographic and relevant
information is also collected, which may give clue to the factors relative to the effectiveness of the peer review procedure on students’ Chinesewriting performance. Suggestions about peer review activity in writing classes will be given to local Chinese teachers as well as those who teach
Chinese as a second language.
43428 10:00-10:30 | Room 608 (6F)

A Study of Malaysian Public University Foundation Students Effective Usage of Reading Strategies in Academic Reading
Chelster Sherralyn Jeoffrey Pudin, University Malaysia Sabah, Malaysia
John Mark Storey, University Malaysia Sabah, Malaysia
Yoke Len Loh, University Malaysia Sabah, Malaysia
Suyansah Swanto, University Malaysia Sabah, Malaysia
Wardatul Akmam Din, University Malaysia Sabah, Malaysia
Norazah Mohd Suki, University Malaysia Sabah, Malaysia

Foundation programs aim to offer a unique pathway to help students’ transition into their degree programme of choice and equip them with theright knowledge and skills to excel in undergraduate studies. In the foundation program, among the many challenges faced by students whenreading materials in English, Haynes (n.d.) highlights the use of idioms and figurative language in English texts, density of unfamiliar vocabulary,use of homonyms and synonyms, grammar usage, word order, syntax, and difficult text structure. In order to assist them to overcome thesechallenges and to compensate their lack of lexical and grammatical knowledge, the students need to be equipped with a range of reading
strategies as they attempt to process written information. Similarly, language instructors need to be informed of the array of reading strategies
before they can provide the necessary training to improve students’ reading competency. Research on the correlation between students’ reading
ability and their academic performance and reading habits of ESL learners seem to abound. However, investigation on how reading strategies
and knowledge of the target language affect reading performance seems scarce. This study was conducted to determine successful reading
strategies and the level of English language knowledge that is required for comprehending academic texts. Correlation analysis result showsthat a statistically significant relationship existed between the independent variables (reading strategies) and the dependent variable (readingtest). The current study inspires to establish a reading intervention programme to meet the literacy needs of students in the foundation program.
42550 10:30-11:00 | Room 608 (6F)

Effectiveness of the Current Remedial Reading Program: Basis for Enhancement
Rebecca Herrera, Jose Corazon de Jesus Elementary School, The Philippines
Lilia Dino Bautista, Multiple Intelligence Nurturing Discovery School-Minds, The Philippines

The study was conducted to assess the different reading intervention on the reading fluency of the grade five pupils under the supervision of
the master teachers/English teachers with the end view of proposing an action plan to enrich the on-going Remedial Reading Program of theschool. It attempted to evaluate the reading intervention on reading fluency of grade five pupil readers of Jose Corazon de Jesus Elementary
School during the school year 2015-2016. Using the descriptive-correlation-survey method, a self-made survey questionnaire for the teacherrespondents and the Philippine Informal Reading Inventory(Phil-IRI) test results (Pre-test and Post-test)for the grade five slow-readers were
utilized in gathering data. The findings showed a significant difference between the pre-test and post-test scores of the grade five pupils in thePhilippine Informal Reading Inventory(Phil-IRI) after undergoing the Remedial Reading Program. Furthermore, the effects of the program can beseen in the improvement of the pupil-readers in their reading fluency as evidently shown in their test performance.

92 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

09:00-11:00 | Room 703 (7F)

Sunday Session I

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Jaime Duván Reyes
42324 09:00-09:30 | Room 703 (7F)

Increasing Understanding of Concepts and Reinforcing Basic Skills in Mathematics Through the Flipped Classroom
Maria Rosario Antoinette Arespacochaga, Ateneo de Manila University, The Philippines
Vivencio III Oracion, Ateneo de Manila University, The Philippines

It is common for Mathematics teachers of secondary schools to lament over students’ inability to understand the lessons. Many schools haveattempted to address this challenge by offering after-school remedial programs. In one of the top secondary schools in the Philippines, Grade
8 Mathematics teachers attempted to supplement classroom instruction in selected topics in an effort to improve the students’ understandingof the lessons. This study acknowledged the decreased tolerance of today’s young people for lecture-style delivery of lessons by utilizing the
Flipped Classroom which has recently gained a reputation as an educational methodology that is infused with technology. While this strategy
is typically employed to invert the traditional cycle of content acquisition and application, it was utilized in this study to supplement traditionalclassroom instruction in order to engage the students in the mastery of concepts and skills. Online lectures were made available to the students
and they were strongly encouraged to watch the prepared videos. This study aimed to identify the perceived benefits and challenges associatedwith the Flipped Classroom as a strategy for engaging the students in the mastery of learning. Students and teachers involved in the Flipped
Classrooms were surveyed to investigate their perceptions of this instructional strategy and its effect on learning. The findings suggest that theuse of the Flipped Classroom to provide self-paced instruction supports mastery learning but also indicate areas for improvement that need tobe made so that this strategy may serve as a more effective instrument for improving student learning.
42411 09:30-10:00 | Room 703 (7F)

Mind Mapping and Science Performance of Grade 5 Pupils of San Juan Elementary School, Sta. Cruz, Laguna, Philippines
Nilda San Miguel, San Juan Elementary School, The Philippines

This study aimed at determining the effect of mind mapping to the Science performance of Grade 5 Pupils of San Juan Elementary School.
Two strategies were executed by the researcher in order to analyze the performance of 40 pupils. For the direct teaching, the teacher delivered
the topic on “Female Reproductive System” with the proper procedure – from motivation to evaluation. Another strategy being executed by
the teacher is by integrating mind mapping so as to evaluate the students’ understanding using the same topic. The result of the evaluation
was documented. Using direct teaching, the 40 pupils obtained a mean of 2.15 and sd 1.66 in a 5-item quiz. On the other hand, mind mapping
generated a mean of 3.55 and sd 1.38. Lower coefficient of variation was observed in the result of integrating mind mapping (0.39) than
the result of direct teaching (0.77), showing that integrating mind mapping in the teaching process generated less varied scores than directteaching. Using a t-test for dependent samples, the t-computed was -10.53 while the t-critical was 2.02. These values showed that integrating
mind mapping in the lesson proper has a significant effect on the science performance of the pupils. The conclusion is supported by the p-valueof 0.00. Recommendations for Science teachers, school heads, district supervisors and future researchers were given at the end of the study.
Promotion of integrating mind mapping in teaching should be one of the foci of educators to improve the science performance of pupils.
43194 10:00-10:30 | Room 703 (7F)

The Role of Technology in Improving Teaching and Learning Process at Tadulako University Central Sulawesi Indonesia
Aminah Andi Merra Pasanrang, Tadulako University, Indonesia
Sriati Usman, Tadulako University, Indonesia
Anjar Kusuma Dewi, University of Iqra Buru, Maluku Indonesia
Saidna Zulfiqar Bin-Tahir, Tadulako University, Indonesia

The use of technology in classrooms is rapidly growing. Therefore, this study attempted to give an in‐depth analysis of the integration oftechnology in the classroom and the impact it has on student achievement. It is a qualitative study which employed questionnaires for bothteachers and students. The questionnaire of teachers intended to find out their perception on technology involved in the process of teaching
and learning while the questionnaire for students intended to analyze their opinion regarding the integration of technology in the classroom
and the impact it has on their learning achievement. Besides, this research conducted employed semi-structured interviews to confirm thedata in the questionnaires. The data collection has been analyzed descriptively. The results found that the effect of innovation demonstrates
most intense when concentrated on particular, quantifiable instructive destinations, for example, enhanced literacy. In addition, understudies
exhibit larger amounts of inspiration and commitment when utilizing innovation, which also adds to enhanced achievement. Trends in theclassroom have gone from overhead projectors to creative projects, for example, PowerPoint and whiteboards. Those findings will contributemuch information and references to the teachers, practitioners, and researchers themselves in involving technology in the classroom.
41661 10:30-11:00 | Room 703 (7F)

Concept Cartoons and Physics Teaching

Jaime Duván Reyes R, Universidad Distrital Francisco José de Caldas, Colombia
Gloria Patricia Romero O., Politécnico Internacional, Colombia
Edier Hernan Bustos V., Universidad Distrital Francisco José de Caldas, Colombia
This document presents the results of research in the use of Cartoons in the teaching of physics. The methodology of a mixed approach,involved at first the design and use of Concept Contextualized Cartoons, as well as their validation and implementation among groups of highschool students. Secondly, a motivational scale regarding the use of cartoons and the teaching of physics was adapted and applied. The results
describe the characteristics of the questions formulated by the students when interacting with the cartoon, specifically in relations the scientificknowledge associated to three phenomenon of study: Atmospheric Electric discharges – Thunderbolt, Electric Current and Polarization.
Furthermore, the cartoons didactic potential was identified in relation to the categories of the motivational scale, which highlights significant
motivational levels associated with the relationship with life and the importance of the physics class.

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09:00-11:00 | Room 704 (7F)

Sunday Session I

Counselling, Guidance & Adjustment in Education
Session Chair: Hsun-Chih Huang
43047 09:00-09:30 | Room 704 (7F)

Development of a Resilience-Focused Family Psychoeducation Program for Families in a Disaster-Prone
Community: A Qualitative Exploration
Nephtaly Joel Botor, University of the Philippines Los Baños, The Philippines
Jaclyn Marie Cauyan, University of the Philippines Diliman, The Philippines

Resilience – the ability to survive and transcend adversities – has become more essential and relevant in this changing world. Recognition ofthis relevance inspired the present study that focuses on the development and implementation of a family psychoeducation program (FPP)
fostering resilience among families in a disaster-prone community in the Philippines. This paper, reporting the qualitative component of thestudy, presents the outcome of focus group discussions conducted, among parents and adolescents, to serve as a basis for designing the
program. Participants’ articulations revealed, first, the counseling needs that the program ought to address, that is, the family issues andconcerns observed and faced by the families in the community, and, second, the perceptions about the counseling process, that is, beliefs andattitudes towards counseling. More specifically, the study found that counseling needs focused on: 1) parent-child relationship, 2) spouserelationship, 3) sibling relationship, 4) child behavior, 5) parent behavior, 6) relationship with neighbor, and 7) financial issues. With regards
to the counseling process, the following perceptions emerged: 1) counseling as communication, 2) counseling as discipline, 3) counselingas goal-oriented, 4) counseling as interaction between agents (counselor, counselee), and 5) preferences on counseling structure (duration,levels of intervention, schedules). In conclusion, an eight-session resilience-based family psychoeducation was proposed, having the following
counseling content, that is, discussion areas to address the needs: 1) family psychoeducation and counseling, 2) resilience, 3) family system, 4)family climate/environment, 5) communication, 6) conflict management, 7) problem solving, and 8) goal-setting.
42564 09:30-10:00 | Room 704 (7F)

Sexuality in the Curriculum: Education and the Mid-Teen-Preggies
Josie Aguila, Department of Education, The Philippines

This study was conducted to find out the number of cases and causes of teenage pregnancies among the grade 11 students of Dr Juan A Pastor
Memorial National High School, Senior High School Department in order to craft a plan of action for the effective communication of sexuality
education among them and their parents. With the use of quantitative descriptive research, the output of the study was actualized. There were
six cases used as participants of the study. Ethical considerations such as consent to participate in the study by the parents of the six cases
were ensured. The findings revealed that from the six cases, peer pressure to commit to sexual intercourse were the highest among the causes
identified. The plan of action was made to help students and their parents be informed of responsible sexuality actions. Recommendations
included informing or communicating sexuality education to Junior High School students as well. This is to help the teenagers and their parents
to cope with the challenges of the 21st-century environment in which education can address successfully.
43306 10:00-10:30 | Room 704 (7F)

Why are Girls High-Achieving yet Unhappy? An Auto-Ethnographic Exploration Within the Context of Chinese One-Child Policy
Yijie Wang, Beijing Normal University & University of Nottingham Ningbo China, China

There is the global phenomenon that while young females outperform their male peers in terms of academic achievements, they lag behind inmental well-being. Using the auto-ethnographic approach, this research seeks to explore this phenomenon within the specific context of theChinese one-child policy. The Chinese one-child policy benefits females because once a girl becomes the only child in the family, the traditional“son preference” cannot be enacted and the girl will thus receive resources that will otherwise be given only to boys, which partly leads toher promoted school performances as well as overall empowerment. However, it may also be responsible for girls’ less-than-satisfactory
psychological states. Firstly, during this massive and demanding transition, people have not yet known or decided what a female should or
should not be like, and therefore girls are subject to rather inconsistent messages, which lead to mental chaos. Secondly, due to the abrupt,
arbitrary nature of the enactment of policy, people do not have the chance to properly deal with their preexisting bias towards females, and theirauthentic efforts to treat girls equally thus often come out as inauthentic, and this not-fully-sincere attitudes can be detected by girls and resultin their confusion and self-doubts. Thirdly, because people’s equal treatments towards girls are by its nature a random consequence of certain
circumstances instead of a part of a natural course, girls cannot find quality meanings in the treatments they received or the achievements they
have accomplished, which causes hollowness and a sense of doom.
42109 10:30-11:00 | Room 704 (7F)

Distinguish Teasing from Bullying During Childhood and AdolescenceHsun-Chih Huang, University of Wisconsin-Madison, United States

Both teasing and bullying are prevalent in childhood and adolescence. Unlike bullying, which is absolutely detrimental to the target, teasing
sometimes serves as an affiliative interaction in peer relations, especially in certain social contexts. However, researchers and the public usuallyview teasing as bullying. Due to the importance for the authority of the school to distinguish the differences between students’ teasing andbullying behaviors, this review aims to distinguish teasing from bullying in childhood and adolescence. As a relatively new area of developmental
study, this review, which is among the first to use a developmental and social-cognitive perspective to: 1) distinguish teasing from bullying
by comparing their definitions and functions, as well as organize the similarities, differences and connections between teasing and bullying.
2) systematically compare the developmental changes in teasing and bullying across childhood and adolescence, as well as distinguishthese two behaviors in development by the ethnicity difference. This review highlights that teasing is similar to but different from bullying.
Teasing is beneficial for the adjustment of specific groups (e.g., young children, adolescents, Asian late adolescents, Black youths) withincertain conditions. Compared to bullying, which is by all means required to be prohibited in schools because of its negative effects on youths’
development, teasing is a more ambiguous construct which can potentially facilitate youths’ peer relationships. This review can be used tomodify the contents in bullying intervention programs or social-emotional curriculums in youths to be developmentally and culturally relevant.

94 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

09:00-11:00 | Room 705 (7F)

Sunday Session I
Higher Education
Session Chair: Vilma Zydziunaite
43164 09:00-09:30 | Room 705 (7F)

Finding Opportunities Within the Conventional Curriculum to Provide Research Experience to Undergraduate Students: A
Collaborative Effort with College Teachers
Deepti Gupta, Homi Bhabha Centre for Science Education, India
Needa Baghban, Homi Bhabha Centre for Science Education, India
Aakansha Sawant, Homi Bhabha Centre for Science Education, India
Swapnja Patil, Wildlife Conservation Trust, India
Jyotsna Vijapurkar, Homi Bhabha Centre for Science Education, India

In the past decade, undergraduate courses in Biotechnology and Microbiology in Indian universities have emerged as popular choices among
students for their potential for aiding placement into industry and research laboratories. The laboratory curriculum for these disciplines
includes an impressive list of experiments; however, they are conducted piecemeal, often by several different lecturers generally focused on
their own narrow topic. The laboratory course thus lacks coherence. Moreover, the laboratory routines largely follow “cookbook” protocols
that emphasize mechanistic aspects, offering negligible scope for building science process skills among students. In an attempt to addressthese issues, we conducted a workshop to provide a common meeting ground for college teachers to discuss their challenges and to work
together to create course embedded research experiences for their undergraduate students. They collaboratively designed simple research
problems that integrated individual activities and could scaffold science process skills. Forty two teachers from 15 different colleges affiliatedto Mumbai University (and thus following a common curriculum), worked in groups and came up with problems that could engage students insmall research projects. They found opportunities within the defined conventional curriculum by either converting the existing experiments into
investigative exercises or by clubbing the experiments horizontally (within a semester) or vertically (across the semesters). This exercise not
only resulted in useful resource generation but also led to the creation of a community of teachers with the shared objective of improving theteaching-learning process within the constraints of the prescribed curriculum.
43512 09:30-10:00 | Room 705 (7F)

New Directions for Japanese Leading Graduate Programs and Preparing for Society 5.0
Aki Yamada, University of Tsukuba, Japan

Recently, modern globalization influenced higher education policy and educational reform in Japan drastically. The growth of IoT, AI, Big Data
has impacted Japanese society and this new era is called Society 5.0. Society 5.0 is a road to a super smart society that turned out to be paved
by introducing IoT, AI, Cyber-physical systems, VR/AR is extremely important in Japan and outside of Japan. The new era has entered a digitalsociety which faces Japanese social issues, such as ageing population and society 5.0 is a key to cope with it through smart approaches enabled
by technologies. In doing so, how can Japanese higher education prepare for future young generations to cope and live with this new era, Society
5.0? Society 5.0 and STEM, STEAM education is a key factor that will help the Japanese future. Amidst these changes is a rising demand forstudents to enter into the Science, Technology, Engineering, and Math (STEM) fields, which offer high-quality jobs that stimulate economic
development and fulfil increasing human capital needs in their respective industries. STEM fields comprise majors ranging from chemistry,
physics, software engineering, statistics, and beyond. Given the importance of globalization and STEM development in ongoing global higher
education reform, this article will examine these trends and how Japanese higher education seeks to drive innovation and global competitivenessthrough STEM and how to prepare individuals to prepare for the new era of Society 5.0.
41466 10:00-10:30 | Room 705 (7F)

Gamification as a Way to Reduce the Operating Method at Engineering Classes
Luis F Calvo Prieto, University of León, Spain
Raul Herrero Martínez, University of León, Spain
Ana I García Pérez, University of León, Spain
Sergio Paniagua Bermejo, University of León, Spain

As a result of the low grades found by the university students of engineering, the teaching staff of the second year of the Degree in Environmental
Sciences, in the Faculty of Biological and Environmental Sciences of the University of León, proposes a plan of action for students in order towork on two aspects that are considered as vital when dealing with these type of engineering subjects. On the one hand, it is proposed to apply
different techniques that reduce the stress with which students deal at university classes and, on the other hand, it reduces the operative characterwith which the students try (in the wrong way in the judgment of the teaching staff) to solve the engineering problems raised in the cited subject.
In this way, a new concept was introduced for resolving the conventional engineering problems based on a game (for the incorporation of thegamification and produce a reduction of the stress). This game consists of solving a problem without initial dates. The students have to obtain thedates choosing between several dates (some of them are not necessary for solving it), changing points for the dates. The objective is to know if thismethodology improves the satisfaction of the students and their results in the subject. Then, with the present work, it has been shown statistically(ANOVA proceedings) that both actions improve both, satisfaction and results if we compare with a control statistically similar group.
41971 10:30-11:00 | Room 705 (7F)

Being in Dignity: Implementing the Intellectual Leadership of a Scientist in Higher Education
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Lina Kaminskiene, Vytautas Magnus University, Lithuania

Scientists are mostly ambivalent about assuming formal leadership roles (Abbas & Roger, 2013). Their work satisfaction is derived from theirscientific expertise (Albert et al., 2016). Scientists feel overwhelmed by many responsibilities, then they are focused on execution and handlingthe complexity of current assignments, neglecting their responsibilities in regard to institutional strategy, innovation, and preparing for the
future (Bolden et al., 2009, 2012). They see themselves as targets of change, implementing the initiatives of their superiors (Bryant, 2013).
This is related to scientists' dignity. To explore the implementation process of intellectual leadership of scientists in higher education. The
constructivist grounded theory (Charmaz, 2012, 2014) was applied in the study. For data collection, the semi-structured interviews with 39
scientists were conducted. Scientists implement the intellectual leadership in higher education in personal, team and institutional levels. The
experience of being in dignity comes from their interactions with colleague scientists, students, administration and society. Scientists observe
respect to their expertise and recognition of their competence inside and outside the higher education school. The next generation of scientists
as intellectual leaders cannot be created very soon as it is the consequent and developmental process. The most critical and difficult step isto foster a dignity-based culture by learning to lead intellectually. Hopefully, those higher education schools, which care about the dignity ofscientists from the holistic point of view will be able to achieve and sustain success.

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09:00-11:00 | Room 707 (7F)

Sunday Session I

Panel Presentation: The Theory and Practice of Integrated Practical Activity Curriculum (IPAC)
Session Chair: Hua Zhang | Session sponsored by Hangzhou Normal University, China
43506 09:00-09:30 | Room 707 (7F)

On the Theoretical Foundations of Integrative Practical Activity Curriculum
Hua Zhang, Hangzhou Normal University, China

Integrative practical activity curriculum (IPAC) is a specific type of curriculum which is in, by, and for each student’s everyday life. It helps students goback to life situations, transform problematic situations into activity themes, use disciplinary thinking to reflect life problems, and take responsibilitiesof their life during the process of problem-solving. IPAC is currently a national curriculum in China, required for each student from 1st grade to 12th
grade. It aims at students’ development of high-order thinking abilities and moralities, namely, “key competencies” for a successful life and wellfunctioning society in the 21st century. As for the historical and theoretical foundations, IPAC is rooted in the wisdom tradition of Confucianism which
treat education and curriculum as “this world” and nowadays life, using the exploration of classics as media. It fully absorbs the key elements of John
Dewey’s theory of democratic education and William Head Kilpatrick’s theory of “project method”. It is also based on the thought of life education
movement, in the representative of Tao Xingzhi’s educational theory. Edmund Husserl’s theory of “life-world phenomenology” and “scientific crisis” isanother theoretical resource for Chinese scholars to construct IPAC. On a practical level, IPAC is mainly formed by four mutually related parts – ”projectbased learning curriculum”, “service-learning curriculum”, “maker curriculum”, and “occupations-oriented curriculum”. The common elements of theseare “learning by doing, making, and using” and “learning for meanings”, focusing on the ever-deepening understanding of the world, life and knowledge.
43525 09:30-10:00 | Room 707 (7F)

A Comparison of "Comprehensive Learning Time" of Japan and "Integrated Practical Activity Curriculum" of China
Jianmei Xu, Hangzhou Normal University, China

Both Japan and China launched their new round of curriculum reform at the beginning of the 21st century. Comprehensive Learning Time andIntegrated Practical Activity Curriculum were the major reform measures of Japan and China correspondingly. Shared the same “learning by
doing, making, and using” pedagogy, there are many commonalities between the two kinds of curricula. Both of them emphasize interdisciplinary
integrative learning, so as to deepen students’ understanding of knowledge and improve students’ problem-solving abilities. In the way ofcurriculum implementation, both adopt research project, volunteer activity, survey, investigation, design and making, and so on. It is worth notingthat there are many important differences between them. In contrast to the importance of international understanding education as a content
area in Comprehensive Learning Time, there is no mention of any international understanding education in the newly released National Guidelineof Integrated Practical Activity Curriculum. A further study of other National Curriculum Guidelines of Math, Chinese and English found thesame result. International communication ability was only mentioned in the National Curriculum Guideline of English for Compulsory Education
Schools, which manifested the limited vision of international education in China today. The author argued that the lack of internationalization
perspectives in the National Guideline of IPAC represents a missed opportunity to promote intercultural education in China. A further analysis of
the reasons was followed. In an ever-globalizing world, China needs to address internationalization of education more actively.
43504 10:00-10:30 | Room 707 (7F)

An Arduous but Hopeful Journey: Implementing Integrated Practical Activity Curriculum in Chinese Elementary Schools
Zhen-yu Gao, Hangzhou Normal University, China

With the recent release of The National Guideline of Integrated Practical Activity Curriculum (IPAC) in Elementary and Secondary Schools (2017), thegap between the developmental needs of students’ key competencies and the specific consciousness and expertise school teachers are required
is expected larger than ever. Here the notion of professional capital developed by Andy Hargreave and Michael Fullan (2012) which is comprisedof human, social and decisional capitals is applied as the conceptual framework to reflect the knowledge, skills, attitudes, values teachers should
normally have to implement IPAC effectively in and out of their classrooms. The main purpose of this study is to detailedly investigate the lived
experience of teachers from 20 representative elementary schools from Xihu District, Hangzhou, Zhejiang Province, who were the “backbone IPAC
teachers” in their respective schools. A sample of 22 teachers participated in this research between October 2017 and June 2018. Data werecollected from multiple sources including field notes of classroom observations, transcripts of semi-structural interviews, teachers’ reflective
journals and essays. The study presents that teachers struggled with the role as a facilitator in a human capital sense, teaching IPAC hadn’t beena persistent collective and supported enterprise in most sampled schools, and the empowerment of exercising constantly independent judgments
is yet to be guaranteed. However, on the other hand, teachers also creatively reconceptualized this new curriculum from their own perspectives andbrought children unique and diverse learning experiences, therefore inherently embody the strength of building and reconstructing their professional
capitals for the promotion of “a silent revolution” (Sato,2003) in the whole school. Further suggestions are provided in the last section of the paper.
43510 10:30-11:00 | Room 707 (7F)

Strengthening the Integrated and Embodied Curriculum: New National Curriculum Guideline for Integrated Practical
Activity Curriculum in Mainland China
Xuyang Qian, Hangzhou Normal University, China

Both integrated curriculum and embodied curriculum are the international curriculum trends driven by increasingly complicated and ever-changing
society since they provide richer opportunities for students to focus on authentic and subjective embodied experience to the real world and makemeaningful connections between themselves, the real world, and across different disciplines. Given this backdrop, many countries recognize theintegrated curriculum as one of the important educational efforts and promote corresponding policies and practice. Following such international
trends, MOE first established Integrated Practical Activity Curriculum (IPAC) as one of the national curricula in the National Curriculum Frameworkfor Primary and Secondary School in 2001. Although first launched in 2001 and has been in action for 16 years, the release of official curriculum
guideline for IPAC has lagged behind – the new national guideline was only released in 2017, after years of research-based development and groupdeliberation. This paper primary manifests the theoretical framework and implementing strategies illustrated in the guideline, to offer an overview
of the policies and visions of this upgraded national curriculum, by responding to three major questions: Why IPAC is important to integrate andembodied curriculum study and deserves serious attention? What is the main theoretical framework supporting the guideline for IPAC? What are themain implementing strategies of IPAC in Mainland China? In so doing, it hopes to learn from conference participants to explore further study andprovoking possible cross-cultural conversations on such curriculum study and practice.

96 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

11:15-12:45 | Room 605 (6F)

Sunday Session II

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
Session Chair: Biljana Djoric Francuski
44099 11:15-11:45 | Room 605 (6F)International Mindedness to Survive & Thrive – Challenges & Possibilities
Shubha Koshy, West Island School - ESF, Hong Kong
Carol Inugai-Dixon, University of Tsukuba, Japan

International schools, particularly under the auspices of the International Baccalaureate Organisation (IBO), are unique hothouses of K-12
Education. These 4,937 schools are situated in various contexts across the world and are required to deliver a challenging curriculumthat is concept based and inquiry driven. At the middle years and diploma level, this includes compulsory components of critical thinking,active service and academic research. As teacher trainers who are exploring global citizenship and international mindedness, we hope toshare the possibilities and challenges that face all institutions grappling with the delivery of authentic, transferable skills for the twentyfirst century. This presentation explores the challenges and the possibilities of using the loose guidelines provided by the IBO, to build
an honest, robust and resilient program of exploration. Students need to be challenged to use their critical thinking as a framework forintercultural understanding and global engagement. The possibilities of building a multicultural society must be explored through theuse of multiple languages as the repositories of culture and knowledge across diverse peoples. The challenges include using technology
as a tool to foster the possibilities of diversity rather than as a tool of standardisation and limitation. The challenges of creating apersonal identity in a globalised world through language, the arts and history need to be addressed. Students need to be actively taught
to foster resilience and security through connecting mind, body and the spiritual self at a time when mental health among young adults,
is particularly precarious.
43930 11:45-12:15 | Room 605 (6F)

Untangling Studying Abroad Experience Toward the Improvement of Language Competences, Intercultural
Learning and Identities
Navisatul Izzah, Monash University, Australia

Studying abroad has been believed as one of the most influential aspects toward language competences, intercultural learning andidentities. Consequently, study abroad has been gaining popularity especially for those who want to continue their career in which English
competence is emphasized. This study aims to entangle a non-native novice English teacher’s studying abroad experience regarding
her English-language competence, intercultural learning and identities. Although some previous research studies about study abroad
give much promise in language competences, this case study gives different perspective in which it said that studying abroad does
not necessarily improve the non-native novice English teacher’s language competences. In terms of experiencing western culture, thisteacher acknowledges that through study abroad, she experiences some intercultural learnings. Furthermore, through the exposure ofthese intercultural learning, she perceives that her identity has been shifted or changed. This article systematically reviews empiricalresearch articles on how studying abroad experience has been incorporated into student’s language competences, intercultural learningand identities. Through literature review, this article shows a depth analysis of the common expectation in studying abroad, the dichotomyof studying abroad, how the intercultural learning emerges, and in which way the non-native novice teacher’s identities shift or change.
40955 12:15-12:45 | Room 605 (6F)

The Impact of International Cooperation Between Universities on Foreign Language Students' Achievements
Ljiljana Markovic, University of Belgrade, Serbia
Biljana Djoric Francuski, University of Belgrade, Serbia

The University of Belgrade is celebrating its 210th anniversary this year, thus being the oldest university in Serbia and among the oldest
ones in the region. Besides its primary goal, which is the education of students, our University is also devoted to scientific researchand development, as well as international cooperation, crowned by 238 agreements with renowned universities worldwide. The Facultyof Philology actively participates in international cooperation, enabled by these agreements. They cover many diverse fields, not only
regarding the exchange of professors and knowledge, but also related to students’ learning experiences. The activities that are of
foremost importance for students are those that include their stay abroad, at a partner institution, for a shorter or longer period. Our aim
in conducting research for this paper was to examine and evaluate the "learning by immersion" effects on correct language use masteryon the part of students and to test the benefits of speeding up the acquisition of oral production skills at levels A1, A2 and B1, as a resultof academic exchange enabled by International Cooperation Agreements signed with 17 Japanese Universities. The widest array ofopportunities has become available to students of the Japanese Language, Literature and Culture Major, which is why that Study Profile
had been chosen for the purposes of our Case Study.

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11:15-12:45 | Room 703 (7F)

Sunday Session II

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Ming-yin Chan
42648 11:15-11:45 | Room 703 (7F)

Challenges and Opportunities to the Use of Google Docs Sharing for Realtime Writing Task Feedback: Inclusive
ESL Classroom at JMS
Athifah Utami, Jakarta Multicultural School, Indonesia

The integration of technology in language learning is not something new in the formal education context. This study explores thechallenges and opportunities in real teaching and learning experiences toward the use of Google Docs Sharing for real-time feedbackin writing task applied in inclusive lower secondary level (Year 6 to Year 8) context. Through observation and experiment in English
Second Language (ESL) class at Jakarta Multicultural School (JMS), this study will evaluate the challenges for students to understandthe real-time feedbacks, the opportunities to apply this method in inclusive classroom with Autism Spectrum Disorder (ASD) students,
and the students’ perspective upon the lesson. The interviews will be conducted with ESL students (special needs and non-special
needs students), other ESL teachers and shadow teacher (an assistant teacher who helps special needs student) of ASD students. The
research result will be completed after the second-semester finishes and all the writing task cycles from all lower secondary levels
have been completed.
43111 11:45-12:15 | Room 703 (7F)An Investigation of Student Proficiency in Technology Usage and Language Learning
Lara Rachelle Promnitz-Hayashi, Juntendo University, JapanA 2010 study on freshmen student technology proficiency at a private university in Chiba, Japan found that the majority of participants hadvery limited exposure to technology prior to entering university. Nearly a decade later, younger generations seem to have a smartphoneor tablet in their hands at all times, but are they more proficient in using them or effectively using them for language learning? The
original study was replicated at a private university in Tokyo, Japan with freshmen students (n=99). Data was collected in the form ofquestionnaires, interviews, and observations. This presentation will share the findings of the current study in comparison to the original,and discuss both the challenges students face when using technology in the classroom and the successful activities they are undertaking.
43136 12:15-12:45 | Room 703 (7F)

Develop Active Learning Curriculum Components to Enhance Engineering Students' Teamwork Skills Using
Team-Based Learning (TBL) in Flipped Classrooms
Rodney Wai-chi Chu, The Hong Kong Polytechnic University, Hong Kong
Ming-yin Chan, The Hong Kong Polytechnic University, Hong Kong

The aim of this study is to examine the effects of team-based learning in flipped classrooms with enhancement of teamwork skills ofengineering students taking the subjects, ‘BSE2701”, “BSE3701”, “BSE3712”. It also aims to address the issue of the diverse backgroundsof learners from various discipline areas, in particular for those who study in the first year of university or the senior year admissions,by helping academic staff to develop teamwork skills and strategy of TBL and collaborative learning, in order to enhance students’ soft
skills in professional contexts, demanded in future careers. Our specific objectives are to: 1) raise students’ awareness of the importanceof developing teamwork skills using TBL in flipped learning in the chosen subjects; 2) promote teachers’ effective use of collaborative
teaching pedagogy; 3) enhance students’ teamwork skills using a team-based approach. 4) develop a resource package for academic
staff to develop, organize and implement relevant teamwork skills in the most appropriate ways for their disciplines; 5) enhance thealignment of the aforementioned skills in the chosen subjects; 6) promote self-directed student learning via the PolyU online learning
management platform (Blackboard Learn) so as to build up their knowledge and understanding of teamwork skills; and 7) evaluate
students’ team effectiveness (e.g. purpose and goals, roles, team processes, team relationship. Intergroup relations, problem solving,passion and commitment and skills and learning) after participating in the courses.

98 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

11:15-12:45 | Room 704 (7F)

Sunday Session II
International Education
Session Chair: Cecilia Ikeguchi
44104 11:15-11:45 | Room 704 (7F)

Japanese English Language Education at the Preschool Level: Institutional Possibilities, Home Options andthe Utilization of Both
Mikio Brooks, Asia University, Japan

The implementation of formal English language classes at the Japanese elementary school from the year 2020 has recently revived interestin early childhood English education programs among parents and educators. As more parents have become interested in providing
children with language learning opportunities in English, so has the market – along with the number of English language preschools andinternationally oriented nursery-kindergartens. Furthermore, the multitude and variability of these types of preschools and programs
make it difficult for parents, given their individual family circumstances, to determine what is the best school for their child and his
future. Knowing what kind of English language preschool programs are available can help inform parents to make sound decisions about
their children’s future. Simultaneously, when these programs or institutions are unaffordable or out of reach, by drawing upon proper
knowledge about bilingualism, parents can implement an action plan for promoting long-term bilingualism. The paper first examines
four different types of English language preschool programs and options that are available in Japan. Then it discusses common myths
associated with bilingualism and attempts to debunk these myths based on research. Finally, the paper considers ways in which parents
can create consistency, form and manage effective language boundaries, maximize language input and positively overcome obstacles
towards fostering and educating their child bilingually in the realm of the home. Simultaneously, the paper will try to explore ways in which
educational objectives and language input at the preschool can compliment or help reinforce what is taking place within the home.
42759 11:45-12:15 | Room 704 (7F)The Academic Culture Shock Experiences of Turkish International Students in Japan: A Qualitative Study
Ayse Ilgin Sozen, Okayama University, Japan
Tomoko Tanaka, Okayama University, Japan
Sachiko Nakano, Yamaguchi University, Japan

Universities in Japan host a substantial number of international students including Turkish students. The number of Turkish students inJapan is estimated at 160. The Turkish culture is a combination of the Western and the Eastern cultural elements, and the synthesis ofboth collectivistic and individualistic cultures whereas Japan is considered a collectivistic country. Although there is a substantial bodyof research that focuses on international students from Asian and Western countries in Japan, there is little research that investigates theacademic experiences of Turkish international students in Japan. The present research focuses on academic culture shock. This research
explores academic culture shock experiences of 21 Turkish international students (12 females and nine males, ages 25 to 37 years) inthe context of Japanese universities. The research draws on data from structured, in-depth interviews with Turkish international students
to identify the stressors, difficulties and problems related to academic culture shock. After interview transcripts were read several times,
each transcript was individually examined via qualitative analysis, with the aim being to develop or identify possible themes. According to
the results, there emerged some themes or meaning units related to academic culture shock. For example, supervision style, lab systemand teaching style are the three areas where most of the students had difficulties to understand and adjust. The results showed it isassociated with their cultural background. Differences in individual vs group-based tendencies are considered one of the reasons thatcan explain academic culture shock.
41049 12:15-12:45 | Room 704 (7F)

The Impact of International Students in the Japanese Classroom
Cecilia Ikeguchi, Tsukuba Gakuin University, JapanOne of the immediate measures adopted by the Japanese government in response to the needs of internationalization was to increase thenumber of incoming foreign students to Japan (Ikeguchi, 2016). As a result, the number of foreign students as of May 1, 2017 was reported
at 267,042, according to the Annual Survey of International Students in Japan conducted by JASSO. This showed an increase of (11.6%)
27,755 students more compared to that of the previous year. Research on the internationalization of Japanese higher education (Lie, 2001;
Yoshizawa, 2009) has reminded us that the presence of international students alone does not mean that the institution or students are
reaping the benefits of internationalization. This study assumes that the presence of non-Japanese learners have far-reaching benefits(as well as issues) that both teachers and administration have usually overlooked. The purpose of this paper is to discuss interculturallearning as a consequence of internationalization of higher education in Japan. It shows how the presence of foreign students can beutilized to promote intercultural learning in the classroom. At the same time, it discusses three fundamental considerations and related
concepts such as peer learning, cooperative learning and active learning.

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11:15-12:45 | Room 705 (7F)

Sunday Session II
Higher Education
Session Chair: Eddie Chan
44005 11:15-11:45 | Room 705 (7F)Internships: Perspectives from Students and Employers in the Maritime Industry
Kelvin Pang, The Hong Kong Polytechnic University, Hong Kong
Petrus Choy, The Hong Kong Polytechnic University, Hong Kong

Internship programs, also known as Work-Integrated Education (WIE) in The Hong Kong Polytechnic University (PolyU), are often viewed
as win-win propositions for both employers and students. PolyU aims to produce preferred graduates with professional competence
who are able to contribute immediately to their organizations and society at large. WIE is an essential and mandatory component of theundergraduate programmes at PolyU which helps the University to achieve this objective. PolyU defines WIE as “work-based learning
experiences which take place in an organizational context relevant to a student’s future profession, or the development of genericskills that will be valuable in that profession”. Whilst previous researches have focused on business students majoring in accounting,marketing and logistics, empirical research involving the maritime discipline has been non-existent. This research represents one of thefirst empirical studies to focus on maritime internships. Its findings would be valuable to employers, students and academic institutions.
From an academic perspective, this research adds to the growing body of empirical research on business internships. In addition, theperspectives of employers and students would appear to be valuable to provide greater understanding of any perceived differences in theevaluation criteria between both groups and their potential gap expectations. The findings from the employer group will provide insights
into the qualities desired by prospective employers in the maritime industry. The findings from the student groups will help identify
potential areas for further training for the students before they embark on their internship.
43180 11:45-12:15 | Room 705 (7F)An Interdisciplinary Undergraduate Program for Gastronomy Management: A Japanese University inPartnership with Overseas Institutions
Kazuharu Owada, Ritsumeikan University, Japan
Yuko Shimizu, Ritsumeikan University, Japan
Takashi Hayakawa, Ritsumeikan University, Japan

In this presentation, we discuss the undergraduate education at the College of Gastronomy Management at Ritsumeikan University,
one of the oldest private universities in western Japan. First, we explain the aim and curriculum of this college. Second, we describe
the concept of gastronomy management by indicating how one area of business studies relates to food studies. Third, we outline ourEnglish language program and its relationship with other English-taught subjects, study abroad programs, and student exchange
programs. First, this new college, enrolling approximately 350 first-year students, started in the 2018 academic year at Ritsumeikan
University. This college offers food-related academic disciplines from the three perspectives of 1) food management and economics,
2) food culture and humanities, and 3) food science and technology. Its curriculum emphasizes the importance of tackling pressing
food-related issues in the real world with a wide range of knowledge and skills. Second, as one example of how one area of businessstudies relates to food, we briefly touch on one possible aspect of marketing and advertising in relation to food. Third, we explain
English courses at this college by showing preliminary results of several English tests and questionnaires we have conducted so far.
Our English courses are designed the way they are so that our students can participate in study abroad programs and English-taught
courses called Gastronomy Sciences. And finally, we conclude by discussing some future directions on how our college can collaborate
with other academic institutions in the Asian and world context.
44050 12:15-12:45 | Room 705 (7F)An Integrated Curriculum of a Pre-Professional Architecture Programme with Vocational Education
Eddie Chan, Hong Kong Design Institute, Hong Kong

Architecture is one of the few art & design programmes that is regulated by professional bodies in practice. The professional institutions
are responsible for accrediting architecture schools or programmes that satisfy the standards in educating students to become
professional architects. In Asia, architecture has been considered as elite education for students of high academic caliber. Due to theindustry demand for more architecture practitioners in recent decades, architecture education has become more accessible to a wider
spectrum of students. For example, in Hong Kong, five of the seven undergraduate architecture programmes were launched in the past
20 years. This paper presents the development of one of the new architecture programmes that are integrated with a pre-professionaland vocational curriculum within an undergraduate programme. The study summarizes the six-year development of the curriculum fromteaching and learning experiences of staff and students; graduate prospects; employers survey and professional body review to identify
the opportunities and challenges of the pedagogy in pre-professional design education.

100 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

11:15-12:45 | Room 707 (7F)

Sunday Session II

Panel Presentation: Education Reforms in China
Session Chair: Jiacun Zhu | Session sponsored by Anhui Normal University, China
43148 11:15-11:45 | Room 707 (7F)

Reflections on the Current Problems and Future Development of Rural Education in China
Xing Guo Zhou, Anhui Normal University, China
Li Na Liu, Anhui Normal University, China

Urbanization, industrialization, marketization and rapid mobilization have many negative effects on current education in the rural
areas of China. One of them is caused by the small-scale schools which have already become a common phenomenon in the country’s
rural areas. However, these schools haven’t made full preparation as well as adjustment to the decline in their scales. Raised by
grandparents instead of parents, these so-called “left-behind” children are in a state of spontaneous growth, which may directly affectthe development of their characters and mind. The lack of social education allows these children to become indulged in playing games.
The future development of rural education requires an integrative design of a governmental system to ensure sustainable developmentof education in rural areas. Besides, these schools and teachers should reform their educational notions, methods and technology.
Innovations on the organizational forms and pedagogical patterns can be made to compensate for the lack of parenting as well associal education and to meet children’s multidimensional needs.
43145 11:45-12:15 | Room 707 (7F)

Resilience and Preschool Teachers' Mental Health: A Comparative Study of Japan and China
Jiacun Zhu, Anhui Normal University, China
Luxi Wang, Anhui Normal University, China

In China, with the growing number of parents both working, more children are sent to kindergartens to be taken care of. The current
complicated social environment also contributes to ever-changing situations in terms of childcare. Therefore, teachers of children
must face various issues. Hence they could be working under increasing pressure, impacting their mental health, which is particularly
true in big cities. I demonstrate the study on the mental health of teachers of children in Chinese modern cities by surveying 200
teachers of children from Beijing and Taiyuan, adopting the questionnaire method. Family pressure, job pressure, workplace pressure,coping and resilience were divided into six items, which were further divided into 9 sub-items according to the teachers’ education
background and teaching experience. As a result, these teachers suffer less pressure with a higher school age. Namely, teachers witha higher diploma, such as postgraduate and middle-ranking diploma, feel less pressure. It is worth noting that in this survey teacherswith middle Preschool normal school diploma bear less low pressure than those with Preschool Education College diploma during
work, which is contrary to the expected result that the former’s pressure is lower than the latter is widely believed. The real reasonslead to the distinctive mental pressure of teachers of children is also concluded through the analysis of pressures and its underlying
reasons for different teachers of children.
43257 12:15-12:45 | Room 707 (7F)The Significance and Strategy of Innovative Learning in the Age of Intelligence
Zihua Li, Anhui Normal University, China

The way people use to get information and knowledge and communicate has been changed in the age of intelligence and brings bigger
challenges to human learning. First, where the knowledge comes from is complex and changeable. Second, the value orientation ofknowledge is diversified. Third, knowledge can be acquired by diverse methods. Only by innovative learning we can survive and live
a better life in the age of intelligence. Knowledge has been the common interest of mankind in the smart era, which means more
attention needs to be paid to the characteristics of participatory and integrity of innovative learning. Participatory is a kind of social
activity, representing care and resonance in emotion. Only in the concern of human development issues, we can fulfil the responsibilityof human issues, and really trigger the motivation of innovation, then transform the motivation to endeavour. Integrity means theability of cooperation and problem-solving, is the main purpose of innovative learning. Innovative learning with the characteristics ofparticipatory and integrity, need government to change the education view and knowledge-based view and adjust curriculum politics
and teacher training systems to create an inclusive learning system. It also needs teachers to reform their educational ideas andteaching methods and strengthen the training of education technology to improve students’ capability of innovation learning, at lastachieving the sustainable development of mankind.

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13:00-14:30 | Room 603 (6F)

Sunday Session III

Symposium Presentation
Session Chair: Roxana Sandu | Discussant: Grant Black43121 13:00-14:30 | Room 603 (6F)

Shaping Intercultural Minds: Surviving and Thriving in Today's World
Studying and working in today’s globalized and highly digitized world certainly has its challenges and getting students ready to live
and work in a multicultural environment has become a necessity hard to ignore. Thus, how can we enhance students’ interculturalcommunication in class? What is the most important aspect of intercultural communication that can be taught in a language classroom?
What can we do to encourage more collaboration between international students and domestic students? To address these issues andmore, this symposium brings together educators from different fields, who will discuss various theoretical and practical approaches todeveloping students’ intercultural competence. Dr Joseph Shaules will introduce the exciting field of cultural and cognitive neuroscience.
He will explore how the intuitive (unconscious) mind is shaped by cultural patterns, share new approaches to understanding culturaldifference, and discuss implications for educators. Next, Dr Kazuko Suematsu, will talk about the effectiveness of intercultural colearning. She will explain how intercultural co-learning classes designed to promote meaningful interactions between internationaland domestic students have great potential to develop students’ intercultural competence while at home. Then, based on classroom
empirical observations, Dr Simona Vasilache will discuss the differences and similarities between the way classes are approached bydifferent students in multicultural settings and how to deal with some of the challenges encountered. Dr Daniel Velasco will introduce
several intercultural communication activities that have been proven to help improve communication skills while broadening worldviews,
fostering respect for other cultures, and encouraging self-awareness and growth.
Presentation #1 42593

Culture, Cognition and the Intercultural Minda Deep Learning Approach to Intercultural Education
Joseph Shaules, Juntendo University, Japan

New research in cognitive neuroscience is revolutionizing our understanding of education, culture and mind. This creates challenges
and opportunities for educators as paradigms are shifting. This presentation will introduce new insights into culture and cognition that
can inform intercultural education. It will reexamine basic concepts, including definitions of culture, cultural difference, bias, interculturalawareness, culture and identity. We will learn about new approaches to intercultural research, and see it can inform intercultural
education. Recent research shows that cultural patterns shape cognition, emotion and identity in profound ways. We are learning that
conscious thought represents only one part of human thinking. There is another set of mental processes that are vital but more hidden.
It is this primarily, this more unconscious part of our minds, that is shaped by cultural patterns. The unconscious mind is a collectionof interrelated, high-level cognitive processes. It generates judgments, inclinations and feelings, and thus subtly guides our behavior. It
produces skilled responses and intuitions. It creates coherent interpretations, which we experience as things “making sense”. It infers andinvents intentions and causes. It draws attention to novelty. This view of the unconscious mind has profound implications for educators.
In a time of increased intercultural conflict, it shows a philosophy of multiculturalism is insufficient for deep intercultural understanding.
This presentation will outline an approach to intercultural education that draws on this new view of culture and mind. It will argue that
effective pedagogy needs to take a deeper self into account.
Presentation #2 42599

Internationalization at Home – Enhancing Students' Intercultural Competence in "Intercultural Co-Learning Class"
Kazuko Suematsu, Tohoku University, Japan

Japanese universities face an increasing demand – from students as well as industries – for quality education that is directly connectedto the improvement of students' employability. One of the important components of employability is intercultural competence. As theworld becomes more globalized and diversified, our students need to be not only internationally minded but also equipped with the skills
to effectively work with people from different backgrounds. Education-abroad will probably be the most effective way to develop theintercultural competence. Yet, data suggests that only a few percent of students on average in Japanese universities take advantage
of studying abroad due to reasons such as financial difficulty, lack of language proficiency, fear of delaying graduation, and so forth.
Intercultural co-learning classes designed to promote meaningful interactions between international and domestic students have great
potential to develop students’ intercultural competence while they are at home. In the classes, thematic discussions and/or collaborative
projects by students with diverse linguistic and cultural backgrounds are built into the learner-centered lessons where different ways ofthinking, values, and working styles are respected. The intensive interactions across cultures enable students to gain deeper insights into
their differences and similarities, reflect on their own cultures and identities, and reconstruct themselves. Previous studies suggest theeffectiveness of intercultural co-learning, yet few connect the benefits and intercultural competence development. In this session, theresults of research investigating the connection will be presented along with some pedagogical implications.

102 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:00-14:30 | Room 603 (6F)

Sunday Session III

Symposium Presentation
Session Chair: Roxana Sandu | Discussant: Grant Black
Presentation #3 42626

Factors Influencing Student Participation in Multicultural Settings: Empirical Observations
Simona Vasilache, University of Tsukuba, Japan

Teaching in multicultural settings is challenging and cultural differences impact the process of education. Students from different
cultural backgrounds respond to different styles of teaching and approach learning in different ways. Based on the author's empiricalobservations in teaching in a multicultural environment, this presentation attempts to identify the factors influencing the level ofparticipation in a class of students coming from various cultural backgrounds, observed in the frame of reference of computer-relatedclasses and academic discussion classes. Feedback was obtained from the participating students in two main forms: weekly sheetsat the end of the discussion classes and questionnaire gathered at the end of each semester/course. The class style (lecture vs.
interactive), discussion style (in pairs, in small groups or plenary), language ability (native speakers, fluent etc.) each influence the levelof participation of the students. The author concluded that the influence of each aspect depends on the students' cultural backgrounds.
For instance, students coming from western cultures tend to prefer discussion-based classes, whereas those from eastern cultures
are more comfortable with the lecture format. Moreover, the size of discussion groups influences the level of participation of students(non-native speakers prefer smaller groups, whereas English native speakers prefer plenary discussions). Various culturally-dependent
aspects encouraging or discouraging active participation became transparent in this study. This presentation highlights the differences
and similarities between the way classes are approached by different students in multicultural settings and offers possible solutions todeal with some of the challenges encountered.
Presentation #4 42556

Teaching Students How to D.I.E.

Daniel Velasco, Rikkyo University, Japan
Preparing students to engage in today's globalized world is a necessity in modern education. With the rise in global issues such as
ethnocentrism, racism, and gender discrimination, the need has reached levels of urgency. When examining or working in multiethnic andmulticultural countries, such as the United States, it is somewhat easy to transition into multicultural studies and activities. However,in mostly monocultural countries, such as Japan, preparing Japanese students to interact with students from other countries, to spend
one semester or one year studying abroad in a foreign country, and to enter international workplaces post-graduation pose challenges
to instructors who wish to utilize activities that promote intercultural competence into their daily lessons. Further complications arise
when these instructors have limited or no knowledge of incorporating relevant and engaging activities that encourage interculturalcommunication. This presentation will focus on the practical side of supporting students' intercultural competence by introducing several
intercultural communication activities that have been proven to help improve communication skills while broadening worldviews, fosteringrespect for other cultures, and encouraging self-awareness and growth.

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13:00-14:30 | Room 604 (6F)

Sunday Session III

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

Session Chair: Randall Ulveland
41015 13:00-13:30 | Room 604 (6F)

Mindful Educational Interventions: Metacognition and OutcomesThomas Stringer, Konan University, Japan
Hannah Stringer, Project Future, United Kingdom

There has been broad, interdisciplinary recognition of the need for explicit teaching for greater metacognitive development. Learners
with greater metacognitive awareness employ debugging, information management, planning and evaluative strategies more
effectively, and experience enhanced learning outcomes (Coutinho & Neuman, 2008). Teaching how to learn English as a Foreign
Language (EFL) to learners in Japan, can be considered as fundamental as the teaching of the language itself to effective language
pedagogy. Mindfulness meditation (MM) is a therapeutic technique in psychology which enhances patients' ability to adopt decenteredperspectives and better notice their own cognitive states. MM may mediate metacognitive development and learning outcomes. Can
MM be used by EFL educators as a tool to enhance language learning outcomes? This presentation attends to new research into MM,
metacognition and learning outcomes at a university in Japan. A pilot study was conducted, with a mixed-method, control group
design. 37 freshmen EFL students on an intensive Presentations course at a Japanese university participated. The experimental group
was given an eight-week treatment of regular MM sessions inside and outside the classroom. Pre and post tests collected quantitative
data on participants' mindfulness, metacognition, and academic performance. Reflective class diaries collected qualitative data.
Results are under analysis at the time of writing this proposal.
43373 13:30-14:00 | Room 604 (6F)

Roots & Wings: A Programme to Develop Future-Ready Skills in University Students
Joanne Chua, National University of Singapore, Singapore
Ann Marie Lew, National University of Singapore, Singapore
Doris Chia, Institute of Mental Health, Singapore

Roots & Wings (RW), a self and interpersonal awareness and management programme, was developed to help university students
cultivate soft skills and mindsets that leading employers deem critical in a rapidly changing world. RW was founded on principles ofpsychology, mindfulness, neuroscience, and leadership research. In the delivery of RW, a combination of didactic, experiential, and guided
discovery approaches were utilized. Two versions of RW were developed – RW 1.0, which included 2 face-to-face workshops in groupsof 150 plus 8 weeks of e-learning, and RW 2.0, an intensive module with weekly face-to-face tutorial groups of up to 30, plus e-learning
across 12 weeks. In total, 70 RW 2.0 participants, 1144 RW 1.0 participants, and 240 control group (CG) participants completed preand post measures on adaptability, curiosity, empathy, insight, proactivity, resilience, and on five facets of mindfulness. Between-group
analyses using Tukey post-hoc tests indicated that RW 1.0 significantly increased participants’ scores on curiosity (p=.01) and one facetof mindfulness, observing (p=.03), as compared to the CG. Additional trends were seen for RW 2.0, in which curiosity (p=.01), adaptability(p=.05), overall mindfulness (p<.01) and facets of observing (p=.04), describing (p<.01), and non-reacting (p<.01) increased significantly.
These findings indicate that RW was partially effective in helping university students develop essential skills valued by employers, andmore face-to-face time with instructors and in smaller groups was advantageous. The content and delivery of RW continue to be refinedand improved upon for future generations of students.
42013 14:00-14:30 | Room 604 (6F)

From Hegel to Hebb: What Neuronal Cell Assemblies Might Have to Say About Our Dangerous Times
Randall Ulveland, Western Oregon University, United States

From environmental crisis and media manipulation, to political and social upheavals and unrest, many feel as though the times inwhich we live have never been more uncertain. Some speak of a loss of power and control; some, a seeming dissolution of meaning
and relevance; some, a prevalence of apathy and indifference. Regardless, these experiences put into question the very meaningof our existence. While these sorts of feelings are not new, the concerns expressed now are contextually unique to our time. Social
media environments have never played a more prominent role in our thinking. And, competing discourses perpetually vie for attention.
Throughout the Twentieth Century philosophers and theorists have sought to reconcile the human condition with the changing
environment—an environment dominated by rationalistic and objectified conditions. Philosophers such as Hegel, Marcuse, and Freire
proposed interpretations regarding our vulnerabilities as well as countermeasures to offset the seeming loss of power and liberty many
were experiencing. These countermeasures were to be enlivened via education and social action. Now, research into the workings ofthe brain offers additional insights into learning and action. In this presentation, I look back to some of the philosophical interpretationsof dangerous times, consider the predominant design of schooling practice, consider the influence of social media environments, andexamine some of the latest insights made available by research on neuronal cell assemblies. This, in an attempt to better understandhow education might help us survive and thrive in times of change.

104 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:00-14:30 | Room 605 (6F)

Sunday Session III

Professional Training, Development & Concerns in Education
Session Chair: Emiliana Roxas
43475 13:00-13:30 | Room 605 (6F)

Bildung – an Outdated or Updated Tradition When Becoming a Teacher?
Silwa Claesson, University of Gothenburg, Sweden

How can one become a good teacher by studying at a teacher education programme in a time when the well-known concept of Bildung
in European education has been replaced by explicit aims for short courses with detailed marks in a spirit of neo-liberal ideas and NPM?
Against this background, the purpose of this article is to deepen the understanding of what teacher educators of today focus on when it
comes to what is important in relation to becoming a teacher in everyday practice. In this study, a hermeneutic and phenomenologicalperspective is used in order to understand what the teacher educators who were interviewed mean when they talk about what is important
for them to achieve. One aspect, what is taken-for-granted, has been crucial in the interpretation. What is striking is that the teacher
educators talked about what they believed – not what might be scientifically known. Their focus was on 1) subjects, 2) being engaged,3) holistic versus fragmented knowledge and 4) citizenship. In their everyday-education-life, the university teachers did not distinguishbetween their personal memories of being pupils or teachers in school, involving their taken-for-granted personal values, and being
employed as teachers and researchers in teacher education. The culturally impregnated concept of Bildung still seems to be strong
among these teacher educators.
43167 13:30-14:00 | Room 605 (6F)

A Sociocultural Perspective on Teacher Professional Development: The Role of Dialogic Reflection in
Facilitating Change
Edsoulla Chung, University of Cambridge, United Kingdom

Considerable research efforts have been devoted to investigating the use of educational dialogue in primary and secondary classroomsin the past few decades, particularly in English-speaking contexts (Howe & Abedin, 2013). Whilst previous research has establishedthat educational dialogue helps to promote student learning, scant attention has been paid to the effects of dialogic reflection on thedevelopment of teachers’ beliefs and practices regarding specific aspects of language teaching. To address this research gap, the present
study adopted a sociocultural perspective to examine how a dialogic approach involving interaction and self-reflection contributed tocognitive and behavioural changes in teachers’ methods of instructing vocabulary, a complex language area that often poses challenges
to teachers and learners of a second language. Data on four in-service English language teachers in Hong Kong were collected frommultiple sources, including interviews, lesson observations, professional dialogues and reflective writing. The study’s findings not only
confirm the role of social interaction and the internalisation of new ideas in facilitating learning, but also reveal that active participationin dialogic interaction does not necessarily result in change. The aim of this presentation is to promote a thorough understanding ofsociocultural theory by revisiting two important issues, namely, “intramental” versus “intermental” functioning and the use of scaffolding
in expert-to-novice interactions. It also introduces a model that conceptualises a dialogic approach to professional development forteachers based on data analysis. The subjects covered in this presentation should be of interest to language teachers, teacher trainers
and researchers specialising in teacher cognition.
42562 14:00-14:30 | Room 605 (6F)

Training Needs Assessment of the Elementary School Teachers in Ibaan District: Input to Localized Learning
Action Cell Plans
Emiliana Roxas, Department of Education, The Philippines

This study focused on the sustainability of the teaching prowess and capability of the elementary teachers in Ibaan district, the Philippines.
The training needs of the elementary teachers were surveyed to gauge the teaching craft and prowess of the said teachers. Due to theimplementation of the k to 12 curriculum, the continual deepening of knowledge, skills, application of the pedagogical approaches andstrategies are integral factors that need to be enhanced, hence in-service training and workshops are conducted every end-of-themonth to our teachers through the School Learning Action Cell (SLAC) session. Using a quantitative method of research, this study was
conducted with 203 elementary teachers in the district. Random sampling was utilized in identifying the respondents. It was found that
Learning Action Cell (SLAC) has some challenges and there were issues raised particularly by small schools led by teacher-in-charge andhead teachers. Since it is school-based, problems with the lack of resource speakers on topics and lack of funds have been a common
challenge among small schools. Therefore, it is necessary that the teacher-in-charge and head teachers in small schools have to becapacitated or clustered to bigger schools headed by school principals for the conduct of Cluster-based Learning Action Cell (CLAC).
Recommendations included capacitating school heads of small schools like teacher-in-charge/officer-in-charge and head teacher on
the conduct of School Learning Action Cell (SLAC) sessions so that elementary teachers might thrive in their teaching capability to suitthe needs of the twenty-first century learners.

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13:00-14:30 | Room 703 (7F)

Sunday Session III

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Aaron Tan
43018 13:00-13:30 | Room 703 (7F)

An Exploration of the Experiences of Students in Multi-Generational ESL Classrooms in Japan
Jeremy Chambers, Advan College of Foreign Languages, Japan

This qualitative study is a basic interpretative inquiry studying the experiences of adult students 18 years of age and older in a multigenerational ESL classroom. The study is informed by social constructivism, social constructionism, and andragogy. It focused on how
students viewed their experiences in the multi-generational classroom and how the development of relationships among students ofdifferent ages affected the dynamics within an eikaiwa classroom. Data were collected through in-depth semi-structured interviews.
Three major themes emerged from this study. The first theme dealt with their first impressions and highlighted the participants’ anxiety
about being in a multi-generational classroom. It also highlighted the perceived differences between the generations. The second theme
focuses on adapting and relationship building with students from different generational cohorts and the development of understanding
and tolerance among them; on the mutual nurturing that developed; on the manifestations of teasing; and the role of instructor facilitation.
The third theme focuses on students’ lasting impressions of their experiences in a multi-generational classroom and highlights: themutual learning experiences between adult students and traditional-age students; the advice to students in similar situations; and thebelief that, in the end, in such situations age does not matter, but the experience of learning together does matter. The research ends witha discussion in light of the adult education literature and suggestions for further research.
43193 13:30-14:00 | Room 703 (7F)

Analyzing the Students' University Experience

Jesus Alcoba, La Salle Madrid, Spain
Susan Mostajo, De La Salle University-Dasmariñas, The Philippines
Olivia Legaspi, De La Salle University-Dasmariñas, The Philippines
Romano Angelico Ebron, De La Salle University-Dasmariñas, The Philippines
Rowel Paras, De La Salle University-Dasmariñas, The Philippines
The quality of an institution of higher learning is oftentimes determined through the performance of its faculty members andstudents. Rarely do studies dwell on the meaning the students get from their experience in going to a college or university. This
study analyzed the university experience of the students at De La Salle University-Dasmariñas (DLSU-D) in Cavite, Philippines toserve as inputs in improving the University’s services for the holistic development of the Lasallian learners. This descriptive researchutilized a questionnaire that was answered online by 1,052 students through their portal accounts. Data were statistically treatedthrough frequency count and the mean. The study revealed that the top five words associated by DLSU-D students with their university
experience our community (592 responses), responsibility (588), beauty (453), respect (438) and accomplishment (424). They believedthat they developed the following competencies: responsibility (mean of 3.37), positive attitude towards diversity and different cultures(3.33), morals and ethics (3.28), ability to reflect (3.25), and person-oriented approach (3.13). In spite of this, they stated that the
University still gave priority to cognitive learning (528 responses) than psychomotor (369) and effective (155) learning. These findings
can be used by the University in reviewing its policies and practices to ensure that the students will have meaningful experiences
during their stay at the University as they prepare for their future professions.
42795 14:00-14:30 | Room 703 (7F)

A Quantitative Study to Derive Factors that Contribute to Positive Student Learning Experience in a Higher
Education Context
Aaron Tan, Singapore Institute of Management Global Education, Singapore

Research aimed at understanding and measuring the student learning experience in higher education (HE) contexts has been increasing inrecent years as a result of greater emphasis on learner-centric teaching and learning approaches, and the need to continuously enhancequality and quality assurance to meet regulatory requirements. This present study employed a validated questionnaire comprising 22 items
covering different aspects of HE students’ learning experience, for example, subject area expertise of lecturers, feedback on coursework/formal written submissions, library facilities and so on. Participants rated their own experience for each item on a Likert Scale from 1=“Very Dissatisfied”, to 4= “Very Satisfied”. Only fully completed questionnaires were considered resulting in 3,539 valid samples (20%response rate). Factor analysis with Promax oblique rotation (k=4) revealed three distinct factors: Teaching Quality, Learning Facilities
and Preparation for Employment each explaining 39.88%, 8.35% and 6.95% of variance respectively. Regression analysis revealed that thefactors explained a significant proportion of variance in learning satisfaction, R2=.22, F(3, 3589)=337.08, p<.001. Of the factors, Teaching
Quality had the highest β, and significantly predicted learning satisfaction scores with β=.39, p<.001. It is envisaged that this study canenlighten more effective interventions to enhance students’ learning experience in HE contexts.

106 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:00-14:30 | Room 704 (7F)

Sunday Session III
Higher Education
Session Chair: Chia-Kai Huang
42185 13:00-13:30 | Room 704 (7F)The Educational Impact of China's Confucius Institutes on Australian Universities
Shen Chen, University of Newcastle, Australia

The establishment of the Confucius Institutes at Australian universities has contributed to the promotion of Chinese language teaching,which has opened an alternative path for the people in wider local communities to understand Chinese culture. At the same time, some
controversial issues of cultural and political concerns have raised in terms of the relationship between the host Australian universities
and the associated Confucius Institutes in relation to pedagogy and curriculum. This paper reports on a case study of two Australian
universities. In spite of the limitation of two participate universities, there are three important conclusions drawn from this research.
Firstly, the initial results of this have confirmed an urgent need of a comprehensive and interdisciplinary research to investigate theperformance of existing Confucius Institutes in the whole nation. Secondly, the contradictory findings amply demonstrate that academics
are deeply divided on Confucius Institutes and the political concerns about their existence should be properly addressed on the basisof their educational activities. Finally, a systematic analytical framework should be elaborated to investigate the Confucius Institutes’
linguistic, pedagogical, organizational, political and economic impacts although they are interrelated with each other. The findings of thelarge scope of the investigation will thus be of significance for Australia’s long-term national interest.
42848 13:30-14:00 | Room 704 (7F)

A Century's Quest for Liberal Arts Curriculum in Asian Society: A Case Study of Universities in Mainland China,
Taiwan, and Japan
Leping Mou, Ontario Institute for Studies in Education at the University of Toronto, CanadaThis paper investigates the adaptation of liberal arts curriculum into non-Western society over a century in selected universities frommainland China, Taiwan, and Japan. Liberal arts education, originated in Greek-roman society, developed in traditional British institutions,and flourished in North America, was brought to Asian and took root in an alien context. The study aims to explore the essence andinclusion of social diversification of liberal arts education and to find out its intrinsic value in the age of globalization, which will bringsuggestions for education reform for cultivating versatile talents for Asian society in the 21st century. It brings insights for the revivalof liberal arts education around the globe in an era of economic globalization. This study takes a qualitative approach to examine thecurriculum and education goals of four Christian universities in mainland China during the first half of 20th century, Tunghai University
in Taiwan since 1955, and International Christian University in Japan since 1949, with three specific years selected from each institution.
Postmodern theory and the essence of liberal arts education are employed as the theoretical framework to guide the discussion andanalysis. The findings are that liberal arts education curriculum takes different forms in its curriculum while adapting to different societies
and manages to survive in a very difficult environment in some societies. It keeps its essence but also takes in local social ethics andtraditional values in its curriculum, which signifies its maturation through adaptability and variability to diversified social contexts.
42667 14:00-14:30 | Room 704 (7F)

Taiwanese Higher Education in Times of Change: The Implications of the New Policy 2018
Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Chia-Kai Huang, National Taiwan Normal University, Taiwan

This paper aims at exploring the potential consequences of the Higher Education Sprout Project (HESP) announced by the Ministryof Education Taiwan in March, 2018. In the fast-changing global arena of higher education, the Taiwanese government is striving forexcellence in the performance of its higher education. Together with other East Asian countries like Japan, Korea and Singapore, Taiwan
officially entered the competition of global university ranking in 2006 when the government initiated the first round of the Aim for Top
University Project (ATUP). After two five-year ATUP, the Taiwanese Ministry of Education reviewed the results and started to revise thepolicy. Consequently, HESP was proposed and implemented. In this paper, we are going to explicate the context of the changing higher
education landscape in Taiwan since 1994, the year the most recent education reform started. Then, the discussion moves to the issues
emerging from the nation-wide project in Taiwanese higher education, ATUP. During the ten-year practice of ATUP, most Taiwanese
universities were influenced by the directions set by ATUP. However, there has been criticism of ATUP and its outcome was severely
questioned. After reviewing the ATUP, the HESP comes out in 2018. We are going to analyze the policy as well as address the potential
influences on universities in Taiwan.

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13:00-14:30 | Room 705 (7F)

Sunday Session III

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Suseela Balakrishnan
43539 13:00-13:30 | Room 705 (7F)

Iliganon Myths and Folklores: Its Effect to Social Culture
Joseph Michael Bentoy, St. Michael's College, The Philippines
Mitchel Garay, St. Michael's College, The Philippines
Gritchelyn Talisic, St. Michael's College, The Philippines

This study gathers the Iliganon myths and folklores and shows its effect on social culture. Iligan City is situated in Northern Mindanao
and is approximately 800 kilometers southeast of Manila. The researchers used interviews and internet resources in gathering thesefolklores. As early as the 1900’s or earlier, oral lores were sprouting in a locality in order to preserve important historical lores. Findings
showed that there are a number of folklores that originated in the city. Most are found in the rural areas and among the folklores gathered,the most dominant is the folktales. These folklores have been one of the locals’ sources of entertainment long before the existenceof technology. However, as time passes by and the rise of various entertainment sources, folklores were being neglected and theirprobabilities of preservation are decreasing. There may come a time that folklores will no longer be accessible. Thus, the researchers,with a goal that is to preserve the literature of Iligan, and will be put into writing and made it into something Iliganons can read and relate.
A qualitative ethnographic study has been utilized to retrieve and gather the lores and stories. The K to 12 curriculum otherwise known as
the “Enhanced Basic Education Act of 2013” one of its aim is to engage in oral history research with focus on key personalities, from thestudents, regions brought about the Indigenization or localization of literature to make it easy for teachers to impart and transfer literatureduring the class contact hour.
43439 13:30-14:00 | Room 705 (7F)The Snapshot of Indonesian Islamic Education in the Pre- and Post-Period of Indonesian Republic Independence
Lahmuddin Lubis, Universitas Islam Negeri Sumatera Utara, Indonesia
Rahmah Fithriani, Universitas Islam Negeri Sumatera Utara, Indonesia

This paper presents the snapshot of Islamic education and institutions in Indonesia from the pre- to post-period Indonesian independence.
In the post-independence era, the discussion focuses on two periods; the Dutch and the Japanese colonization in Indonesia. In the age ofDutch colonization, Islamic education did not get so much attention because the Dutch’s secularism. The religious teachings were given
just because of appreciating people’s religious beliefs. Generally, schools implemented by the Dutch did not include religious teachings.
Somehow, they were given in the afternoon or as extracurricular activities, mostly on Fridays or Sundays. The Dutch colonization madeserious effort to reduce the will of fight that might arise from the Islamic fanatics. Meanwhile, in the period of Japanese colonization,
the religious teachings showed some improvements due to the Japanese colonizers’ awareness of the importance of religion to mostIndonesians who were Muslims. They wanted to use this opportunity to get the sympathy from Muslims in Indonesia. The Japanesecolonization gave special attention to Islamic education by letting Muballigh (the Islamic teachers) taught the Islamic teachings providingthat they would not be paid. In the period of Japanese colonization, the religious teaching was called ‘Pendidikan Budi Pekerti’ (thecharacter building), but Islamic teachings were integrated in the teaching materials. Meanwhile, the existence of Islamic education andinstitution in the post independence of Indonesia (after the 18th of August 1945) is discussed in three periods; “The old order”, “The neworder”, and “the reformation era”.
43158 14:00-14:30 | Room 705 (7F)A Theory-Based Methodology: LeapEd's Theory of Change to Impact School Transformation Efforts in
Malaysian Public Schools
Suseela Balakrishnan, LeapEd Services Ltd, Malaysia
Annette Zammit, LeapEd Services Ltd, Malaysia

In 2011, LeapEd Services through the Yayasan Amir Trust Fund embarked onto a partnership with the Malaysian Ministry of Education to
explore sustainable and scalable models of school transformation through the Trust Schools Programme initiative currently being rolled
out in 83 Malaysian public schools across the country. After six years of exploring and trialling various interventions in the schools, LE
now seeks to explore a more evidence-based approach to enhance its transformation efforts. A Theory of Change, co-created througha collaboration between ‘academic expertise’ (new and innovative perspectives from the literature) and ‘practise expertise’ (collective
wisdom and learning from the Trust Schools Programme initiative), now underpins the systematic and cumulative study of the links
between activities, outcomes and context of the initiative (Fullbright-Anderson, Kubisch and Connell, 1998, p. 16). This paper/presentation
sets out to explore and explain the rationale behind the LE Theory of Change; how the various elements within the theory are interconnectedto each other while at the same time, converge to create a single overarching outcome. This then enables programme evaluators to makeassumptions about these connections, around why the programme works or doesn’t work and, wherein the chain of events are things not
happening as they should. Ultimately, a well-developed Theory of Change aids in project planning, measuring impact, and highlighting
gaps in design, development and implementation.

108 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:00-14:30 | Room 707 (7F)

Sunday Session III

Panel Presentation: The Theory and Practice of Flipped Classroom in China
Session Chair: Jian Wang | Session Sponsored by Yunnan Normal University, China
43141 13:00-13:30 | Room 707 (7F)

The Principles and Operational Strategies of a Flipped Classroom
Jian Wang, Yunnan Normal University, China
Xin Yang, The Northwest Normal University, China

Using case study research method, the present study focused on the principles and operational strategies of high school flippedclassroom in the west ethnic regions in China. The main research questions included what changes have taken place in terms ofteachers' beliefs in the practice of the flipped classroom and what are the effective teaching strategies for teachers to implement flippedclassroom? The researcher recorded 10 classrooms for observation, interviewed 8 teachers 32 times and collected teachers' teachingschedules, almost 50,000 words. The research preliminary results showed that the teachers' beliefs have changed in the process offlipped classroom practice which concerns about their faith in students, students' learning methods, the attitudes of textbooks, therole of the teacher in classroom and teaching method transformation. The research results also showed how the teachers developed
effective teaching strategies for the flipped classroom in the west ethnic regions in China. Those strategies included teaching designing
strategies before the classroom, student's learning strategies in the classroom, teacher's teaching strategies in the classroom andstrategies of extension learning and teaching after the classroom.
43146 13:30-14:00 | Room 707 (7F)

A Sociological Perspective on a Model of Effective Flipped Classroom
Jia Luo, Yunnan Normal University, China

The notion of a flipped classroom has been increasingly drawing educators’ and educational researchers’ attention in China for providing
effective teaching and learning environments. Much practice of flipped classrooms is still needed in various ways and there is a long
way to go to reach the ultimate goal. In order to define a distributable model of a flipped classroom, this paper takes a sociologicalperspective on approaching a modelling quality of flipped classroom not only for China but also for international communities. The
paper’s framework defines these constitutive elements of a flipped classroom model, then, to conceive the model to meet the ideas ofstructuration theory. Within this theory, Giddens employs the notion of rule and resources as the duality of basic structure to further
the possibility of structural continuation by seeing two key elements of structuration; social and system integrations, that allow us todefine these notions in a flipped classroom. Modelling a quality of the flipped classroom requires both aspects of theory and praxis in
the reality of a school setting. This paper will share the research and experiences of applying the theory of structuration to a flippedclassroom with audiences throughout the conference.
43147 14:00-14:30 | Room 707 (7F)

Research on the Structuration Teaching Theory and Practice in the Flipped Classroom
Lizheng Wang, Yin Chuang San Sha Yuan High School, China
Lihong Liu, Yin Chuang San Sha Yuan High School, China

This research chooses to use class chronicles to explore Structural Teaching (TEACCH), which is based on the form of Flipped Classroom
among science subjects in a secondary school. By the mode of learning first and teaching behind, three structurizations have been
produced. They are structurizations on an individual level, on the group level and on the consensus level between teachers and students
respectively. Meanwhile, some problems can be solved by these three structurizations. For example, the problem like closed Guided
Learning Plan may avoid the development of students’ high-level thinking quality and the dilemma of localized Flipped Classroom
because using micro-class to assist students’ study only. In addition, the main problem of the lack of teaching pertinence in class can besolved, as well as issues where some teachers pay more attention to the teaching process, the teaching mode as well as problem-solving
rather than excavating knowledge, approaches, thoughts and even the aesthetic connotations behind those. Moreover, this research uses
observable learning outcomes to measure the development on levels of students’ thinking structure. In addition, regional exams will also
be used as an evaluation method.

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13:30-14:30 | Room 708 (7F)

Sunday Session III

Counselling, Guidance & Adjustment in Education
Session Chair: Muhammad Aqeel
43391 13:30-14:00 | Room 708 (7F)

Nutritional Information Media for Elementary School Children
Ambar Yoganingrum, Indonesian Institute of Sciences, Indonesia
Ratih Nurani Sumardi, Health Polytechnic of Jayapura, Indonesia
Sanya Andalusiana, Health Polytechnic of Jayapura, Indonesia
I Rai Ngardita, Health Polytechnic of Jayapura, Indonesia

This introductory research study aims to review research on the media and its application for nutritional information provision forelementary school children in Indonesia. The data is collected from the database Scopus, Indonesian Scientific Journal Database (ISJD),
and Google Scholar in the range year from the beginning to 2017. This research answers some of the following questions: 1) What kindsof media is applied towards nutritional information provision for elementary school children? And 2) What is the effectiveness of thismedia? The study shows various kinds of media is used for information provision which has the goals of increasing knowledge and goodpractice for elementary school children on nutrition. We discuss in-depth the kinds of media, and which conceptually can be implemented
effectively in the country. The practical implication of this research suggests that further research should be conducted by measuring
empirically appropriate media for nutritional information provision of elementary school children in Indonesia.
43497 14:00-14:30 | Room 708 (7F)

Emotional Empathy Mediates the Relationship Between Personality Traits and Coping Strategies in Orphan
and Non-Orphan Students
Muhammad Aqeel, Foundation University, Pakistan
Tanvir Akhtar, Foundation University, Pakistan

The present study inspected the potential mediation pathways among emotional empathy, personality traits and coping strategies inorphan and non-orphan students. Additionally, it designed to investigate the association of coping strategies with emotional empathy andpersonality traits. Purposive sampling technique and cross-sectional design were employed in current study. The data of 130 adolescents(institutionalized orphans, n= 62; school students, n=68) were included from different high schools and orphanages of Rawalpindi andIslamabad, Pakistan, in 2017. Three instruments, Emotional empathy scale (EES; Mehrabian, & Epstein, 1972; Shazia, 2004), Coping of
problem experience (COPE; Carver, 1997; Akhtar, 2005), and Eysenck personality questionnaire (EPQ; Naqvi, & Kamal, 2010; Eysenck,
1964; Eysenck, & Eysenck, 1994), were employed to measure personality traits, emotional empathy and coping strategies in orphan andnon-orphan students. Mediation analyses illustrated that personality traits relegated active avoidance coping strategy through emotional
empathy in orphan students. On contrary, our study findings demonstrated that neurotic personality promoted positive coping strategy
through emotional empathy in non-orphan students. Study findings proposed that coping strategies can be promoted by interpersonal
factors such as personality traits and empathy to tackle different orphan’s psychological problem in various negative situation. This study
comprised only orphan and non-orphan students from two twin’s cities of Pakistan; consequently, its findings may not be applicable to
the whole population. In future, cross-sectional and experimental researches with more assorted data will assist clarify the mechanismthat interpersonal factors affect and stimulate coping strategies in high school students. Conclusion: Identifying one’s feeling andcomprehend emotional condition or other’s intention is helpful to the students. The improvement of coping strategies and personal
resources will facilitate students adjust to stressful circumstances that can be originated pedagogical context.

110 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

14:45-16:15 | Room 603 (6F)

Sunday Session IV

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Lisa Miller
42134 14:45-15:15 | Room 603 (6F)

Teachers Working Collaboratively to Affect Positive Change in the Classroom: A Case Study of Four Japanese
Teachers of English
Marc Waterfield, Kumamoto University & Buntoku Senior High School, Japan

Education reform is not something new in Japan. Japan has been adjusting its general education system since the Meiji era. The
Japanese foreign language educational system, specifically, has a history of policy reform spanning over thirty years. The most recent
policy reforms have caused a major shift towards communicative-based learning. These reforms are guided by a desire to produce
English communicators rather than English learners as the demands for communicative abilities on the global scale has become more
prominent. In these times of global change, teacher development programs are not just important, they are necessary. This qualitative
case study involved helping four Japanese teachers of English (JTE) at a private secondary school in Kumamoto, Japan meet the recent
teaching English through English (TETE) curriculum policy reform guidelines which requires that JTEs, in principle, conduct their lessons
entirely in English. Focusing specifically on teacher output and teacher-student interactions in English, this study outlines how using amethod referred to as “instructed conversation” can aid the JTE in increasing the amount of English used in the classroom. Underpinned
by Vygotsky’s sociocultural theory, the author, assuming the role of more knowledgeable other (MKO), guided the JTEs through a praxis
cycle that aided in the reflective process, allowing them to see their lessons from a different perspective. Through the use of stimulated
recall and collaboratively planning, appropriate interventions were guided by the needs of the students at the bottom and the demands
placed on the teachers by MEXT at the top.
43031 15:15-15:45 | Room 603 (6F)

Challenges Associated with the Implementation of Active Learning: A Small-Scale Study of Japanese University
EFL Teachers
Maki Ikoma, Ritsumeikan University, Japan

Active learning (AL) – recently described as “independent, dialogical, and deep learning” – has been widely adopted by Japanese
universities. Now, despite reservations and anxieties expressed by high school EFL teachers (Nakai, 2016), the upcoming educational
reform will also require the implementation of AL in all Japanese high schools. This small-scale study, therefore, aims to investigate
specific challenges and/or difficulties encountered by Japanese university EFL teachers in implementing AL and provide practicalsuggestions for high school EFL teachers to help address their specific concerns with AL. A questionnaire consisting of a four-point Likert
scale and open-ended questions was used and a total of 20 Japanese university EFL teachers took part in this study. Results revealed
that in implementing AL in English classes, Japanese EFL teachers tend to experience the following difficulties in particular: various
language proficiency levels among learners in the same class, learners’ low motivation to study through AL, and lack of clear criteria forevaluation. Based on the results, this study attempts to provide several suggestions for high school EFL teachers, including ways to foster
collaborative learning.
43026 15:45-16:15 | Room 603 (6F)

Learner Autonomy and Hand Raising in the Japanese University EFL Classroom
Tracy Friedrich, Kansai Gaidai University, Japan
Lisa Miller, Kansai Gaidai University, Japan

Foreign faculty teaching EFL in Japan often encounter a disconnect between their expectations of classroom participation and thoseof Japanese students. This begs the questions, “How do Japanese university students view hand raising in the classroom?” and “Whatinhibits or encourages Japanese students to hand raise in the classroom?” As a reflective practice project, we have undertaken a studyof Japanese university students’ willingness to communicate and raise their hands in front of instructors and peers. With considerationof the students’ educational experiences and beliefs about classroom roles, a small group of second-year undergraduate students at a
private university in western Japan volunteered to participate in focus group discussions. The discussion transcripts have been coded to
identify response categories and themes. This presentation will focus on some of the findings from three focus groups about motivations
for students to hand raise, including: grade incentives, advance preparation, intrinsic motivation, and classroom atmosphere. In addition,
the presenters will discuss how this study’s use of qualitative axial coding (co-axial coding) demonstrates the usefulness of the techniquefor other education professionals’ reflective practice research.

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14:45-16:15 | Room 604 (6F)

Sunday Session IV

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Rolando B. Talon, Jr.
43046 14:45-15:15 | Room 604 (6F)

Sexual Harassment: A Vital Issue for Educators and Students
Robert O'Mochain, Ritsumeikan University, Japan

Sexual harassment is an issue which affects millions of instructors, students, and other stakeholders in education. However, the nature,extent, and effects of these toxic behaviors within the field of education, have not been fully researched. While the impact of the recent“Me Too” movement is likely to promote new initiatives within education, it is as yet unclear if the same will happen here in Japan. In
this country, enough research has been done to indicate three vulnerable populations: instructors in the conversation school industry,
students on study abroad, and graduate students working on their theses. However, few or no substantial initiatives have been taken thus
far to address the situation. Levels of sexual harassment in educational contexts can only be reduced long-term if the prevailing attitudes
in broader society are supportive of individuals who come forward in search of justice. This presentation reports on a pilot study with15 students in a university in west Japan to investigate the extent to which young Japanese people are tolerant of sexual harassment
behaviors and supportive of victims. A survey was administered at the beginning and at the end of the semester to see if exposure toa range of consciousness-raising activities – drawn from the University of Exeter “Bystander Intervention Program” – promoting morepositive attitudes regarding sexual harassment. The study also explored possibilities of using sexual harassment issues as an element of
a content-based course focused on a deeper understanding of cultural differences and dominant cultural values.
43900 15:15-15:45 | Room 604 (6F)

How to Break Up: Case Method Teaching and Gender Education Learning in the Classroom
Hsing-Chen Yang, Kaohsiung Medical University, Taiwan

It is easy to fall in love, it is difficult to get along, and it is even harder to break up. What are the concepts of feminism that are available
and useful, as a conceptual tool for college students to think about the intimacy of everyday life and deal with breaking up? How cangender and relationship education fit the student's life experiences, as well as the increasingly complex and changing gender interaction
and power relations in contemporary times, helping students learn equal emotional communication and negotiation and gender educationfrom the topic of breaking up? This study uses a case teaching method, based on the love experience of college students, and takes
the experience of the students in the common experience of breaking up to develop teaching cases. This study emphasizes the use of"difficulties" and "frustrations" in the experience of breaking up as learning resources. We will have the opportunity to show students
the positive gender education clues from those experiences, which will become a powerful medium and educational space for teachersand students to have the opportunity to face together and discussing the problems in intimate relationships. Through case method
teaching, this study shows that teachers can effectively carry out gender and relationship education close to students' life experiences.
Moreover, teachers and students can find a way to explore how to deal with changes in love relationships, improving problem-solving
skills, emotional expression and communication.
42064 15:45-16:15 | Room 604 (6F)

Gender Equity in Technical Vocational Livelihood (TVL) Track of Senior High School Basic Education: Basis for
Gender Development Program
Rolando B. Talon, Jr., Department of Education Imus City, The Philippines
Riza C. Garcia, Department of Education Imus City, The Philippines
Christian Mespher A. Hernandez, Department of Education Imus City, The Philippines

The study was conducted to look into the gender equity in Technical Vocational Livelihood (TVL) track of Senior High School Basic
Education. The study focused on the sustainable strategies for expansion and improved quality, equity and efficiency of delivery of SeniorHigh School Basic Education in the Division of Imus City. The study also determined to examine gender equity in SHS teachers profileand the extent of gender inequity in Senior High School TVL Track in the areas of curriculum, learning materials, physical facilities andprograms and projects, the causes of the gender inequity in TVL Track, and strategies that may be effective in reducing or eliminating
gender biases. The descriptive research design was used to set out an accurate and adequate description of activities, objects, process
and persons (Allison, 1993). Whenever possible and appropriate, such descriptions may be qualified (counted and measured) as theseenable statistical analysis to be made. In this research, each variable was given a numerical equivalent to help the researcher doing
statistical analysis. The respondents were all TVL Teachers, Master Teachers and School Heads in three standalone Senior High Schools
in the Division of Imus City. The research instrument subjected to pre-testing prior to the actual to check the reliability and validity ofthe descriptive questionnaire. It describes the extent of gender inequity in senior high school curriculum in TVL, the extent and nature ofgender inequity in senior high school learning materials, physical facilities, program and projects.

112 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

14:45-16:15 | Room 605 (6F)

Sunday Session IV

Professional Training, Development & Concerns in Education
Session Chair: Shu-Shing Lee
42668 14:45-15:15 | Room 605 (6F)

E-Learning Strategies in English Language Learning in Pre-service Teacher Education: A Comparison Study inHong Kong and Mainland China
Ruiqian Yang, The Education University of Hong Kong, Hong Kong
Yiu Chi Lai, The Education University of Hong Kong, Hong Kong

The knowledge and pedagogies of e-learning in English language learning in teacher education courses would be developed andtransformed by student teachers via pre-service learning experiences. The strategies of e-learning in the English language learning ofstudent teachers in the teaching education courses and their own teaching practices lead to a widespread discussion in Hong Kongand Mainland China. It not only benefits educators and student teachers to intuitively understand the strategies of e-learning in English
language learning but also helps student teachers to refine their e-learning strategies in English language learning in further teachingpractices. This study aims to compare the implementations and transformations of strategies of student teachers to e-learning in English
language learning from pre-service learning experiences in Hong Kong and Mainland China. One hundred student teachers were involved.
The mixed-method approach would be adopted in the research including questionnaires, interviews, observations and analysis of weekly
teaching dairy. The findings would help educators and student teachers to know the general situation of strategies to e-learning in English
language learning through their pre-service learning experiences in Hong Kong and Mainland China. Meanwhile, the results of this study
will give some suggestions to student teachers for future in-service teaching and learning experiences.
41869 15:15-15:45 | Room 605 (6F)

Collaborative Instructional Design System: Transformation of Education Ecosystem Towards the Needs ofIndustrial Revolution 4.0 in a Smart Society 5.0
Ismail Zain, Utusan Malaysia, National Mainstream Media, Malaysia

The global economic and social structure has tremendously transformed due to the technological advancement leading to a new era inindustries and societies. This subsequently involves the transformation in the education ecosystem for twenty-first century learning.
Education requires commitment and involvement of the stakeholders for learners to think out of the box, looking for a new dimension in
futuristic living needs. This paper introduces The Collaborative Instructional Design System (CIDS) that deals with the important aspectof the twenty-first century instructional design with wider perspectives involving various communities sharing and collaborating ideas
and strategies, promotes creativities while establishing “globally competitive learners” towards the era of IR4.0 in a new emergence ofsmart Society 5.0 that addresses the above issues. Teachers need information and a platform to connect the topic learned in addressing
the world issues. CIDS composes of The Integral ASIE Instructional Design Model and a new concept of Professional Learning Community(PLC). The model provides teachers with a procedural flow of designing instruction systematically and professionally engaging learners
actively involved in the learning process guided by a teacher as a facilitator that promotes the generation of ideas. While PLC is an“education hub” for various communities to participate, providing information, advice, and sharing of ideas virtually with teachers intheir teaching and learning process. Statistical analysis from the pilot project shows a positive view of its effectiveness as an innovative
instructional design tool in current instructional design practices.
43067 15:45-16:15 | Room 605 (6F)

From Seeding to Deepening: Building Capacity and Teacher-Champions for Innovation Diffusion
Shu-Shing Lee, National Institute of Education, Nanyang Technological University, Singapore
Hari Jang, National Institute of Education, Nanyang Technological University, Singapore

Teachers drive and spread innovative practices in schools. Professional development (PD) situated in innovation contexts develops
teachers’ understandings to adapt and diffuse innovations. However, little attention is paid to understanding how situated PD andteachers’ roles evolve within innovation contexts. This study unpacks situated PD and explores how teachers’ roles evolve as theinnovation develops within schools. This study focuses on a technology-mediated innovation that emphasizes authentic learning tobuild students’ disciplinary understandings. Findings show how structures and processes shape innovation’s diffusion pathway, fromseeding to deepening, and how teachers evolve to become teacher-champions. In the seedling stage, researchers take agentic roles
to drive iterative PD processes. These PD processes are embedded in communities and practices as teachers co-design, implement
and refine lesson plans. PD structures are also co-constructed between teachers and researchers depending on schools’ needs.
Particularly, researchers’ on-demand support is a key structural leverage that enables teachers to develop rich understandings andbecome teacher-champions. As the innovation grows and deepens within schools, teacher-champions become advocates for innovation
diffusion. They actively adapt PD processes and structures for schools and sought buy-in to spread and deepen understandings.
These findings are based on a case study of a technology-mediated innovation that has diffused to 19 schools in Singapore. Findings
are elicited through thematic analyses of documents about the innovation, observations of community discussions and interviews withresearchers, teachers, and school leaders. Implications are also drawn to show how situated PD shapes the extent of teacher learningand innovation’s diffusion pathway.

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14:45-16:15 | Room 607 (6F)

Sunday Session IV

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Diana Po Lan Sham
42804 14:45-15:15 | Room 607 (6F)

Preparing Pre-service EFL Teachers to Teach Critical Thinking: Challenges and Recommendations
Rui Yuan, The Education University of Hong Kong, Hong Kong
Paul Stapleton, The Education University of Hong Kong, Hong Kong

While the importance of critical thinking (CT) has been emphasized in English language education, scant attention has been paid tolanguage teachers’ perceptions and practice in CT teaching. In particular, we know little about how pre-service language teachers learn
to teach CT in current second language teacher education programs. Drawing on findings from an exploratory study in China, this paper
presents and discusses the personal and contextual challenges faced by student teachers in learning to teach CT. For instance, theparticipants revealed a lack of preparation and support in teacher education courses and teaching practicums, which resulted in theirlimited understanding of CT and its teaching. In order to address the challenges, the paper proposes a tripartite framework with a threefold
perspective on cultivating student teachers’ CT through language teacher education, transforming their beliefs about CT in language
education, as well as fostering their professional competence to teach CT. The three aspects need to be systematically and coherently
integrated into pre-service language teacher education practice in order to prepare competent teachers with both a critical mind and CT
oriented pedagogies.
43182 15:15-15:45 | Room 607 (6F)

Raising Students' Cultural Awareness Through Deep Culture Learning
Roxana Sandu, University of Tsukuba, Japan

There is no doubt intercultural competencies are a requisite for living and working in today’s globalized world. However, cultural learning is
not usually part of the foreign language curricula in Japan. And if it is, it typically includes elements of the surface culture, cultural aspects
visible to us, such as traditions, literature, music, food, and so on. However, in order to raise one’s cultural awareness, one has to take a
deep look into his or her “cultural settings”. This is where the deep culture, “the unspoken assumptions behind a community’s behavior”(Shaules, 2007:13) can be found. This experimental study attempts to demonstrate how a deep culture learning approach can help English
language students’ foster cultural self-awareness. It is hypothesized that being able to describe certain cultural behaviors encourages
students to become more aware of their own “cultural settings”. This presentation will focus on the practical side of developing students’intercultural competence by introducing a linguaculture learning and teaching approach (Shaules, 2016). Data is collected from threedifferent groups of freshman students, all enrolled in compulsory English Intercultural Communication courses at a national university
in Japan, over a year. The results of a qualitative analysis of 1) students’ self-reflections addressing the development of cultural selfawareness prior to attending the course, 2) students’ assignments addressing various topics, and 3) students’ self-reflections after a onetime intercultural exchange with international students, will be reported, emphasizing few students’ cases that showed either engagement
or resistance to cultural awareness development.
42772 15:45-16:15 | Room 607 (6F)The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era
Diana Po Lan Sham, Hong Kong Chinese Institute of Engineers Ltd., Hong Kong

In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain,is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in thedigital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding ofengines” (Hart, 1952, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham
(2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacityof the brain by reducing their cognitive load (Sweller, 1998). Although little research linking neuroscience and learning, Guy & Byrne(2013) emphasise how the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct
implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology andeducation is fruitful (Coch, Fisher & Dawson, 2007), and there has a great impact from neuroscience on teaching and learning including
its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with
ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychologicalfindings in order to demonstrate how significant neuroscience is on ESL teaching. In other words, understanding of neurosciencefacilitates TESL and benefits ESL teachers’ professional development in future.

114 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

14:45-16:15 | Room 608 (6F)

Sunday Session IV

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Pauline Felicia Baird
43495 14:45-15:15 | Room 608 (6F)

Remixing Drama Using the Multiliteracies Method: Integrating Ensemble Theatre into Preservice Teacher
Education in Literature
Ken Mizusawa, National Institute of Education, Singapore

This study examines a curriculum intervention strategy that I have designed and implemented for preservice secondary school teachersenrolled in a core module exploring pedagogical approaches to the genre study of drama in English Literature education. The teaching ofdrama has long been a particular area of concern in the Singapore syllabus that is often ignored, marginalised or simply circumvented
by teachers either unconvinced of its merits or uncertain of its character. While it is mandatory for all schools to cover drama, what it
actually means to have students study drama specifically in ways that are different and distinct from the other literary genres is notwidely understood and appreciated by the teaching fraternity. This intervention requires participants to engage directly with the artistic
process of drama by staging ensemble theatre, thereby giving them first-hand experience of its personal and social benefits in Literature
education. Undergirding this process is the multiliteracies method proposed by the New London Group, a remarkably robust pedagogicalframework that can operate to first compel and then empower learners to meaningfully negotiate multimodal texts. This is to acknowledge
that dramatic works are multimodal texts and that multiliteracies can be used to “remix” drama so as to bridge the practical divide
between old and new literacies – between traditional text analysis that positions students to interrogate, deconstruct and interpret a text
on paper in Literature education, and modern “remixing” techniques that allow them to be media producers by appropriating, blending andjuxtaposing a range of communicative modes.
43144 15:15-15:45 | Room 608 (6F)

Co-Teaching Practice of Expatriate English and Local Chinese Teachers in Hong Kong: A Case Study of anInternational Preschool
Jessie Ming Sin Wong, The Open University of Hong Kong, Hong Kong

To increase Hong Kong’s competitiveness in the international arena and to enhance her role in fostering exchange and stronger ties withMainland China, Hong Kong students are expected to be biliterate and trilingual in Chinese (Cantonese and Putonghua) and English.
Even though the government has actively provided language education support in the formal school system, many parents want togive their children a head start as early as possible and demand bi-/trilingual education in preschools. International preschools which
offer an immersive dual-language (English and Chinese) environment are particularly popular among middle-class families. Nonetheless,research on early education in Hong Kong focuses predominantly on local preschools, few have even attempted to understand how
teaching and learning are planned and conducted in international preschools. This study is an empirical inquiry that explores the teachingpractice of one of the longest-standing and most sort-after international preschool in Hong Kong. The preschool is known for adopting
a one-teacher-one-language co-teaching approach, where expatriate English and local Chinese teachers work as a team to provide
a total immersive language environment for children. In-depth interviews were conducted with its administrators, curriculum leaders,frontline expatriate English and local Chinese teachers, and classes and documents were observed and analyzed. Results reveal various
challenges and opportunities in the teaching practice, especially in areas such as cultural ideologies in early education. A whole-school
approach was utilized to reconcile the differences and improve coordination and collaboration among teachers. Implications for teaching
and learning are discussed.
41161 15:45-16:15 | Room 608 (6F)

From the Caribbean to Asia-Pacific: Mapping Technology Use Across, With(In), and Alongside Communities
Pauline Felicia Baird, International College of Technology, Japan

It is not whether technology matters in the classroom, but "how" it matters, notes James Porter (2002). An experience in a writingclassroom at the University of Guam caused me to examine the ways in which the pedagogical use of technology in its many forms, levels,and contexts impacts a learning community. Taking a relational approach to technology literacies, I examine what teachers can learn
about " how" they navigate personal practices, pedagogy, and curriculum design with technology to thrive and survive in changing times.
In my presentation, I map my journeys with writing technologies – from the slate and slate pencil to the personal computer and cell phone– on two continents and four island-communities. I theorize the role of each piece of technology in its geographic location and explore
how each piece has influenced my attitude, pedagogy, and educational philosophies. I share five methodologies and a framework that
educators and students can use to (re)orient their perspectives and practices regarding technology use. At the end of the presentation,
the audience will be invited to participate in a discussion of how their particular histories allow them or not to enter conversations oncommunities using technology for thriving and surviving in an increasingly digital world.

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14:45-16:15 | Room 703 (7F)

Sunday Session IV

Educational Policy, Leadership, Management & Administration
Session Chair: Qing Shao43106 14:45-15:15 | Room 703 (7F)

Factors Affecting Participation in School Vouchers: Examining the First-Year Evidence from the Senior HighSchool Voucher Program of the Philippines
Don Brodeth, Ateneo de Manila University, The Philippines
Donald Jay Bertulfo, University of the Philippines-Diliman, The Philippines

Extant literature on school vouchers focuses on its effects on student-level outcomes, which effectively trivializes the supply-side
adjustments that happen whenever school vouchers are introduced as a policy tool to expand school choice. We posit that participation
viewed from the lens of competition among schools would capture both supply- and demand-related variables that influence voucher
participation (VP) rates. Our findings show that divisions with more private schools and greater market concentration, as well as thosewith a high proportion of students enrolled in public schools have significantly higher voucher program participation rates. Furthermore,
we find that VP participation in HUCs appears to be more an opportunity- or competitiveness-related issue whereas VP participation in
non-HUCs is more an issue of access to schools and their services. We discuss these findings within the framework of firm competition
wherein we treat private schools as active agents that compete for customers (i.e., students and their parents).
40994 15:15-15:45 | Room 703 (7F)The Economics and Politics of the Shift from K to 10 Curriculum to K to 12: The Philippine Experience
Augusto de Viana, University of Santo Tomas, The Philippines

After several years of hesitation, the Philippine government finally adopted a 12-year basic education curriculum with the signing, in 2013,of Republic Act 10533, known as the K to 12 law. The law was a response to the perception that Philippine education as substandard
which resulted in Filipino graduates being discriminated against in the global workplace. As a country dependent on earnings of skilled
Filipino overseas workers, educational reforms were needed to keep pace with the rest of the world. The K to 12 law was implemented
during Academic Year 2014-2015 by adding two more years to basic education totaling its duration to 12 years. Before the passage ofthe law, basic education in the Philippines was only 10 years. Aside from lengthening basic education K to 12 demanded a new pedagogy
so the graduate can easily meet the challenges of the twenty-first century through the teaching of new skills and standards. This paper
discusses the economic and political considerations of Filipino leaders in adapting the K to 12 curriculum; the changes made so far since
its implementation through a comparison of the conditions under the old K to 10. It examines the new pedagogy now being implemented.
On the other hand, the paper tackles the logistics needed to implement K to 12; the human cost in terms of teacher dislocation andunemployment during the shift to K to 12 and what the Philippine government is doing to address these problems.
43089 15:45-16:15 | Room 703 (7F)

Objectifying Students and Commodifying Education: A Critical Study of the "Mismatch" Discourse in Technicaland Vocational Education in China
Qing Shao, The University of Hong Kong, Hong Kong

China is now producing an annual population of ten million fresh graduates from secondary- and tertiary-level institutions of technicaland vocational education and training (TVET). Statistics suggest that while more than ninety per cent of the students could find a job upon
graduation, the quality of employment, defined in terms of pay, career development opportunities, the stability of the job and so forth, canbe quite bleak. Many of the graduates soon leave their first job. In academic and policy discourse, this has often been attributed to the“mismatch” between the qualifications/skills of TVET students and the needs of employers. However, the “mismatch” discourse seems
to imply that it is always students’ and educators’ fault that TVET graduates cannot satisfy their employers. It further naturalizes the
mythologized perception that employers’ needs should enjoy a paramount priority in TVET. In this study, I adopt a poststructural approach
to inquire into the problem representation of “mismatch” in recent policy and academic discourse. The results show that students are
objectified and commodified in TVET with their desires for respect, dignity and pleasure as a person ignored. This could have led to various
problems in TVET in China despite a series of policy moves promoting TEVT by the central government. The study cries for some reflectionof employers’ responsibilities in TVET and calls for further research exploring the social and emotional needs of TVET students.

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14:45-16:15 | Room 704 (7F)

Sunday Session IV

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Mohamad Shamsuri Juhari42491 14:45-15:15 | Room 704 (7F)

Collaborative Research Writing and Social Justice Issues: A Case of Japanese Undergraduate English Learners
Paul Chamness Miller, Akita International University, Japan
Hidehiro Endo, Akita International University, JapanOne of the challenges of teaching university students in Japan is that schooling in primary and secondary grades does not teach themto think critically about society’s issues. In this presentation, the researchers illustrate how they attempted to tackle the challenge ofpromoting critical thinking among Japanese undergraduate English learners in an introductory, research-based writing course. In order
to examine this context, the guiding research question that framed this study was: In what ways does a research-oriented writing project
influence Japanese undergraduate learners’ understanding of social justice issues? The researchers approached this question throughthe lens of critical discourse analysis (Fairclough, 2003; van Leeuwen, 2008), given that students’ writing provides rich, thick data, withthe potential to serve as a window into students’ views on social events and interactions. Analysis revealed that the participants see
the injustices that exist in Japanese society. This is seen in the topics that they chose to research, their data collection procedures, andtheir interpretations of the data. The researchers also found that collective projects such as these can provide opportunities for learners
to develop critical thinking skills related to social justice issues. However, participants did not always embrace or fully understand theunderlying issues surrounding the topics they chose. For example, students’ writing suggested that they may still “blame the victim” forthe inequity they experience in their lives. The presenters will discuss these findings and the implications for other educators who arelooking to incorporate collaborate writing into the curriculum.
43379 15:15-15:45 | Room 704 (7F)

Citizenship Education Through the Lens of Kant's Theory of Education
Jon V. Hugaas, Western Norway University of Applied Sciences, Norway

In Immanuel Kant’s Lectures on Pedagogy (1803), he distinguished between prudential formation – conceived as the process oftransforming the student into a skilful citizen of instrumental public value, and moral formation – conceived as the process of guiding
the student towards moral autonomy for the sake of humanity. Kant believed that in order for education to be truly cosmopolitan it must
aim for individual autonomy and the universal good in terms of a gradual moral progress of human nature. For Kant, then, the greatest
problem of education was how to develop individual autonomy through a process characterized by heteronomy, that is, through the meansof external restraint and extrinsic motivational forces. Kant’s strategy was, to begin with prudential concerns and then move to moral
motives. My paper explores the modern concept of citizenship education through the lens of Immanuel Kant's theory of education bymeasuring different approaches to citizenship education against an ideal of cosmopolitan education. Citizenship education is a collective
term that covers different subjects throughout the world that aim for political socialization and education for citizenship and democracy.
However, the focus of this study will be restricted to comparative expressions of citizenship education in Japan and England with a view
to clarifying the nature and purpose of this education. As a theoretical study, it applies the methods of hermeneutics in a philosophicalanalysis of primary and secondary sources.
41500 15:45-16:15 | Room 704 (7F)

Equity and Meritocracy in the Singapore Education System: Can There Be a Balance?
Mohamad Shamsuri Juhari, National University of Singapore, Singapore

The Republic of Singapore is a small multiracial and multicultural island-nation. While the Malays are recognized as the country’s
indigenous group, they make up less than 14% of the total population. The Chinese, being the dominant group, form 75%, while the Indians,
at 8%, are represented as another minority group. The rest of the population comprises various ethnicities categorized as “Others”.
Because of its diversity, the government has made clear its prerogative on developing social cohesion and national identity througheducation. This is done by imposing a uniform curriculum for all types of institutions, using locally-oriented textbooks, and instilling inschools a sense of common purpose and direction. Over time, such enforcement of “uniformity” across all Singapore schools’ curricula
has led to the convergence towards an extreme belief in meritocracy; where students’ abilities are mainly differentiated based on results
attained in high-stakes examinations. Unfortunately, critics have highlighted several negative outcomes resulting from the absolute "buyin" of meritocracy. For one, socio-emotional learning is made secondary in importance to academic teaching. As a result, the nation is at
risk of developing students who may be "book smart" but lack the sensibility to understand, empathize and respect. Others point to theweakness of meritocracy in the way it fails to appropriately recognize the different “starting points” for every student’s academic journey.
This casts doubts on the chances of these pupils doing well in a completely meritocratic environment.

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14:45-16:15 | Room 705 (7F)

Sunday Session IV

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Li-Yueh Chen
43101 14:45-15:15 | Room 705 (7F)

Responsible Management Curriculum for Senior High School Students: An Integrative Model for Innovative
Education
Leandro Loyola, De La Salle-College of Saint Benilde, The Philippines

The United Nations' Principles for Responsible Management Education (UN PRIME) envisions the realization of the sustainable
development goals through responsible management education. It is believed that providing business students with the proper educationand the right (humane and just) values on management focusing on the importance of sustainability, responsibility, and ethics, would helpchange the landscape of how businesses are run that would eventually make a difference and create a positive impact in the society. This
paper presents a blueprint of how the UN PRIME may be used as a framework and innovative approach to education by integrating theprinciples for responsible management in the development of the curriculum for senior high school students in the Philippines.
42093 15:15-15:45 | Room 705 (7F)

Sustainable Learning Space and Green Star Rated Educational Buildings in Australia: The WSU ExperienceZa Manaf, Western Sydney University, Australia
Mohammad Al Bukhari Marzuki, Politeknik Sulatan Azlan Shah Behrang, Malaysia

Universities, including Western Sydney University (WSU), have acknowledged the responsibility "through their teaching to equip thenext generation of leaders, innovators and thinkers to understand the global challenges facing the world and the role they can playin rising to meet these challenges". In becoming an educational signatory to the Pacific Initiative the University has committed toprovide sustainable learning space and educational opportunity for our students to acquire the knowledge and skills needed to promotesustainable development. As an SDG educational signatory, the University is well placed to meet this educational commitment. More
importantly, the School of Business located in the Parramatta City Campus building, which is a five-star Green Star rated provides a newand state of the art learning space where technology-rich learning studios have replaced the traditional lecture theatres. Other facilities
include shared and individual students’ spaces encouraged interactive learning while enclosed individual spaces provide quiet space forindividual learning are among other facilities in the students’ focussed learning space provided at WSU School of Business. This paper
explores the importance of providing such sustainable learning spaces and whether there is a strong and significant relationship between
a university’s ranking and rating and its commitment to provide Green Star rated building in campuses in Australia.
44075 15:45-16:15 | Room 705 (7F)

Using Social Innovation to Implement Weixin Shengjiao Doctrine in Lifelong Education
Li-Yueh Chen, Weixin Shengjiao College, Taiwan
Chen-Mei Li, Weixin Shengjiao College, Taiwan

In the past decade, the concept of social innovation has been constantly looked at and examined by scholars, for-profit organizations,non-profit organizations and the government, and has been widely explored and applied. Taiwan is facing the problem of an aging
population and low birth rate. It is therefore of the essence to be able to maintain harmony and stability in society. This study conducts
individual case studies to explore how the new religious, Weixin Shengjiao applies the concept of social innovation to implement its
doctrine through lifelong education, and to help the government create a harmonious society. The research found that the central tent of
the Weixin Shengjiao is the fusion of I-Ching, Feng-shui, with the thoughts of the three teachings in Chinese culture, to pass on and further
promote Chinese culture in modern society. In 1994, the founder of Weixin Shengjiao, Grand Master Hun Yuan, created a lifelong education
platform known as I Ching University. The university has three major foci, which implements the core essences of the Weixin Shengjiao
of moral, life, environmental, filial piety and cultural education. Based on the local humanistic, social and economic features, I Ching
University uses practical, current, realistic innovations for widespread distribution, in order to nurture talent and create a harmonious
society. Secondly, it was found that the social innovations undertaken by Weixin Shengjiao produced positive attitude in the intervieweeson the three aspects of fulfilling human needs, changing the connecting relationship in society and increasing social welfare and benefits.

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14:45-16:45 | Room 707 (7F)

Sunday Session IV

Panel Presentation: Cultural Reproduction and Education Inequity
Session Chairs: Tien-Hui Chiang & Jinghui Gao | Session sponsored by Zhengzhou University, China
43016 14:45-15:15 | Room 707 (7F)The Studies of Habitus in China

Jinghui Gao, University of Zhengzhou, China
P. Bourdieu argues that habitus functions as a crucial element in determining students’ academic performances, which develops within asocial space, in which cultural capital is invested by parents. As economic capital enables middle-class parents to provide their children
with a great volume of cultural capital, this irreversible transmission constitutes the phenomenon of cultural reproduction showing that
middle/ upper-class students and working-class students situate at a privileged position and an unprivileged one respectively. This
linkage further indicates that schools don’t only entitle the ruling group the sacred status but also implicitly deliver the mechanism ofsocial control leading to remain the phenomenon of class reproduction. When the market reform in China has accumulated a great volume
of wealth, the boundary between social classes becomes more visible than in the past. Therefore, this article aims to explore the influenceof habitus on educational inequity through reviewing the associated studies.
42973 15:15-15:45 | Room 707 (7F)

A Study at the Constitution of Students' Family Backgrounds of an Elite University in the Perspective ofCultural Capital
Fasheng Ju, Zhengzhou University, China

According to P. Bourdieu, educational outcomes are not mainly determined by mental abilities but habitus that develops within the social
space in which parents convert their economic capital into cultural capital. Therefore, middle/ upper-class students situate a privileged
position and working-class students are in an unprivileged status and such a difference, in turn, constitutes educational inequity. This
relation suggests that the enrollment percentage of middle/ upper-class students at top universities should be much higher than that of
their working-class counterpart. In order to examine this possible linkage, a questionnaire, which focused on the interplay between familysocioeconomic status, cultural capital and educational achievement, was distributed to 114 students of an elite university, who wererandomly sampled. The findings confirmed the theory of cultural capital.
42748 15:45-16:15 | Room 707 (7F)

Ethnicity and Access to Higher Education in Malaysia in the Perspective of Cultural Capital
Chai-wei Toh, Zhengzhou University, China

The habitus theory, developed by P. Bourdieu, has been extensively applied to explore educational inequity. It hypothesizes that students’
educational performances are not rooted in their mental abilities, such as IQ and EQ, but reasoning ability, conceptualized as habitusthat develops within a specific type of social space in which their parents invest cultural capital that requires the support of economic
capital. Equal access to education among the three ethnic groups in Malaysia (Malay, Chinese and Indian) is major issue. Due to the
racial riots of May 1969, the Malaysian government implemented the New Economic Policy (NEP) in 1971 to eliminate social inequity
and promote racial unity through education (Malakolunthu 2009). However, the policy benefited the Bumiputera (Malay and indigenous
groups) by establishing a quota system that provided a preferential policy for Malay students in terms of access to higher educationand government scholarships. From the view of embodied cultural capital, Bumiputera has advantage over Chinese and Indian students
in terms of admission to public universities. This opposed structure makes Chinese students to either study in private universities orabroad. The quota system was cancelled under the view of education globalisation and equality in 2001. This paper aims to discuss
access to higher education among the different ethnic groups after the cancellation of the policy using cultural capital theory. Over time,the embodied form of cultural capital benefits Bumiputera students to gain access to higher education, but non-Bumiputera students arealso having higher chances of higher education access through the “habitus” concept.
43110 16:15-16:45 | Room 707 (7F)

The Internet "Reduces" the Inequality of Education Outcome: A Heterogeneity Analysis on the Impact ofInternet Use on School Achievement
Botao Gong, Nanjing Normal University, China

Based on the data from “China Education Panel Survey” (2013-2014), this article discusses the differences of the effects of internet use
on middle-school students' school achievement among the stratified families and schools in China. It shows that the effect of internet use
on students' school achievement depends on the duration; the effect is negative for more than three hours but not significant for less than
three hours. Students from families of higher socioeconomic status or high-quality schools access more Internet resources but spend
less time using the Internet; moreover, the negative effect tends to be bigger in students from families of high occupational status, nonagricultural household and high-quality schools than those from families of low status, agricultural household and low-quality ones. The
Internet, in a way, makes the dominant class more vulnerable to its negative effect to narrow the gap between different groups in terms ofschool achievement. In the other words, the internet is reducing the inequality of education outcome.

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14:45-15:45 | Room 708 (7F)

Sunday Session IV
Workshop Presentation

42852 14:45-15:45 | Room 708 (7F)

St. Carries Center SMART (Science, Math, Art, Reading, Technology) Academy Earth Science: A Global ProjectBased Learning Collaborative
Darleana McHenry, St. Carries Center, United States

Global Environmental Science drives the instruction for the SMART Academy. We teach core concepts using hands-on activities in Earth,
Physical and Life Science. We use organic gardening to create ecosystems to show how living organisms depend on one another andthe environment for survival. St. Carries Center registered in four states in the USA, California, Arizona, Tennessee and Mississippi, three
Countries, USA, Kenya and Tanzania use project-based learning to demonstrate that the global water demand which doubles every 20
years, at more than twice the rate of human population growth is a global issue. Pollution and over-extraction in the world have reduced
the ability to meet the demand for water on a global scale. Water shortage is a worldwide problem. We design enrichment activities forchildren to act locally to address this global problem. Water is Earth’s most precious and scarce resource. The Earth is covered withwater yet only about 3% is fresh water. Freshwater animal species are disappearing five times faster than land animals. This crisis affects
all species and impacts the world ecological system. We use Environmental Science to implement project-based learning in locations
throughout the world. Students can study the environment in their locality and make an impact on Water Conservation to create a healthyplanet for all.

120 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

16:45-18:15 | Room 603 (6F)

Sunday Session V

Educational Research, Development & Publishing
Session Chair: Yoshihiko Yamamoto
43069 16:45-17:15 | Room 603 (6F)A New Definition and Vision of Student Mentorship: A Research Study Conducted by Honor Student
and Professor of Speech at South Carolina State University, USA
Delindus Richard Brown, South Carolina State University, United States

Operationally, descriptive research in this study will define the making of a New Student Mentor and outline responsibilities ofthis new student leader on the college campus. The New Student Mentor(s) and tenured faculty will be argued as key
sources of support for targeted peer-student enrollees. Studies in higher education show that tenured associate professors andprofessors can help support the academic and professional objectives of both student mentor and peer-student enrollee. The
experimenter for this study believes that interpersonal dyads consisting of New Student Mentor and a tenured member of the faculty
can: 1) Give advice on selection of a major area of study and recommendations for successful program completion; 2) Assist
peer-student enrollees, (freshman, and /or adult student) to create powerful resumes at the beginning of course-enrollment; 3)
Advise students in friendly interpersonal dyads when engaging in problem-solving matters; and 4) Answer questions and use
human communication skills to enhance better decision making on issues of campus life. Current evidence suggest that student
leaders can become catalysts to other students in search of better ways to reach academic, social, and professional goals. Qualitative
findings will be used to argue that the New Student Mentor can be an effective human tool to peer-student enrollees in the learning
process. This study will explain how utilization of the New Student Mentor will be targeted across interdisciplinary programs,
increasing the number of peer-student enrollees chosen as subjects for participation in the study.
43297 17:15-17:45 | Room 603 (6F)

Fake Research in a Fake World, From the Cave to the Light
Bernard Montoneri, National Chengchi University, Taiwan

From 1665 to 2009, more than 50 million papers have already been published worldwide. Thanks to the Internet, most articles
are accessible online and scholars can share their research with a growing network of their peers and with the general public. For
various reasons, such as the “publish or perish” culture of academia, some graduate students, professors, and scholars resort toacts of academic misconduct, including plagiarism and even more disturbing, the publication of fake data and studies. This
presentation will discuss Plato's Allegory of the Cave and the growing issue of fake information being disseminated around theworld in all kinds of academic journals and conferences, from the least reputable to the most renowned. Are some researchers
living in a shadow world? Should scholars be defined by how many publications they have no matter how much they bend thenotions of truth and reality? Narcissism is at an all-time high and some people are using technology to inflate their publication
record and citation count, to distort reality and to spread false information. We will focus on three issues related to a lack of ethics
and distorted application of modern technology: 1. The use of fake positive peer-review online and the stealing of reputablescholars’ identity, 2. The submission via the Internet of plagiarized and copyrighted content, and 3. The damaging new trend ofcomputer-generated fake papers. Finally, we will discuss some possible solutions to at least reduce the publication of fake data andstudies and their negative impact.
43151 17:45-18:15 | Room 603 (6F)

Plagiarism in L2 Writing: Perceptions of Both EFL Teachers and Learners Towards Plagiarism
Yoshihiko Yamamoto, Shizuoka University, Japan

Past studies of L2 writing among Japanese university students such as Wheeler (2009) and Kobayashi & Rinnert (2002 & 2008) madea great contribution to L2 writing research. The author of this study also teaches L2 writing in a Japanese university and teaches
students how to avoid plagiarism in writing assignments. However, while many undergraduate students complete their reference lists
at the end of their writing assignments very well, others completely forget to make, in particular, in text references within paragraphs intheir writing assignments. This study therefore aims to examine the perceptions towards plagiarism of both lecturers
and undergraduate students in the Japanese university. It also aims to find effective teaching of how to avoid plagiarism in L2 writing.
This study adopts small-scale questionnaires for 12 Japanese lecturers and the interviews of seven Japanese undergraduate
students were conducted. The results show that lecturers found evidence of plagiarism on writing assignments from somestudents even though they had taught how to avoid plagiarism in their classes. From the students’ perspective, someundergraduates found it difficult not to forget including in-text references on their writing assignments because of their lack of L2
writing experiences. Based on the results of this study, the author attempts to discuss how undergraduate students can improve
both their attitude towards plagiarism and skills to avoid it.

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16:45-18:15 | Room 604 (6F)

Sunday Session V

Professional Training, Development & Concerns in Education
Session Chair: Wendy Hiew
42549 16:45-17:15 | Room 604 (6F)

Teacher Professional Development Through Distance Education: The Ghanaian Experience
Ellen Abakah, University of Technology Sydney, Australia
Jacquie Widin, University of Technology Sydney, Australia
Nina Burridge, University of Technology Sydney, Australia

In spite of the global interests in teachers continuing professional development (CPD), Ghana is yet to institutionalise the implementationof well-designed CPD policies to guide teachers’ practice. At present, professional development opportunities entail teachers’ participationin hardly organised in-service training and workshops activities. Consequently, continuing education through distance education has
emerged to be the most viable opportunity to update professional knowledge in order to improve practice. While teachers are increasingly
seeking professional development through this approach, there are relevant issues associated with this practice which this study seeks toaccount. Issues raised include the relevance of qualifications sought by these teachers in relation to their classroom practices as well as
the loss of instructional hours owing to their participation. With a recent ban on newly trained teachers’ pursuit of continuing education,
this study contributes to the ongoing debates by using data collected from sixteen teachers and six educational stakeholders in qualitativeinterviews. The aim is to present an account using teachers’ CPD experiences on one hand and that of educational stakeholders on theother to suggest ways of improving CPD practices for Ghanaian teachers. In spite of the significance of continuing education to teachers’
professional development in Ghana, the study recommends a more regularised and systematic ongoing learning activities for teachers
CPD practices. Issues associated with teachers’ continuing education need urgent redress to ensure teachers’ development do not affectteaching and learning in the classrooms.
42074 17:15-17:45 | Room 604 (6F)

Silent Tears, Shattered Dreams: Causes and Consequences of Early School Leaving in the Province of Quezon
Antonio Romana, Southern Luzon State University, The Philippines
Amelita Gaerlan, University of Santo Tomas, The Philippines

Early school leaving (ESL) has been the first qualitative research in the province of Quezon to focus on investigating this kind of
phenomenon. This paper argued that ESL reflects the negative consequences that may affect children once they did not continue theireducation such as economic disability, juvenile and other problems related to the social, emotional, and cognitive needs of children. This
investigation utilized qualitative research using case study design which aimed to investigate the causes and the consequences of earlyschool leaving. Participants were recruited by means of a snowball technique. They are composed of 15 early school leavers and 15
parents/guardians. During the interview ethical considerations were observed. The data were collected using a semi-structured interview
that enabled the researcher to extract from the participants the needed information for the study. With the aid of a video recorder, every
significant detail that the respondents revealed was clearly captured and recorded. Data collected were transcribed carefully. Afterwards,
they were subjected to coding in order to group the similar contents needed to sort the data for later analysis using thematic analysis.
Findings revealed that familial, personal, school-related dimensions influenced these school-aged children to leave the school early while
emotional and personal vulnerability were the negative consequences experienced by the participants.
41517 17:45-18:15 | Room 604 (6F)The Enhancement of Stephen Huber's Theoretical Framework for the Evaluation of a Teacher Professional
Development Programme
Wendy Hiew, Universiti Malaysia Sabah, Malaysia

This paper presents an enhanced theoretical framework for theory-based empirical research and evaluation of teacher professional
development proposed by Stephen Huber. The theoretical framework was adopted in doctoral research, which is completed, that looked
into a teacher education programme in Malaysia called Professional Up-skilling of English Language Teachers (ProELT). The reason
for adopting Huber’s theoretical framework was due to the comprehensive components to assess multiple aspects of a professional
development programme: 1) Background conditions of the participants in regard to their professional and personal needs; 2) Participants’
judgement of the programme; 3) Participants’ perception of the program; 4) Participation in the programme; 5) Features of the program;
6) Individual or group participants; and 7) Impact of the programme. The findings revealed some major limitations of the programme:
the coursebook materials; selection of participants; and the amount of follow-up support. These were found to have had had a negative
emotional impact on the teachers and compromised the potential benefits of the programme. Hence, these findings generated four
new components that were added to Huber’s theoretical framework: 1) Selection of participants; 2) Incorporation of the Adult Learning
Principles in the design of a programme; 3) Follow-up support for teachers; and 4) Assessment of the program impact that aligns withthe objectives of the programme. It is hoped that the enhanced theoretical framework would provide educational researchers with a wider
perspective in the research and evaluation of teacher professional development programmes.

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16:45-18:45 | Room 605 (6F)

Sunday Session V

Professional Training, Development & Concerns in Education
Session Chair: Jing Yan
43333 16:45-17:15 | Room 605 (6F)

Sources of Teacher Efficacy of Non-Thai-Non-Native Pre-service Teachers
Anupong Tuaynak, King Mongkut University of Technology Thonburi, Thailand
Punyapa Saengsri, King Mongkut University of Technology Thonburi, Thailand

As teacher efficacy can be a vital factor to the learning outcomes of students, knowing the sources of this efficacy may be beneficial for teacher education
programs to help preservice teachers become more efficacious. Therefore, this study was conducted to investigate the sources of teacher efficacy of nonThai-non-native pre-service Teachers working in Thailand in three aspects: student engagement, instructional strategies, and classroom management(Tschannen-Moran and Woolfolk Hoy, 2001). Four MA participants at the School of Liberal Arts, at King Mongkut’s University of Technology Thonburi
participated in this qualitative study. The findings suggested that mastery experience, vicarious experience and verbal persuasion are the sources ofteachers’ efficacy. The findings also reveal that there are other sources of efficacy such as personal factors that can be a more prominent source for thepreservice teachers. On the basis of these findings, the pedagogical implications and suggestions are included in this paper.
44045 17:15-17:45 | Room 605 (6F)

How Can Design Competitions Enhance Students' Learning Motivation and Professionalism? A Case Study ofFashion Design Undergraduates in Hong Kong
Ling Jenny Cheung, Technological and Higher Education Institute of Hong Kong, Hong Kong
Yui-yip Lau, Hong Kong Community College, Hong Kong
Man-Hin Eve Chan, Technological and Higher Education Institute of Hong Kong, Hong Kong
Chi-Kuen Danny Ho, Hang Seng Management College, Hong Kong

To be successful in creative industries like art, fashion and design, students need to develop their professional capacities in deploying creativity
and intellectual capital in collaboration with other parties to provide goods and services with cultural, artistic and innovative contents. One
effective approach is to nurture students’ professionalism and enhance their learning motivation is collaborative competition. This is particularly
relevant for undergraduate fashion design students because it allows them to explore the industry’s competitive nature before graduation. Moreresearch is needed to enhance our understanding of students’ learning processes and outcomes of participating in design competitions. In
response, we carried out a case study, in which semi-structured and in-depth interviews were conducted with participants of the International
Footwear Design Competition organized by the Confederation of International Footwear Conference (CIFA) in 2017. Interviewees include
undergraduates enrolled in a higher education institution in Hong Kong, competition organizers, tertiary educators and industry partners.
The interviews were carried out to examine the process and outcomes of student design competitions. The case study aims to answer thefollowing research questions: 1) What are the key changes in the learning experience of undergraduates after participating in a collaborativecompetition? And 2) How does competition enhance the motivation of students to learn and develop professionalism in the context of fashion
design? This study concludes that student design competitions are an effective pedagogical tool for nurturing the desired graduate attributes(i.e. motivation for lifelong learning and professionalism) by applying theoretical knowledge from higher education to real life situations in theindustry. Academic and managerial implications of the findings are also discussed.
43176 17:45-18:15 | Room 605 (6F)Video-Based Professional Development for Senior High School Mathematics Teachers' Developing Teaching Competence
Haw-Yaw Shy, National Changhua University of Education, Taiwan
Ting-Ying Wang, National Taiwan Normal University, Taiwan

Mathematics teachers in East Asian countries can teach concepts and demonstrate problem-solving to their students correctly. What they needin teacher professional development (TPD) activities is to deepen their mathematics understanding by figuring out the core ideas of mathematicalconcepts and to learn how to instruct those ideas. This study aims to explore senior high school mathematics teachers’ learning in video-based TPD
activities aiming to cultivate teachers’ understanding of core ideas. The study adapted Shulman’s six-stage model for teaching pedagogical reasoning
and actions – comprehension, transformation, instruction, evaluation, reflection, and new comprehension – to conduct TPD activities and to investigate
teachers’ growing. One teacher educator in the field of mathematics videotaped his own teaching in secondary schools to show how core ideas canbe delivered. Watching videos is the intervention between translation (design teaching plans) and instruction. The participating teachers (PTs) wereasked to modify their teaching plans after watching the videos. The teacher educators in mathematics education explained and discussed with PTs inall stages regarding the teaching videos and PTs’ teaching designs. In this paper, two PTs’ learning of the core ideas regarding vectors will be reported.
Content analysis was conducted to analyze PTs’ teaching plans and the discussions. The findings include that 1) TPs developed understanding ofcore ideas in the video-based TPD activities but still cannot transform their comprehension into their teaching plans; and 2) TPs’ different MCK, MPCK,
willingness to reflect, and confidence influenced their focuses when watching videos and their willingness to modify their teaching plans.
43545 18:15-18:45 | Room 605 (6F)

Characteristics of Action Research in Chinese Language Teaching in Singapore
Jing Yan, Singapore Centre for Chinese Language, Singapore

Action research has been promoted as an approach for teachers' professional development. Distinguished from traditional researchmethodology, action research is characterized in solving problems in an authentic environment, reflections, cyclic processes, and mixed usageof research tools. However, the practice can be influenced by socio-cultural factors. Research has suggested that Singapore’s socio-cultural
factors, such as “top-down” culture, productive efficiency and "Kiasu syndrome (afraid of losing)", may have influenced the way teachers
implement action research. This study reviewed 95 action research reports in Chinese language teaching from various sources including local
teacher journals, conference proceedings and books. The researchers have coded reports in terms of motivation and topics, cycles, researchmethods and reflective practice. The results revealed that Singapore teachers implemented action research in a quantitative approach by which
pre-tests and post tests are the most frequently used research methods. Meanwhile, teachers paid limited attention on reflection and cyclic
processes. The implications for professional development and teaching are discussed accordingly.

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16:45-18:45 | Room 607 (6F)

Sunday Session V

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Debbie Kate Salvo
43498 16:45-17:15 | Room 607 (6F)

Thai University Students' Perceptions and Practices of Smartphone Use for English Language Learning
Siriluck Wechsumangkalo, Dhurakij Pundit University, Thailand

Mobile learning is now a growing trend in learning languages. Mobile devices like smartphones are commonly used by university students
in their daily lives and are also commonly allowed in classrooms. There have been an increasing number of language learning applications.
Previous studies have suggested that those applications on smartphones can help develop students’ language skills. Conducted withEnglish major students at a private university in Thailand, the present study aims at investigating how the students perceive the benefitsof smartphones for learning English and how they use their smartphones to improve their English skills. The students were asked tocomplete the online survey, with Likert-scale items and open-ended questions. The data collected from 122 respondents were analyzed
using basic descriptive statistics. The results reveal the students’ positive perceptions of smartphone use for English language learning(average score: 4.05/5). They agree that smartphones can help them improve their English skills – especially vocabulary, reading, andlistening respectively. The results also show that most students use their smartphones to improve their English skills – especiallyvocabulary, listening, and reading respectively. The students’ responses to open-ended questions allow teachers and researchers to learn
more about their perceptions and practices. The implications of the study are also discussed.
43702 17:15-17:45 | Room 607 (6F)

Digital Technology Use of Teachers and Students and Their Perceptions of Technology Integration into the English
Curriculum in Thailand
Pornnicha Weerakanto, University of Arizona, United States

In this digital age, many CALL scholars affirmed the leverage of digital technologies and social media to access enormous authentic
online resources. Moreover, technologies can increase students’ motivation, their learning outcome and make teaching and learning
more constructive and engaging. However, no research to date explored in depth the digital technology use of students and teachers
and their perceptions about technologies for teaching and learning in the Thai context. In response to a call for teachers to incorporate
digital technologies into the curriculum, this qualitative study investigated how English language in-service teachers and students at
a Thai private university use digital technologies for academic and non-academic purposes. The study also explored their perceptionsof technology incorporation into the English curriculum. The study’s objective is to raise awareness of practitioners, researchers andpolicy-makers to create innovative technology-enhanced language learning activities to develop students’ digital technologies. It is
widely accepted that digital literacies are essential skills to survive in the age of emerging digital literacies. For data triangulation, thefindings were derived from five sources including teacher and student surveys, teacher interviews, student focus group discussions, classobservations and artifacts. The findings revealed that teachers and students felt positive with technology integration into the classrooms,
but some hurdles and discrepancy were discovered. The students were more skillful in using the various types of digital technologies
and social media than the teachers. Overall, this study will fill a gap of literature on digital literacies, teacher education and technologyenhanced language teaching and learning in Thailand.
43131 17:45-18:15 | Room 607 (6F)

The Investigation of College Students' Online Learning: Social Media as an Example
Szu-Yu Ruby Chen, Chung Yuan Christian University, Taiwan

The importance of digital communication on social media has gradually attracted the attention of researchers from disciplines in social
sciences. The aim of this study is to examine college students’ perception of online learning and peer relation through the use of social
media in digital communication. Qualitative interviewing, composed of eight participants, aged 21-22, from a university in northern
Taiwan, was used as an instrument. The analysis was carried out with a focus on participants’ perception of online learning. Results
show that the concepts of relationship and identity, interaction, as well as addressivity (readership), should be considered. Through digitalcommunication, college students make use of these affordances to foreground their friendship and cultural bond with peers, constituting
an affinity space to share common knowledge and conventions. Moreover, college students have reshaped the nature of communicationby learning an extended set of orthographic choices on social media in digital contexts. Although further developmental work is stillneeded for future research, the newness in digital communication, by all means, constitutes a new way of learning.
42388 18:15-18:45 | Room 607 (6F)

Online English Teaching Materials in the Philippines: An Evaluation of Teaching and Learning Materials for Korean
Adult Learners of English
Debbie Kate Salvo, University of Sussex, United Kingdom

The emergence of Computer-Assisted Language Learning (CALL) has become a normal part of the practice of English language
teaching. Through the latest developments in technology, the world of teaching and learning has also shown the latest trends instudying and learning English in creating a virtual environment. Thus, the spread of teaching and learning English online is becoming
an industry in most non-English speaking countries. The focus of this research is on the teaching and learning materials used in thePhilippines in one of the Korean online English teaching companies. The literature describes several studies made by other researchers
regarding the development and evaluation of English as a Foreign Language (EFL) materials used in a face-to-face setting. Also, it
presents other skills which teachers must develop which is slightly different from English teachers teaching in an EFL classroom inorder for them to come up with their own style of teaching online. Qualitative analysis was used to analyse and interpret the data froma small number of respondents. The results show how teachers perceive the advantages and disadvantages of online English teaching
including the effectiveness of the materials provided by the company. Based on the evaluation, the results also show that most of
the coursebooks were designed for a face-to-face setting. Also, the content and layout must be altered in a more efficient way whichsignificantly reduces the credibility of the materials.

124 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

16:45-18:45 | Room 608 (6F)

Sunday Session V

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Ying-Feng Wang
42676 16:45-17:15 | Room 608 (6F)

Effectiveness of 2C-2I-1R Lesson Log Format in Dr. Juan A. Pastor Memorial National High School: Basis for
Localized Guidelines
Nenita Adame, Dr. Juan A. Pastor Memorial National High School – Senior High School, The Philippines

Certain considerable issues have revolved around the systematic transcription of Curriculum Guide (CG) into a Daily Lesson Log (DLL) in the
Senior High School context. Some problems have been identified as resulting from board curriculum competencies in relation to executable
pedagogical classroom strategies. As such, the primary objective of this paper is to assess the effectiveness of re-contextualizing the aligningof CG with DLL given a certain socio-cultural setting of an educational academic milieu, by utilizing a pedagogical strategic framework
known as 2C-2I-1R thru the results of the pre-test and post-test during the delivery of the lessons in a quarter. The primary claim of thestudy is that, to develop pragmatically executable localized guidelines of Daily Lesson Logs, would reduce the likelihood of misalignment of
DLL with CG, given the constructivist pedagogical approach of the current Philippine educational system.
43270 17:15-17:45 | Room 608 (6F)

Exploring the Role of Teachers in Converting Teaching Materials: An Analysis of Teachers' Instructional
Strategies for Argumentative Writing in Singapore
Yan Ni Tan, Singapore Centre for Chinese Language, Singapore
Jing Yan, Singapore Centre for Chinese Language, Singapore
Xin Du, Ministry of Education, Singapore, Singapore

Many educators and researchers see published materials in a mandated textbook, as the efforts of content experts to improve teachingthat should be adhered closely to. It is stated that curriculum intentions have been formulated into a textbook with appropriate designs
for implementation (Valverde et al., 2002). However, the classroom practice is sometimes different from instructional designs. This study
investigated the difference by using classroom observation and discourse analysis. The participants of this research are four Chinese
language teachers with different seniorities. In this study, we are primarily concerned with the teaching of argumentative writing skill in the
Chinese language. The research questions in this study are 1) What are the teaching strategies of argumentative writing by the participatingteachers? 2) What are the differences and similarities among these teaching strategies? And 3) Are the teaching strategies aligned with theguidelines stated in the textbook? The results and findings from classroom observations indicated that teachers developed a spectrum ofpedagogical strategies from the ubiquitous material, which can be categorized mainly into four categories: adaptation, contextualization,
participation and comparison. The significance of this study is to offer insights about the role of teachers in converting instructional materials
into relevant classroom practices, while also to identify a potentially neglected area in pre-service teacher’s training.
43366 17:45-18:15 | Room 608 (6F)

Reconceptualizing Tesl Training for Pre-service Teachers: A Translanguaging Pedagogy Perspective
Daniel Chang, Simon Fraser University, Canada

A traditional TESL training course often focuses on training pre-service teachers how to teach and what to teach in a classroom setting.
Cummins (2007) raises important pedagogical practices that bear many monolingual assumptions in today’s language learning classrooms.
Many introductory TESL courses/programmes, for instance, approach language teaching and learning issues from a deficit-oriented
perspective, meaning that many TESL methodologies and SLA theories assume the importance of teaching learners how to “sound like” anative speaker. The present paper, thus, problematizes the current monolingual-bearing TESL practice in a multilingual society. Using theautoethnographic lens, the present paper reports on the author’s own experience as a TESL trainer for an advanced elective TESL course at
a medium-size multilingual Canadian university. The author redesigned the 12-week long TESL course, tailoring the most updated applied
linguistic theory and research – translanguaging – to the needs of the pre-service teachers in today’s multilingual classrooms. Drawing
resources from the pre-service teachers’ linguistic repertoire, the author designed several translanguaging TESL activities that help the preservice teachers to fully understand the current global state of multilingual education. The present paper also points to some pedagogicalimplications for connecting the gaps between translanguaging practice and translanguaging pedagogy.
44122 18:15-18:45 | Room 608 (6F)Elementary Pre-service Teachers' Capabilities in Designing Inquiry-Based Science Activities
Ying-Feng Wang, National Taichung University of Education, Taiwan

The purposes were aimed to enhance the elementary pre-service teachers’ creativity, problem-solving skills, and to explore their capabilities
in designing inquiry-based science activities. In Taiwan, inquiry-based learning is emphasized in the new national curriculum guidelines;
meanwhile, instructional design is also driven by the trends of STEM education. The objectives of science teaching and learning lead toinspiring the students’ creativity, critical thinking, reasoning, problem-solving, flexibility, adaptive thinking, collaboration and communication.
In the study, thirty-five elementary pre-service teachers enrolled a three- semester hour course with an emphasis on nurturing scientificcreativity to complete a sequence of inquiry-based activities, such as problem and project-based learning activities. Pre-service teachers
collected the information, generated new ideas and take actions to solve the problems under the problem setting. They did the projects
integrating STEM education, such as robot walking, robot competition, organ king, and toy car powered by reused materials. During theprocesses, more creative student work was generated through their brainstorming and critical thinking. Besides, pre-service teachers had todevelop new science training activities for elementary pupils with an emphasis on scientific inquiry. The instruments were developed by the
researcher and validated by ten researchers; including the checklist of mind maps and the questionnaires of measuring student creativity,
problem-solving skills and abilities in designing inquiry-based activities. Data were collected from students’ mind maps, hands-on activities,
teaching plans, questionnaire and personal interviews. The results indicated that ninety-five per cent of pre-service teachers performed wellin designing inquiry-based science activities.

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16:45-18:45 | Room 703 (7F)

Sunday Session V

Education, Sustainability & Society: Social Justice, Development & Political Movements

Session Chair: Anju Gurawa
42801 16:45-17:15 | Room 703 (7F)

The Role of Non-Formal Education in Developing Rural Youth Empowerment
Gusti Agung Ayu Pramitasari, Charles Darwin University, Australia

Unemployment remains a real concern for developing countries like Indonesia. The pace of employment growth is much slower than
population growth, with the highest unemployment rate being among youth, who are encountering difficulties finding their place in thenational workforce. Along with unemployment, poverty is an entrenched social and economic challenge. This paper draws on the workof Bourdieu’s use of social capital to explore how a non-formal education center has established greater educational opportunities andstudents’ achievement has gone beyond expectation. Taken from interviews with young people who attend the learning center I explore
how a non-formal education setting has been able to support rural youth empowerment and develop agency in overcoming disadvantage.
I argue that it is important to provide better education and guidance for youth in developing their agency in order to overcome theirdisadvantage. Non-formal learning is often the most appropriate educational strategy and thus a better choice than formal educationin the context of disadvantage youth in the rural community. This research will be useful in informing policy production with regard toeducation, employment and socio-economic disadvantage.
41280 17:15-17:45 | Room 703 (7F)

Empowering a Marginalised Society: Alternative Education Provision for the Undocumented Children of
Sabah, Malaysia
Rose Patsy Tibok, Universiti Malaysia Sabah, Malaysia

Although education as the unequivocal right of every child is manifested in the 1948 Universal Declaration of Human Rights and 1990
Convention on the Rights of the Child, formalised school learning is still proving to be inaccessible to many children worldwide due tofactors of displacement and national policies on citizenship (UNICEF, 2015). For the undocumented communities in the Malaysian stateof Sabah, the absence of legal documentation proving citizenship or country of affiliation deprives them of many aspects or norms of aregulated society in terms of security, education, welfare, health care, and basic fundamental rights. It is, however, the lack of educationor access to it that has far-reaching implications on their children. Without valid identification and registration in government databases,
the affected child becomes officially “invisible” or “non-existent” thus subjected to systematic exclusion from mainstream education.
Alternative education programmes (AEP) whereby the teaching and learning is structured to provide "alternative means of access to
education" to those excluded from mainstream education through factors of "age, gender, ethnicity or geographical location" (IIEP,
2009:2) are implemented as an immediate, albeit temporary, redress of this situation. This paper presents an overview of the alternativeeducation initiatives for the undocumented children in Sabah and examines the challenges associated with the implementation oflearning that provides rigor, quality, validity, value and a way forward for this marginalised group. The paper concludes with a frameworkof recommendations to ensure the ultimate aim of education for all could be realised.
43427 17:45-18:15 | Room 703 (7F)

Social Inclusion: A Systemic Approach to Child's Well-Being
Manju Rajput, Modern School, India
Ruchi Thakkar, Modern School, India

The presentation will serve as a guide for teachers in contributing to the child’s well-being. It will also enable them to transform theenvironment into inclusive and equitable learning spaces. In this paper, we have focused on the ecological systems theory which clarifies
the role and importance of school and teachers as caretakers in a child’s life. It explains the connections we need to make in bringing
about a positive change in a child’s life and contributing to his well-being. Firstly, by placing the child in the center of different layers of theenvironmental system and secondly, by connecting all the microsystems that are closest to the child which includes his neighborhood,child care facilities and family. It also connects the circle of Macrosystem which includes the government educational policies and its
commitment to universal education in India. Macrosystem is a determinant of the functioning of other systems in a child’s life.
43346 18:15-18:45 | Room 703 (7F)

Dropout of Teenage Girls from Schools in Rajasthan, India: Causes, Consequences and Remedies
Anju Gurawa, Delhi University, India

This paper is based on the dropout of girls students which is 70% to 80% in India for the age group of 9 to 19 – when girls are going throughthe menstruation cycle. Because of the lack of awareness, social shame, and the lack of sanitary napkin availability, girls are forced to stayhome and even if they go to school girls avoid drinking water for more than 6 to 8 hours so they can avoid using washrooms which further
create urinary infections and other health problems. Even if sometimes the situation arises when a girl is forced to go to the washroom,
she has to go in the open and at the same time boys, sometimes four to five in number, are just standing before her while she is urinating.
Girls are raped in the schools, but this not reported, male members of the school including her classmates, teachers, working staff touchthem on cheeks, press their breasts, and all kinds of physical touch, press, force, and abuse takes place. All these experiences force girls
to stay away from schools and at present, there is a great number of girls that have not been to school since birth although the right toeducation is a fundamental right in India. However, the educational institutions, teaching staff, workers and most male folk in society makecircumstances so horrific for girls that they avoid going to school. This study is based on a survey in the Rajasthan District of India. Partof the study will be a comparison between the rural and urban (Delhi) infrastructure of educational institutions to combat the hurdles to
impart education to every girl in Rajasthan.

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16:45-18:45 | Room 704 (7F)

Sunday Session V

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Elaine Huber
42404 16:45-17:15 | Room 704 (7F)

2C-2I-1R Approaches: Way to Reduce Math Anxiety Among Senior High School Learners
Elymar Pascual, Talangan Integrated National High School, The Philippines

This paper aimed at determining the possible solution to the Math anxiety of Senior High School (SHS) learners of Talangan Integrated National
High School (TINHS). Alongside teaching, the teacher-researcher explored different activities which promote the 2C-2I-1R approaches that the
Department of Education mandated to be used for twenty-first century learners. These activities are TDAR (Think-Discuss-Act-Reflect) which
is a collaborative approach, RMFD (Recall-Model-Familiarize-Decide) which is a constructivist approach, 4A’s (Activity-Analysis-AbstractionApplication) which is an integrative approach, AICDR (Ask-Investigate-Create-Discuss-Reflect) which is an inquiry-based approach, and TTRA
(Think-Talk-Read-Ask) which is a reflective approach. A survey on Math anxiety level among 100 SHS learners of TINHS was conducted and it
was found out that they have a moderate level of Math anxiety (mean of 2.96). Different teaching approaches in teaching Mathematics, specifically
Statistics and Probability, which is a core subject offered this 2nd semester of the school year 2016-2017, are applied in classroom teaching. After
exploring the different approaches in teaching and learning for a period of one month, the Math anxiety level was again measured using the survey
question. Learners’ Math anxiety level was computed to be at a low level (mean of 2.26). The difference between the level of Math anxiety before theapplication of different approaches in teaching (2.96) and the level of Math anxiety after the application (2.26) was deemed significant using t-test.
At the end of the study, recommendations were given to master teachers, school heads, district heads and officials, and to future researchers.
44028 17:15-17:45 | Room 704 (7F)

Understanding & Applying Character Education in Chemistry: A Case Study of 10th Grade High School in Indonesia
Ahmad Ma'ruf, Bandung Institute of Technology, Indonesia
Yulianto Yulianto, Bandung Institute of Technology, Indonesia

Indonesia tries to balance the quality of content learned and the quality of the character that one develops. Character education was implemented
to prepare good human resources for the future as the golden generation of Indonesia 2045. Based on The Presidential Regulation no. 87 of2017 on Strengthening Character Education, there are 18 character values that relate to the environment, nationality, connectedness with god,connectedness with others and connectedness with oneself. Understanding and applying character values in an academic subject matter isvery important, such as in chemistry. This paper focused on the integration of character which is connected with oneself in chemistry lessons
for 10th-grade high school students, the respondents are chemistry teachers. 35% of respondent never read about the policy and 57% can notmention all the character values. There are nine chapters of chemistry and nine values that are assessed in this paper. The average is 50%
for the dependability and ease of deployment of character values in all of chemistry’s material, where the highest scores are curiosity andfondness of reading. 43% of respondents had difficulty measuring and applying character values and 37% had not understood the assessment.
These issues are caused by the lack of training and socialization, no assessment guidelines, the number of student per class and the difficulty
determining the benchmark of each student’s character.
44172 17:45-18:15 | Room 704 (7F)

Use of Guided Inquiry with Interactive Simulations in Enhancing Students' Conceptual Understanding in Physics
Ma. Kristine Estipular, De La Salle University, The Philippines
Lydia Roleda, De La Salle University, The Philippines

The effectiveness of experiential learning in science has thriven thanks to several studies. In the Philippines however, science is still beingtaught traditionally since not all schools have sufficient laboratories or equipment to accommodate large science classes especially ingovernment schools. Using computers in teaching is one way to address this problem. This action research aimed to improve teaching physics
by using guided inquiry with interactive simulations. A Plan-Do-Study-Act (PDSA) cycle was used to identify its effectiveness. The participants
were two classes of Grade 9 students from a secondary school in a major city in the Philippines. The instruction was given for four weeks
using eight simulations covering the topics on motion, forces, and mechanical energy. Results from the pre-test and post-test have shown asignificant improvement in students' conceptual understanding on these topics in physics. This finding revealed that the use of guided inquiry
with interactive simulations is an effective intervention to address the scarcity of laboratory facilities in schools.
43149 18:15-18:45 | Room 704 (7F)

From Surviving to Thriving: Perceptions of Teaching Intensive Mode in the Sciences
Elaine Huber, University of Technology Sydney, Australia
Yvonne C. Davila, University of Technology Sydney, Australia
Alexandra C. G. Thomson, University of Technology Sydney, Australia

Recent institutional changes alongside a move towards accelerated study through micro-credentialing have resulted in an increase in thenumber of subjects taught in intensive mode delivery (IMD). The benefits of delivering an IMD (also known as compressed, block or accelerated)curriculum are widely reported and also include the opportunity for students to catch up on missed or failed subjects (Davies, 2006). However,there is little written on the pedagogy or design of IMD curriculum in the sciences (Harvey, Power & Wilson, 2017). Drawing on a recent national
review of IMD teaching in Australia (Male et al., 2017) which provided a set of recommendations to guide the design of IMD curriculum, thisstudy investigates the contextual factors of teaching IMD in the sciences. Findings from guided interviews and thematic analyses of 18
tertiary undergraduate science teachers’ perceptions and reflective comments, demonstrate the diversity and complexity of IMD curriculum
design. Whilst teacher perceptions are generally positive due to factors that include small class sizes and more engaged students, there
are also challenges related to the delivery of content-heavy subjects, the scheduling of practical classes, previous teaching experience, andapproaches towards change. Some teachers used the IMD to trial new teaching practices and then fed-forward these improvements into theirsubject redesign. A set of guidelines for good practice specifically for the design and delivery of IMD subjects in the sciences will be presented
along with lessons learned. This study is of value to science educators, educational designers and university administrators.

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16:45-18:15 | Room 705 (7F)

Sunday Session V

Higher Education
Session Chair: Milena Agnieszka Guziak
42918 16:45-17:15 | Room 705 (7F)

Shaping the Time to Be Good Teachers: Agency and Structure Struggle Over Time Ownership and Management
in a Transnational University
Giovanna Comerio, University of Nottingham Ningbo China, China

The neoliberal university defines the objectives of teaching excellence mainly by adding elements of accountability that increase theadministrative workload for teaching staff, and by setting stringent time-frames for teachers to reach those objectives. At the sametime, the university emphasizes the concept of individual agency, and gives teaching staff full personal responsibility for choosing how
to reach those objectives. Teachers, on the other hand, while striving to improve their teaching strategies and pedagogies, find thatthe university definition of agency, the administrative workload and the pre-set time-frame compromise the quality of their teaching,rather than improving it. This case study is part of a doctoral research on teachers’ agency in a transnational university. It focuses ona teacher who, while agreeing with the university objectives in terms of teaching excellence, does not agree with the university’s ideaof time management and its emphasis on administrative tools as a guarantee of teaching quality. Over the years, she has successfully
opposed institutional definitions of “effective” time use with her own, that stresses time spent in preparing and delivering classroom
teaching and student support and was able to contain the university’s requests in terms of administrative load. This way, she redefined her
responsibility and agency as a teacher, which for her is not simply limited to deciding on how to reach a university’s teaching objectives.
Rather, she (re)took control over the use of her time skillfully insinuating her own agency within, despite and to some extent undermining
centrally imposed structures.
43994 17:15-17:45 | Room 705 (7F)

Personalized Learning: A Comparative Analysis
Mark Beeman, Northern Arizona University, United States

Contemporary university education in the United States has faced the challenge of delivering university degrees in financially challenging
environments. This is particularly true of state-funded universities, where the economic downturn beginning in 2008, combined withlegislative fiscal constraint, forced universities in many states to adapt to less funding for education. In this context, some universities
initiated new forms of educational programs. This paper is a case study of one such program. Northern Arizona University was one of ahandful of universities in the United States that embarked on a program significantly distinct from both the traditional classroom and the
traditional use of departmental centered educational majors. This program is labelled "Personalized Learning." The model was set up to
move away from in-class to online education, from university department-centered majors to generalized degrees, and from individual
courses designed by professors to centrally planned course degrees based on corporate constructed content. The model emphasizes
bachelor's degrees specifically created for online, self-paced students, and is advertised as providing personal guidance from professors.
This study compares the traditional social science bachelor's degree with the personalized learning degree offered in liberal studies. This
paper employs the critical comparative analysis method. Primary documents examined include university documents, a board of regents
reports, and state-based data. Secondary documents examined include journalistic reports.
43132 17:45-18:15 | Room 705 (7F)

Challenges Faced by Part-Time Foreign Lecturers: A Case Study
Milena Agnieszka Guziak, Doshisha Women's College of Liberal Arts, Japan

In times of falling Japanese population and changes in the Labor Contract Law that have been taking place in the last decade, many parttime lecturers may face a precarious situation due to which the quality of education may suffer as a result. While Japanese universities
strive to survive economically by devising new ways to attract foreign and Japanese students, there is a possibility that many part-timeand temporary contract lecturers grapple with the annual contract renewal-related uncertainty, the shortage of full-time and tenured
employment opportunities, long commuting time between different working places, and other related issues. With the intention toinvestigate the existing moods among part-time educators relating to the changes in the Labor Contract Law, their possible effects
on them and the quality of tertiary education, an exploratory case study in the form of in-depth interviews have been carried out. Theinterviewees are affiliated with the universities within the Kansai area.This presentation will discuss the initial findings of the investigation
and attempt to formulate a hypothesis for further research.

128 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

16:45-18:15 | Room 708 (7F)

Sunday Session V

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

Session Chair: Rukminingsih
43935 16:45-17:15 | Room 708 (7F)

Compassion: The Missing Twenty-First-Century Skill
Maria Louella Tampinco, Miriam College, The Philippines

Teaching twenty-first-century skills – critical thinking, communication, collaboration, and creativity – has gained much ground in recent
years in educational systems worldwide. These skills have been deemed essential for meeting the challenges of an uncertain future,
which are shaped by population increase, the lightning-quick pace of technology advancement, and unpredictable events both locally andglobally. World events give rise to certain questions which make us question humanity and the future of the world we live in. This paper will
present insights about how pre-adolescents perceive, define, and experience love and compassion. It will also present the first attempt at
One Middle School in Love, a school-wide campaign which aims to help the students to see love in a different way, held on Valentine’s Day.
The presentation hopes to raise awareness on the importance of teaching compassion to young people, in order to contribute to capacity
building for a better world in the future.
44074 17:15-17:45 | Room 708 (7F)

The Route of Spiritual Education: Chinese Culture's Guigu Spiritual Method
Chen-Mei Li, Weixin Shengjiao College, Taiwan
Li-Yueh Chen, Weixin Shengjiao College, Taiwan

Spiritualism is the faith or belief that an individual maintains concerning life’s ultimate value. Out of the world’s four ancient civilizations,only the Chinese culture has remained fairly unbroken in its continuity, and the I Ching can be found at the root of the Chinese philosophy
and thoughts. All that governs Chinese culture can be traced back to I Ching, which describes the laws of harmony for the universe atlarge, and is the path for returning spirituality to the empty space (akasadhatu). I Ching originated from the Three Sovereigns and theFive Emperors, inherited by the master of wisdom Wan Chan Lao Chu and nurtured into the Guigu culture. The spiritual method is theorigin, which is the root and source of I Ching, truth and wisdom, is both of Master Wang and Master Guigu, and is the awareness of theself. Spirituality is gained through the method. The truth from the universe’s law of harmony is our origin and the infinite depth of our
spirituality. The origin and root of spirituality is also the law of harmony, under the pseudonym of Guigu. The Guiguzui spiritual method
using I Ching teachings, a superior spiritual method to true peace where man is taught peace can only be achieved through peace. Thisis the key to why the energy of Chinese culture has continued and flourished through time. This article describes the essence of Guigu
spiritual method in Chinese culture, and what is the root of spiritual education in Chinese culture.
42105 17:45-18:15 | Room 708 (7F)

Integrating Neurodidactics Stimulation into Blended Learning in Accommodating Students' English Learningin an EFL Setting
Rukminingsih, STKIP PGRI Jombang, Indonesia

The article reports a research on integrating neurodidactics stimulation into blended learning in accommodating students’ learning
foreign language. The most important principles of neurodidactics and brain-based teaching are involved in motivation, emotion,
learning, and memory. The learners’ emotion about language affects their desires to learn a language. This study aims to examine 1)
how can neurodidactic process of blended learning be applied to stimulate students learning in an EFL setting, and 2) to what extent the
integration of neurodidactics stimulation into blended learning stimulates students’ emotion and motivation in acquiring English in an
EFL setting. The participants are 30 students of English Department of STKIP PGRI Jombang. They learn English as a foreign language
Using qualitative data from observation and students’ journal to provide the process of blended learning stimulated by neurodidactics andstudents’ emotion and motivation in acquiring a foreign language. The findings show that neurodidactics stimulation supports students’positive emotion and motivation to learn a foreign language. Based on this study, considering students’ brain work in teaching English as
an EFL setting is suggested.

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Keynote Presentation | Tien-Hui Chiang

Teacher Competences Function as the
Discourse of International Competitivenesswithin the Institutionalized Milieu in the Epochof Globalization
Sunday, October 14 | 17:15-17:45 | Room 706 (7F)

As the discourse of international competitiveness has facilitated government becoming the global
agent, proactively promoting the advantages of teacher competences, teachers are required tobe constructive contributors to national development. This great change highlights the newthought that teacher professional development no longer belongs to the sphere of personalmatters but to the domain of collective accountabilities. This new paradigm tends to form an
institutionalized milieu, in which teachers implement and the government designs. However, suchan institutionalized array turns the coercive force of performativity into the voluntarism of neoprofessionalism through the process of “reformulating education”. This relationship indicates thatthe concept of isomorphism is regulated by the global discourse that constantly redefines thestate’s role in teacher professional development.

Tien-Hui ChiangDistinguished Professor Tien-Hui Chiang, teaching at Zhengzhou
University, is a member of the WCCES Constitutional Standing
Committee, UNESCO. He was a Fulbright Senior Scholar, visiting
at UW-Madison, Wisconsin, USA, the Guest Professor of Beijing
Normal University and the Ex-President of the Taiwan Associationfor Sociology of Education. His specialty covers sociology ofeducation, globalisation and education policy, sociology ofcurriculum, teaching profession and comparative education. He
has produced over 100 essays. He was the co-editor of Crisisin Education and Interculturalism. He was also the contributorof Elite, Privileges and Excellence edited by Professor S. Ball. The outstanding achievements havecrowned Professor Chiang many glorious prizes, such as the Distinguished Scholar of the Ministryof Education, Taiwan and International Distinguished Professor of University of Crete, Greece. He is
the editor of International Journal of Educational Research and the section editor of Encyclopedia:
Educational Philosophy and Theories.

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Featured Panel | Kay Irie, Peter McCagg, Kristin Palmer, Ljiljana Markovic& Joseph Haldane

Leadership & Innovation

Sunday, October 14 | 18:15-19:15 | Room 706 (7F)Good leadership can make the difference between merely surviving and fully thriving in any setting.
Educators in Japan and around the world have been facing numerous changes over the past two
decades, but for many this is the time to crumple or break out. Long running trends are leading to bothcrises and opportunities; innovative leadership will separate the educational institutions and programs
that thrive from those that eke out survival or, perhaps, even fall.
This panel brings together leaders in creating new, innovative programs in higher education; whoeither find creative ways to work within constraints or who move beyond those constraints to create
something new. Peter McCagg and Kay Irie are leaders in two Japanese universities, Akita International
and Gakushuin; Kristin Palmer is leading new developments for the University of Virginia in the UnitedStates; and Ljiljana Markovic is Dean of the Faculty of Philology and has helped forge many international
partnerships with various universities.
It may be argued that education can be too cautious and slow to change, thus leaving it vulnerable toeconomic and demographic changes. Sometimes a lack of resources, fiscal and social capital, meansthat even a will to change cannot be put into action. This means that we need to look to educators whoare currently facing challenges that we are all likely to face as the demographic pyramid, advances in
ICT, and political trends common in the host country for this conference become common throughout
developed economies. Likewise, in Japan we should learn from efforts in and across developing
countries in making good use of ICT as another way forward.
No matter the challenge or opportunity, institutions must nurture developing leaders within and beopen to them from without. How exactly can we do this?
The panel audience will be invited to ask questions and pose challenges that are relevant internationally.

Kay Irie
Kay Irie is a professor at the Faculty of International Social
Sciences, Gakushuin University, Tokyo, where she develops andcoordinates a CLIL-based English program. She also teaches
in the TESOL program at the Graduate College of Education,
Temple University Japan Campus. Her current research interests
include CLIL pedagogy, language learning psychology, learnerautonomy, and research methods used in these areas including
Q-methodology. She is co-editor of Realizing Autonomy: Practiceand Reflection in Language Education Contexts (Palgrave 2012).
Professor Irie serves on the board of the Education Research
Foundation and the organizing committee for the Psychology in Language Learning 3 Conference
that was held in 2018 at Waseda University.
[Presenters biographies continue on the following page.]
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Peter McCagg
Dr Peter McCagg is Professor and Vice President for Academic
Affairs of Akita International University (AIU), Japan. As a memberof the AIU board of trustees, Dr McCagg provides leadership for
the faculty, who strive to make the university the best destinationin Japan for international students to learn about this country, its
people and language, and for Japanese students to prepare to
become the global leaders that the founding president envisioned
when he established AIU in 2004. Prior to AIU, Dr McCagg worked
for New York University as Clinical Professor of English andDirector of The American Language Institute. He also taught for
many years at International Christian University (ICU), where he served in various administrative
assignments, including Dean of International Affairs. For nearly 40 years, Dr McCagg has dedicatedhis life to helping Japanese students engage with people from outside Japan in responsible andmeaningful ways, and to helping students from around the world successfully navigate life in Japan.

Kristin Palmer
Dr Kristin Palmer is the Director of Online Learning Programs at
the University of Virginia (UVa). In this role, she is responsible
for open educational resources, facilitating the assessment andfulfilment of pan-university e-learning needs, and conducting
research. She represents UVa on the Networked Learning
Collaborative of Virginia (NLCVa), she is a co-chair of theOnline Education Advisory Committee, and is a member of theAccessibility Task Force and the President’s Strategic Planning
Steering Committee. She co-created and is on the Advisory Boardfor the annual Innovation in Pedagogy Summit at UVa. Prior to
UVa, Dr Palmer worked in both education and business on complex technology projects. She has
worked at Hewlett-Packard, eBay, Intuit, and Disney.

Ljiljana Markovic
Dr Ljiljana Markovic is Dean, Chairperson of the Doctoral
Studies Program and Full Professor in Japanese Studies at the
University of Belgrade, Serbia. She has previously served as Vice
Dean for Financial Affairs, Faculty of Philology, University ofBelgrade (2008-2016). She holds the positions of Chairpersonof the Association of Japanologists of Serbia, Member of the
University of Belgrade Council, Chairperson of the University ofBelgrade SYLFF Committee, Member of the Republic of Serbia
Ministry of Education, Science and Technological Development,
Bilingual Education Board, and Member of the Republic of Serbia
Ministry of Culture, Committee on Books Procurement for Public Libraries. In 2010, she received
the Gaimu Daijin Sho Award from the Minister of Foreign Affairs of Japan, and in 2011 she received
the Dositej Obradovic Award for Pedagogical Achievement. She is the author of a large number ofpublications in the fields of Japanese studies and economics.

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Joseph Haldane | Session Chair
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 fromthe University of London in 19th-century French Studies, and has
had full-time faculty positions at the University of Paris XII ParisEst Créteil (France), Sciences Po Paris (France), and Nagoya
University of Commerce and Business (Japan), as well as visiting
positions at the French Press Institute in the University of Paris II
Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the Schoolof Journalism at Moscow State University (Russia). 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. He is also a Visiting
Professor in the Faculty of Philology at the University of Belgrade, 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, and a Member of the World Economic Forum’s Expert Network for
Global Governance.
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 of Arts
in 2015. A black belt in judo, he is married with two children, and lives in Japan.

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Notes134 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEMonday
October 15
Featured Panel& Parallel Sessions

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Featured Panel | Yvonne Masters, Bernard Montoneri & Ted O’Neill

Thriving in Publication: Ethical Guiding
Principles for Academic Publication
Monday, October 15 | 09:30-10:30 | Room 706 (7F)

Publication is one of the core tasks in the professional lives of academics, whether it as editors,
authors, or readers. In the current atmosphere of impact factors and high stakes funding, publication
is imperative for our survival as teachers and researchers. It is both an intellectual concern, andalso hands-on practical work. Surviving “in times of change” clearly applies to publishing over thelast decade, since the ACE conference series first began. However, how does one not only survive,
but thrive, amidst the uncertainties and ever mounting pressures? If ethics are the “moral principles
that govern a person's behaviour or the conducting of an activity,” (Oxford Dictionaries) then a reexamination of the ethics of publishing, particularly in an era of open-access and a plethora ofsocial networking sites for researchers to share their work, should help to lead us towards better
relationships amongst all concerned: researchers, writers, editors, publishers, librarians, tenureand hiring committees, the humble reader, and even the students in our charge.
The panel will address the ethical implications of a range of issues in publication, including:

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the increasing demand by funding bodies for findings to be reported via open access;the dilemma of authors paying for open access publication if this is not funded by institutions
or funding bodies;
the impact factor push and publishing in “lower ranked” as opposed to “higher ranked” journals;
the dilemma of publishing in conference proceedings versus journal articles;
repeating data across articles;
supporting early career academics to publish versus attracting high ranking journal articles;
multiple submissions;submitting unchanged papers rejected from other journals;
new models of peer review and how they address older ethical conflicts but potentially create
new ones (e.g., pre-prints and post-publication peer review);
motivations to research and publish: who really benefits?

This will be a wide-ranging and deep dive into the questions facing the world of academic
publishing.
[Presenters biographies are available on the following page.]136 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

Yvonne Masters
Dr Yvonne Masters is currently an adjunct senior lecturer with the
University of New England, NSW, Australia. Her work there has
been in teacher education, including as Director of Professional
Experience. As an adjunct she continues to research in this area.
Prior to her move to UNE Yvonne had 30 years' experience insecondary schools spanning three Australian states. Yvonne's
research interests centre on teacher education and policy,
professional experience, and virtual worlds. Yvonne was awarded
her PhD on school principalship in October 2010 and she has
gained, in collaboration with other researchers, four Internal
School of Education Research grants, been a partner in a $200,000 ALTC (OLT) grant, "VirtualPREX:
Innovative Assessment Using a 3D Virtual World with Pre-service Teachers", in 2014 achieved a
UNE Seed Grant for a one year project to explore teacher quality, and in 2015 gained a $50,000
OLT seed grant to develop resources to assist pre-service teachers to gain online teaching skills to
assist them in teaching wholly online into virtual schools. Her most recent research is in the field of
undergraduate research, investigating both undergraduate experiences, and the role of faculty in thisarea of research. She is still an active researcher and presents on both teacher education policy andonline teaching at a range of events. Yvonne is also the editor of the IAFOR Journal of Education as
well as a peer reviewer for a range of other journals.

Bernard Montoneri
Bernard Montoneri earned his PhD (African, Arab, and Asian
Words; History, Languages, Literature) and his BA in Chinese fromthe University of Provence, Aix-Marseille I, France. He has taught
Literature (European, French, Children, American, and British) andlanguages (French, English, and Italian) for two decades. He hasstudied eight languages, including Sanskrit, and has obtained eight
university diplomas. He is an Associate Professor in the Departmentof European Languages and Cultures, at National Chengchi University,
Taipei, Taiwan. He has around 50 publications, including journal
papers, conferences papers, and books. He was the Founding Editorof the IAFOR Journal of Education until December 31, 2017. Bernard edited 12 issues of the journal. His
research interests include French literature, children's literature, translation studies, French and English
writing, automated scoring systems, teaching and learning evaluation, data envelopment analysis,
networking, and teaching methods. He is a reviewer for top academic journals and has obtained morethan 20 teaching and research grants.

Ted O’Neill | Session Chair
Ted O’Neill is a professor at Gakushuin University, Tokyo, in the
Faculty of International Social Sciences. He previously taught
at the College of Liberal Arts and Sciences at Tokyo Medical
and Dental University and J. F. Oberlin University. Ted was coeditor of The Language Teacher for the Japan Association for
Language Teaching (JALT) and later served on the JALT National
Board of Directors as Director of Public Relations from 2012 to2016. He received an MA in ESL and Bilingual Education from the
University of Massachusetts/Boston, USA in 1996 and completed
a postgraduate Certificate of Educational Technology andInformation Literacy through the Graduate School of Education at the State University of New York in
2014. He is a part of a research group studying implementation of content-based language educationand content and language integrated learning in East and Southeast Asia with the generous support of
The Research Institute for Oriental Cul­tures at Gakushuin University.​
Professor Ted O’Neill is a Vice-President (at large) of IAFOR. He is a member of the Educational
Technology section of the International Academic Advisory Board.
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09:30-11:30 | Room 603 (6F)

Monday Session I

Educational Research, Development & Publishing
Session Chair: Kit Yin Emmy Wong43558 09:30-10:00 | Room 603 (6F)

Development of Student Engagement and the Relationship Between Student Engagement and Peer Victimization
Among Middle School Students: A Three-Year Longitudinal
Qiao Zheng, Beijing Normal University, China
Lingyan Li, Beijing Normal University, China

Student engagement refers to the intensity and quality of students involved in learning and non-learning activities in school, which is mostimportant to students’ personal development. A three-year longitudinal study was conducted to understand the development characteristics
of middle school students’ engagement and the associations between peer victimization and student engagement in China. A total of 390
seventh-grade students were recruited from one public school. 294 participates (48.3% girls, 51.7% boys) completed all questionnaires in threeconsecutive years. First, Hierarchical Linear Modeling results showed that students’ behavioral engagement significantly declined with grade;emotional and cognitive engagement significantly increased with grade. Then, we analyzed the prediction of independent variables (student’s
perceived physical, verbal, relational victimization) to student engagement. Results showed that in the first year, verbal victimization had asignificant and negative prediction to student’s behavioral and emotional engagement; relational victimization had a significant and negative
prediction to student’s behavioral, emotional and cognitive engagement. In addition, physical victimization significantly and negatively predicted
the developmental trends of behavioral engagement, which means a student’s behavioral engagement would decrease faster when he/she hadhigher levels of physical victimization. These findings have important implications for reexamining school education quality. Student engagement
could be an effective indicator for educational researchers to understanding the process of students’ school learning and school life. Moreover,peer victimization plays an inhibitor role in the development of student engagement. Programs that aim to prevent and intervene students’ peer
victimization would be helpful and valuable for students’ learning and life in school.
43074 10:00-10:30 | Room 603 (6F)

Education Inequality in Mongolia: Measurement and Causes

Otgontugs Banzragch, National University of Mongolia, Mongolia
Suguru Mizunoya, Statistics and Monitoring Specialist, UNICEF, United States
Munkhireedui Bayarjargal, Economic Research Institute of Mongolia, Mongolia
Using data from the LSMS 2002 and HSES 2012 in Mongolia, we have estimated the educational Gini coefficients by years of schooling for adults
and by school attendance rate for children. The Gini coefficient measured by using years of schooling for the population aged 19 and above
decreased from 0.274 in 2002 to 0.178 in 2012. For adults of both genders, educational inequality has declined while the Gini coefficients are
consistently higher in rural areas than in urban areas in both periods. The Gini coefficient for children aged 2–18 years and currently attending
school has also declined. Between 2002 and 2012, the educational Gini coefficient for preschool decreased from 0.307 to 0.233 and for primaryfrom 0.422 to 0.388. For secondary education, the Gini coefficient decreased from 0.388 in 2002 to 0.201 in 2012. For the high school level, thecoefficient decreased also from 0.299 in 2002 to 0.254 in 2012. The distribution in higher education remains at the similar level of 0.491. For all
levels of education, except for higher education, the distribution is getting closer to the perfect equality line on the education Lorenz curve. Finally,
we show that child’s age, gender, mother’s and father’s education, household size and income, and urban location are statistically significant
determinants of children’s school attendance and thus educational equality. Since, in Mongolia, parental education and household income aresufficient proxies for resources, parental socio-economic status also plays an important role in enrolling their children in schools.
44078 10:30-11:00 | Room 603 (6F)

Relationship Between Administration and Quality Management System Bearing on Quality of World Class Standard
Schools in Thailand
Kasidit Chueinwittaya, Eastern Asia University, Thailand
Pragob Kunarak, Eastern Asia University, Thailand

This research aimed to find how the relationship between administration and the quality management system affects world-class standard school
quality in Thailand. The sample consisted of ten schools that were designated as world-class standard schools by the Thailand Ministry of Education,
and was obtained by multi-stage random sampling. The study was a quantitative research and the research instrument was a questionnaire classifying
into two groups: Group 1, Administration and quality management system and, Group 2, Quality of world-class standard school. The informants were
three school administrators, three school group leaders, and three teachers with 10 years or more experience. Multiple correlation was used for data
analysis. The findings from the study that the relationship between administration and quality management system effect to world-class standard
school quality in Thailand were as follows: 1) Performance of school administrators affect to world-class standard school in Thailand significantly
different at 0.05; 2) Administration and quality management system did not affects significantly to world-class standard school quality in Thailand;3) Basic factors affect to world-class standard school quality in Thailand significantly different at 0.05; and 4) the network development affects thequality of world-class standard schools in Thailand significantly different at 0.01. The network development was the highest statistical significance.
In conclusion, schools in Thailand derived support networks from higher education institutions, other organizations and associated foundations, both
domestically and internationally, and these were the most important effects on world-class standard school quality in Thailand.
43087 11:00-11:30 | Room 603 (6F)

Academic Research in Vocationally-Oriented Higher Education: Perspectives From Teaching Staff
Kit Yin Emmy Wong, Technological and Higher Education Institute of Hong Kong (THEi), Hong Kong
Svetlana Chigaeva-Heddad, Independent Consultant, Hong Kong

An academics need to publish research output in order to succeed in tertiary education has been discussed extensively. Less is known about researchand publication needs of staff working in vocationally-oriented higher institutes who, until recently, were judged primarily on their teaching contribution.
However, there has been a noticeable trend across the world whereby career development of teaching staff in vocational institutes depends on theirresearch and ability to publish in academic journals. This paper investigates the academic research challenges of teaching staff at a vocationallyoriented institute in Hong Kong. Mixed research methods were adopted to understand the prior experience of the staff, challenges they may be facing
when doing and publishing research, and ways in which their research and publication needs may be supported. Questionnaire data from 21 staff
members reveal that most staff join the teaching profession after a career in the commercial sector and about half of the respondents do not have
any research experience at all. These teaching staff hope to engage in research to enhance their future career prospects, engage in independent
professional development and support their teaching. Most staff, however, feel that various constraints inhibit their ability to do research includinglack of resources, insufficient time and limited experience with research. Three detailed case studies are used to further understand the personal andinstitutional contexts of the participants and develop recommendations that can be applied to the institutional policy and department levels.

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09:30-11:00 | Room 604 (6F)

Monday Session I

Health & Education
Session Chair: Nantawarn Kitikannakorn
44083 09:30-10:00 | Room 604 (6F)The Study of Clinical Observation of Acupuncture Therapy in the Treatment of Motor Aphasia After Cerebral Infarction
Suwanna Hadsamad, Suan Sunandha Rajabhat University, Thailand
Tawat Buranatawonsom, Suan Sunandha Rajabhat University, Thailand
Orawan Sinpaiboonlert, Suan Sunandha Rajabhat University, Thailand
Shen Pengfei, Tianjin Traditional Chinese Medicine University, China

Objective: To observe the clinical efficacy of acupuncture on post- cerebral infarction aphasia. Methods: The clinical study was based on
the comparison of results pre and post-treatment. 83 patients, diagnosed with acute cerebral infarction with motor aphasia, were enrolled.
They had six treatments per week with a day rest, a four weeks treatment course. They had language abilities assessment according to
the Chinese Aphasia Assessment Method by Gao Su Rong of Beijing Medical University. The Barthel Score was used to assess the ability
to carry out daily activities. The degree of loss in neurological function was assessed using the National Institutes of Health Stroke Scale(NIHSS). The results were considered statistically significant at P < 0.05. Results: Acupuncture increases the language ability of thepatients suffering from post- cerebral infarction aphasia, the total efficacy was 87.95%. It also increases the patient's’ ability to carry out
daily activities, and significantly improve the neurological functions of the patients. Conclusion: Acupuncture significantly increases thelanguage ability, communication ability in daily living, lowering the degree of aphasia and improving the neurological functions of patients.
Acupuncture should be used widely in the clinical setting.
43991 10:00-10:30 | Room 604 (6F)

Coping with HIV Infection: Students' Struggles and Determination

Christopher Olipas, OLM Institute and Skills Training Center for Allied Courses, Inc., The Philippines
This phenomenological study explored and described the lived experiences of volunteer students with HIV infection. Due to physicallimitations, five of the informants stopped attending school while three informants continued their advanced studies. Most of theinformants expressed disbelief upon having HIV reactive results and experienced depression. One even wanted to commit suicide. All of
the informants immediately started their antiretroviral, which caused terribly unpleasant side effects. They shared being discriminatedby people without proper information of their condition. The informants did not accept their medical condition easily. The only support
needed is continued understanding of their immediate family and trusted friends. For them, the best way to fight depression is by staying
positive all the time, being open to their family and consulting a counselor when dark thoughts set in. Although they experience difficulties
in their studies due to the demands of their course and their condition, they keep up since it is for their own good and it will make theirparents proud of them after all the mistakes they might have made in the past. The lessons they learned from having HIV is to stay positive
despite the daunting challenges they face. Whenever they feel depressed they just think of their family out there, cheering them on andthey feel better. According to the informants, the government must intensify information dissemination especially in schools and ensurethat all possible medications are available to people living with HIV like in other countries.
43917 10:30-11:00 | Room 604 (6F)

Development of Electronic Interactive Health Information Media for Senior High School Children: A Case Study of
Glutathione
Nantawarn Kitikannakorn, Chiangmai University, Thailand
Geeratipong Puangtong, Chiangmai University, Thailand
Jiratsita Detnagrade, Chiangmai University, Thailand

Glutathione (GSH) is a popular whitening skin agent among teenager in Thailand. There is low evidence-based literature to support its
efficacy and safety. Interactive health information is designed by line@ application in this study to promote health literacy. The researchand development study was approved by Chiangmai University ethics committee. Data collection was conducted among senior highschool students in Chiangmai. Each page in the application is composed of chemical properties, the action of glutathione on human
function, regulatory control by FDA, and clinical outcome in whitening. A pilot usability test was done in five subjects and the confirmed
test was conducted in 30 samples. We found that satisfaction for both content and function on the application was high. Knowledge about
glutathione was increased after they completed learning the application. Their attitude to use glutathione also increased in the right way.
In summary, the line@ application about glutathione is a good interactive health information method for communication with teenagers
to promote good knowledge and attitude for health literacy.

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09:30-11:30 | Room 607 (6F)

Monday Session I

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Norman Lee
43599 09:30-10:00 | Room 607 (6F)Content Design of Virtual Game for Elementary School Students: Using Circle and Compound Graphics of Circle as an Example
Shih-Ju Weng, National Tsing Hua University, Taiwan
Shwu-Ching Young, National Tsing Hua University, Taiwan

Recently, ways to take advantage of digital games to enhance learning has become a hot issue in the area of learning technologies. If well designed,
students immerse themselves in the learning activities, but these also promote students’ motivation. Hopefully, digital games can improve students’learning outcomes. Thus in this study, we, through the design of the scenario-based learning content, aimed to transform students into leadingroles in the virtual game. In this designed environment, students could play as a warrior to save the victims via problem-solving in the criticalsituations and, meanwhile, could learn about the circle and compound graphics of circle. Moreover, to achieve this end, we have implemented thesituated mathematics digital game system used on tablets, based on situated-learning theory and Van Hiele geometry development Theory. An
empirical study was conducted with a class of 27 students from the sixth grade in an elementary school in northwestern Taiwan for four weeks.
The students were divided into two groups, the experimental group using the game on the tablet while the control group using paper exercises.
Results show that the scenario-based virtual game could help improve students’ knowledge of the circle and compound graphics of circle, learning
attitudes and analytical skills. More issues on who and how the students could be benefited from the virtual game would be discussed in the paper.
43840 10:00-10:30 | Room 607 (6F)

Effects of Online Multimedia Presentation Modes on Physics Learning for Junior High School Students: A Formative Evaluation
Pei Chen Chen, National Tsing Hua University, Taiwan
Shelley Shwu Ching Young, National Tsing Hua University, Taiwan

Junyi Academy is the most popular MOOCs platform that provides many online courses for elementary and junior high school students in Taiwan.
However, relevant research points out current physics online courses are mainly text-based and supplemented by pictures so that the learning
performance is poor and could not be conducive to the implementation of flipping classrooms. Therefore, this study aims to redesign online
materials for physics, which are based on theories of cognitive load and multimedia learning. We use the ninth grade science "acceleration" unit
as learning material examples, which segments combined with situated examples in a story situation and use virtual characters as learning
guides. Three media modalities are examined, including 1) animation, 2) picture matching text, and 3) pure text. We want to investigate effects
and differences in the cognitive load of different visual presentation materials and learning performance to students. A formative evaluationquestionnaire (5-point Likert scale) containing three aspects of media design and presentation, teaching effectiveness was conducted amongnine target students. Overall, the results are very positive. For example, the animation clearly presents the concept of "acceleration" (Mean=4.2),
and the virtual characters can increase learning motivation (Mean=4.1). Moreover, situated examples and story situation can better understand"acceleration" (Mean=4.2). However, lower-achievement students indicate the teaching tempo is too fast to understand the content immediately.
We will adjust the materials’ teaching speed accordingly. After the formative evaluation, we will conduct the experiment in the authentic
classrooms. Empirical data of the study will be collected and analyzed in the near future.
42666 10:30-11:00 | Room 607 (6F)

Development of the Attitude Towards Mathematics Scale (ATMS)James Lactao, University of Asia and the Pacific, The Philippines

The development of a 32-item self-report scale that measures various attitudes towards the subject Mathematics is described. The initial item poolcontained 41 items, based on the conceptual framework and items of a short form of the Attitude Towards Mathematics Inventory (short ATMI)
developed by Lim & Chapman (2013). This scale, called the Attitude Towards Math Scale (AMTS), was administered to grade 7 to 10 students. Of
the responses, 977 were accepted and subjected through a series of analyses to check the fit and loading of the items. Exploratory factor analysis
was used, with oblique rotation (direct oblimin) since there are factors that correlate with each other. Five factors were identified in the ATMS: a. selfconfidence; b. value; c. anxiety; d. enjoyment; and e. mental stamina. This scale showed high internal consistency (alpha = 0.919), and good internalconsistency within each factor: 0.882 for self-confidence; 0.845 for value; 0.717 for anxiety; 0.871 for enjoyment; and 0.703 for mental stamina.
44117 11:00-11:30 | Room 607 (6F)

Effectiveness of Physical and Simulated Robot in Teaching Introductory Programming for Increased Skills, Interest,
and Confidence
Oka Kurniawan, Singapore University of Technology and Design, Singapore
Norman Lee, Singapore University of Technology and Design, Singapore
Subhajit Datta, Singapore University of Technology and Design, Singapore
Nachamma Sockalingam, Singapore University of Technology and Design, Singapore

There has been an increasing tendency to use robots to teach introductory programming in higher learning (Major, et. al., 2012). Unfortunately,
the results of the literature seem to be mixed (Benitti, 2012). Though the majority of the studies reported a positive gain in terms of students
learning, there are some studies reported no difference in learning and a few reported negative results. In one review paper, it has even been
proposed that using a simulated robot may, in fact, provide better results as compared to physical robots (Major, et. al., 2012). Till date, there
is no study that compares the effectiveness of physical robots and a simulated robot for teaching introductory programming. Furthermore, it
is not clear which approach students will find more engaging. We conducted a study conducted on first-year students who attended a five-day
introductory workshop on python programming. This workshop is designed to introduce basic computing concepts to participants without priorprogramming knowledge and was conducted prior to the compulsory computer programming course for all first-year students. We divided theworkshop participants into two groups, one taught using physical robots, the other taught using a simulated robot. We measured the participants
before and after the workshop using a diagnostic test and an attitude survey. We describe the insights that the diagnostic test gave on theeffectiveness of the two approaches, and the insights from the attitude survey on students' perception of computer programming.

140 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

09:30-11:30 | Room 608 (6F)

Monday Session I
Primary & Secondary Education
Session Chair: Sau Cheong Loh
43212 09:30-10:00 | Room 608 (6F)On Elementary School Art Teachers Training Program from the Perspective of “Teaching Materials and Methods of Arts”
Hui-Yun Tzeng, National Changhua University of Education, Taiwan

As one of the professional curriculum for elementary teacher pre-service training program, the course of “Teaching Materials and Methodsof Arts” has been revised several times after the era of decolonization of Taiwan in 1945. Even though Taiwan has undergone two major
education reforms, Grade 1-9 Curriculum and Direction Governing for the 12-Year Basic Education Curricula. It has remained to be thefundamental curriculum in the elementary art teacher training program until now. This article focuses on the “Teaching Materials andMethods of Arts” from the major Universities in Taiwan. By examining the education policies and syllabuses, this article attempts to
explore and understand the core value and the main aspects that Taiwanese elementary teacher training system tries to emphasize.
42692 10:00-10:30 | Room 608 (6F)

Using Game Design to Enhance Learning Opportunities
Elizabeth Salles, Jorel Information and Training services, Australia

Games Based Learning provides an opportunity for teachers and students to explore a range of issues using a familiar and exciting
medium. These issues can include solving problems, the history and development of games, social attitudes and the significance ofdesign aspects. This paper will focus on the development, delivery and outcomes of a gaming unit for students in years 9 and 10. Twomain areas were addressed -the social influences impacting game development and gaming culture and the development of IT skills
and knowledge of basic programming structures. Critical thinking and planning skills can be addressed successfully using games. The
familiarity of the environment provides a comfortable mode for student discussion. This may include social perceptions, game cultures,classifications and parental perceptions. Utilising an environment that is comfortable, students are more inclined to express their opinions.
Game development is an effective tool for teaching a range of skills in computer science. The use of games engines provides a structured
framework with a visual interface allowing greater focus on code structure and sequence. Students can simultaneously develop theinterface and code and evaluate and check their game with immediate feedback. Project management techniques can be incorporated toeffectively deal with and manage time constraints. Throughout the duration of the unit, data were collected from students. Analysis of thisdata suggests the use of games as a learning medium approach was successful in increasing motivation and understanding.
43503 10:30-11:00 | Room 608 (6F)

The Development and Progress of Smart Learning in the UAE Public Schools
Scott Parkman, Emirates College for Advanced Education, United Arab Emirates

Smart Learning is one of the most popular buzzwords in the literature of instructional technology and has become an increasingly popular
educational trend in much of the developed world. Although much positive press has been generated discussing the value and progress ofSmart Learning programs, it is often still largely misunderstood and over generalized by policy-makers and practitioners alike. Likewise,due to the costs of developing and implementing Smart Learning systems, their use has predominantly been restricted to corporate
learning and educational systems in the developed world. Nevertheless, over the past five years, the UAE has made has significant
inroads in promoting and developing Smart Learning initiatives within their public K-12 school system with the aim of creating a modern
and innovative public education system. This paper will describe the origins of these unique initiatives in detail, examine the progressthat they have made thus far, identify areas still in need of improvement, and discuss the potential that they have for transforming the
local education system going forward. It is anticipated that this presentation will be of relevance to policy-makers, curriculum designers,
and practitioners with an interest in various aspects of educational technology (e.g., mobile/wireless learning, rich digital media, usergenerated media, social media for learning, etc.), as well as the design and development of ubiquitous learning contexts.
43929 11:00-11:30 | Room 608 (6F)

Establishing Content Validity of the HOTS-Kit: Towards Ensuring Its Appropriateness for Malaysian Secondary
School Learners
Sau Cheong Loh, University of Malaya, Malaysia
Loo Chu Kiong, University of Malaya, Malaysia
Maria Felicitas M. Mamauag, HELP University, Malaysia
Sabrena G. Arosh, University of Malaya, Malaysia

The publication of the Malaysian Education Blueprint (2013-2025) catalysed an emphasis on assessment of higher order thinking skills(HOTS) in the country. With the need for valid and reliable measures of critical thinking, problem-solving, and creativity, the HOTS-Kit, anassessment toolkit of HOTS among secondary school learners, is currently under development. This paper presents the outcome of a
critical expert review for items built for critical thinking and problem-solving scales within the project. The purpose of the review was to
examine item readability and content suitability for the target age group, and to determine the clarity of the Malay translation of the items.
Fourteen experts consisting of senior academics from Malaysian universities, educational policy consultants and psychometricians
reviewed the 30-syllogism critical thinking scale and 50-situational judgment test item problem-solving scale. From the feedback, it wasseen that the content needed to be revised for the lower end of the target age group, translations needed further revision, and more variety
of item structure was required. Apart from the content revision, more items were written following the style of the Watson-Glaser CriticalThinking Appraisal and the Cornell Critical Thinking Test. The revised critical thinking and problem-solving scales are set for further
review with a group of eight experts to provide quantitative evidence of content validity. Acknowledgement: This research is funded by
the Ministry of Higher Education, Malaysia under the Fundamental Research Grant Scheme (FRGS), with grant number: FP029 – 2016.

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09:30-11:30 | Room 703 (7F)

Monday Session I

Language Development & Literacy
Session Chair: David Litz
43130 09:30-10:00 | Room 703 (7F)

Task-Based Language Teaching in Education in ASEAN Course for Student Teachers Mathematics English Program
Satsayamon Sangway, Valaya Alongkorn Rajabhat University under the Royal Patronage, Thailand

Education in ASEAN means the course for students, learn about the evolution of education management, analyze the curriculum, teaching
and learning of the countries in ASEAN and students are required to use English in this course. The objectives of this research were to study
the achievement, to study the students’ language ability, and to study the attitudes towards learning by Task-based Language Teaching. The
research samples were 21 third-year Mathematics English Program students from Valaya Alongkorn Rajabhat University under the Royal
Patronage in the second semester of the 2017 academic year. The design of this study was the one group pretest-posttest design. Tools usedin this research were Task-based Language Teaching Lesson plans, English language test, the achievement test and the attitudes towards
questionnaire. The time taken for this experiment was 36 hours. From evaluating the knowledge of students on the Education in ASEAN by using
Task-based Language Teaching, students had the average score from a total of 50 scores in pretest and in the achievement test equal to 15.61,
and 38.19 respectively. The students had the average language ability score from a total of 60 scores in pretest and posttest equal to 15.90, and43.85 respectively. After the study, the students had better achievement and had gained abilities in vocabulary, grammar and spoken English
for communication. Students have a very positive attitude and they are highly satisfied toward learning by Task-based Language Teaching. The
highest level and high level of their satisfaction stand at 80.95, and 19.05 respectively.
43154 10:00-10:30 | Room 703 (7F)

Phonetic Radical Awareness of Singaporean Chinese Language Learners

Li Li, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore
Hock Huan Goh, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore
Phonetic radical awareness is proved to be important for learning to read Chinese scripts among Chinese monolingual children and adult Chinese
learners. This study investigated phonetic radical awareness among bilingual children learning Chinese in Singapore. Five hundred and ninetytwo students in Primary three, four and five grades from two schools completed a character recognition test. Students were asked to provide
the Pinyin form of a set of 36 Chinese characters with and without phonetic radicals. Findings showed that children demonstrated their usingof the phonetic radical awareness in Chinese character recognition as early as in Primary three. Their Chinese phonetic radical awareness isdeveloping along with their Chinese learning experience. Despite the individual differences found in children’s phonetic radical awareness, fromerror analyses and character features (such as character frequency from the large corpus), we concluded some possible recognition patterns for
one particular group of characters with phonetic radicals. Our findings from this study may help Chinese language teachers in making pedagogic
adjustments to better suit Singaporean bilingual children’s development and learning needs in Chinese characters.
44053 10:30-11:00 | Room 703 (7F)

Multilingual Education in Linguistically Diverse Nepal: The Role of Mother Tongue-Based Education for Better
Learning OutcomesPrem Singh Shintan, United Mission to Nepal (UMN), Nepal
Elizabeth Cozens, United Mission to Nepal (UMN), Nepal

Linguistically diverse, Nepal has 123 different mother tongues and for 55% of the people, Nepali (national language) is their second languageof communication. This context poses a serious constraint on learning achievement for early grade students as the primary teaching language
in all government schools is Nepali. Realizing this problem, Nepal has recently prioritized multilingual teaching at early grades in government
schools. There are good intentions in adopting this approach to education, however, there are limited studies on whether multilingual education(MLE) really contributes to learning outcomes of early grade children. This study is an attempt to explore the effects of providing MLE to preprimary students. This study was conducted in Magar ethnic group in Rukum and Tharu in Kapilvastu districts of Nepal where the Khan Magarand Awadi are the mother tongue languages respectively. The data was gathered from the children, parents, teachers and school management
committee members who were engaged in various MLE interventions at those districts. Semi-structured questionnaires were developed toobtain the information from the respondents. Out of wide contributions, this study found that multilingual education had positively contributed infour aspects of school education; 1) students' performance, 2) teachers skills, 3) parental involvement in children's education, and 4) classroom
learning environment. These contributions were further seen to be long-term in nature and directly related to the children's dynamic educational
achievement. To a broader extent, the multilingual education also contributed to preserving the value of ethnic language and culture.
43243 11:00-11:30 | Room 703 (7F)

Triglossia and the Promotion of Literacy in the United Arab Emirates
David Litz, Emirates College for Advanced Education, United Arab Emirates

In response to globalization, the United Arab Emirates (UAE) has invested tremendous resources into their budding education system. Suchinvestment has resulted in the increased use of a bilingual curriculum where Arabic and English are held in high regard. Unfortunately, suchinvestment has not resulted in successful Arabic literacy among much of the Emirati youth. This presentation will report on a study that utilized
an open-ended questionnaire completed in Arabic by Emirati parents regarding their language practices with their children. The questionnaire
results suggest that parents primarily use colloquial Arabic (CA) in the home and engage in few literacy practices using Modern Standard
Arabic. The data from the parents also documented a triglossic language context where there is an increased need for improved Arabic literacy
in addition to the government-mandated focus on the English language. The presentation will then focus on the study's results to foreground a
discussion of ways to promote language and literacy among Emiratis. First, the author will present the advantages and disadvantages of using
local CA for early literacy practices. Second, the author will present a number of suggestions that would promote Arabic without codifying thecolloquial variety. It is anticipated that this presentation will be of relevance to teachers, administrators, and policy-makers in other similar
diglossic and triglossic language contexts around the world.

142 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

09:30-11:30 | Room 704 (7F)

Monday Session I
Higher Education
Session Chair: Pansak Vandee
43643 09:30-10:00 | Room 704 (7F)The Study on Teaching of Practice Skills in a Drum Set at Suan Sunandha Rajchapat University, Bangkok, inThailand 4.0
Rungkiat Siriwongsuwan, Suansunandha Rajabhat University, Thailand

The objectives of this research were 1) to study the teaching of practice skills for the drum kit at Suan Sunandha Rajchapat University;2) to study teaching problems and obstacles in the learning of practice skills for the drum kit; and 3) to use first-to-third year students
majoring in music and studying practice skills for the drum kit as a sample group for the research. Data were collected by interviews andthen analyzed. The research results are summarized as follows: 1) in overview, the teaching of practice skills for drum kit at was at anexcellent level as were all aspects of teaching which was planned step-by-step and well organized; 2) most of the teaching problems
and obstacles that were found originated from the students themselves, such as learning intention, time and finance issues; 3) it was
concluded that the teachers should pay more attention to the students both in their learning and consulting sessions, together with using
updated their teaching techniques according to Thailand version 4.0 policy.
43185 10:00-10:30 | Room 704 (7F)

Thailand 4.0 Music Students: Study on Classical Guitar Repertoire Learning Process
Patommavat Thammachard, Suan Sunandha Rajabhat University, Thailand

The purpose of this research is to study techniques or methodology that music students of Thailand 4.0 use for accomplishing theassigned repertoire and for refining the appropriate guitar techniques. Thailand 4.0 is the education system that focuses on developing
and innovating knowledge for social need. Integrating and creating new innovations from learner knowledge principles are the result of
this initiative. The research instruments included: 1) in-depth interviews with seven Suan Sunandha University music students (classicalguitar major), and 2) a performance assessment form. Both forms were analyzed after the samples achieved the assigned repertoire. The
results show that the samples are using internet platforms, especially YouTube, about 66.6% of the time as a channel for learning theirassigned repertoire, while others are still learning the repertories with a private instructor.
43178 10:30-11:00 | Room 704 (7F)

The Relationship Between Musical Instrument Adoption and Professions of Music Students of Suan Sunandha
Rajabhat University in Thailand 4.0
Thassanai Phensit, Suan Sunandha Rajabhat University, Thailand

This research is the integration of qualitative research and quantitative research. The purposes are 1) to study factors and motivations
when selecting musical instruments for learning Western music among the music students from Suan Sunandha Rajabhat University; 2)
to study factors for making a decision on the music careers of those students; and 3) to study the relationship between musical instrument
selection and professions. The population is 80 music students from the University and the data from interviews and questionnaires
were descriptively-analyzed. According to the results: 1) 90% of the students have their own clear preferences; 2) others factors such as
friends’ suggestions amount to 5%; 3) the maining 5% comes about because of unavoidable situations. The factors for decision-making
in terms of music profession are 1) individual aptitude, 50%; 2) career opportunities 50%. In the study, musical instrument adoption ispositively correlated with career opportunities.
43187 11:00-11:30 | Room 704 (7F)Music Occupation for Thai Music Students of Suan Sunandha Rajabhat University in the Next DecadePansak Vandee, Rajabhat Suansunandha University, Thailand

The aims of this research were to study music occupations for Thai music students in the faculty of Fine and Applied Arts, Suan Sunandha
Rajabhat University in the next decade. The sampling was 25 music business owners, music teachers, musicians and academic experts,
collecting data by focus group discussion and analyzing by summary and content analysis. The result of this study was as follows:
the occupation for Thai music students were three groups, 1) musician, 2) teacher, and 3) music service. Musicians include freelancemusicians, musicians in entertainment venues, musicians in hotels and musicians in government offices and the private sector. The
most popular career is teaching – teachers who teach in formal education (elementary schools, primary schools secondary school anduniversities) and informal education (online teaching, student home or tutor school). Music service consists of performances in movie oradvertising, manufacturing and maintenance of musical instruments, and demonstrations in tourist programs. The style of Thai music will
be changed from original to contemporary and used technology to adjust sound and songs.

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09:30-11:30 | Room 705 (7F)

Monday Session I

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Alan Cheung
43062 09:30-10:00 | Room 705 (7F)

Developing and Creating Multimedia for Learning Values of Thai Literature
Kittipong Phumpuang, Naresuan University, Thailand
Patcharin Buranakorn, Huachiew Chalermprakiat University, Thailand

This qualitative research aimed to create effective multimedia for learning the values of Thai literature and producing it as innovative
media. Details of the processes of developing the multimedia resulted from discussions with five scholars. Findings of the research are
as follows: 1) contents of the media should focus on stories and values of the literature, and 2) storyboards showed clear details of thecontents and emphasized on three main values of Thai literature, including the aesthetic, social, and moral aspects. Six pieces of classicalThai literature were selected for the multimedia creation: Niras Phukaotong; Pra Apaimanee; Lilit Talengpai; Mathana Phatha; Khunchang
Khunpan; and Sam Kokh. Processes of developing the multimedia were: 1) writing scripts and drawing storyboards; 2) checking ofstoryboards by scholars; 3) reviewing storyboards; 4) discussions between content writers and media producers; 5) gathering of resources
for media production, including drawing characters; video filming; games designing; animation cartoon making; graphic design; collectingof related motion pictures, stage performances, and television dramas for parts supporting; and sound making, including narrations,conversations, and prose and poetry chanting; 6) multimedia production of the six classical Thai literature; 7) reviewing of the multimedia
by scholars; and 8) revising of the multimedia and the completion media as teaching materials for schools and universities.
43825 10:00-10:30 | Room 705 (7F)

Enhancing First-Year EFL Students' English Expressions Abilities with E-Learning Lessons
Tirush Rumpanpetch, Silpakorn University, Thailand

E-learning or online teaching brings about creativity and opportunity to EFL learners and teachers. Therefore, using e-learning lessons
as a tool to enhance English skills for EFL students of the twenty-first century could be beneficial and innovative. In Thailand, technology
is becoming more and more crucial in language teaching and learning. Thus, this experiment was conducted to improve EFL student’s
abilities in the use of English expressions via e-learning lessons. The aims of this study were to 1) develop and test the efficiencyof e-learning English expressions lessons; 2) compare EFL students’ expressions abilities before and after using these e-learning
lessons; and 3) study students’ opinions towards using e-learning lessons to develop their English abilities in the use of expressions.
The subjects of this study were randomly selected from the first year students of the Faculty of Arts, Silpakorn University in theacademic year 2017. The research instruments were 1) online lessons accessed via the Moodle platform; 2) English expressions pretest and post-test, 3) profile and post questionnaires; and 4) interview forms. The data were analyzed by percentage, mean, standard
deviation, and dependent t-test. The results showed that the students’ English expressions scores after using the e-learning lessons
were significantly higher than before using them. Moreover, the students’ opinions towards learning English via e-learning lessons
were highly positive. Lastly, based on the information collected during the interviews, some technical and personal problems had
hindered some students from achieving higher scores.
43891 10:30-11:00 | Room 705 (7F)The Effects of Software Interaction Mode on Nominal Group Creativity in Online Classes
Janejira Sutanonpaiboon, Sonoma State University, United States

When students work together in a group in an online class, often times they work in a “nominal group” – a term used to address thesituation when individuals work separately – rather than an actual group. This paper focuses on an electronic brainstorming task in
nominal groups in online classes, where group members can work from their own location and generate ideas independently rather
than sharing them with other group members. Hence, there is no communication within the group. A facilitator, or one of the groupmembers, is responsible for collecting and collating the ideas at the end of the brainstorming session. Some research has shown thata nominal group can result in higher performance than actual groups. This paper also examines creative software interaction mode,the factor that is believed to influence group performance in electronic brainstorming, and its effect on idea creativity in nominalgroups in online classes. There are two major software modes: graphic and outline, and users can switch between the two modes orstay with one mode. We investigate how three different uses of the interaction mode (graphic, outline, and switching between the two)
can affect group performance of online nominal groups. Group performance is assessed by four aspects of idea creativity (fluency,
flexibility, elaboration, and originality). We believe that our findings will have an academic implication for educators who are teaching
ever-growing online classes, as well as for researchers who are interested in electronic brainstorming or other Group Support System(GSS) tasks in different time/place settings.
43102 11:00-11:30 | Room 705 (7F)

Examining the Impact of the ABRACADABRA (ABRA) Web-Based Literacy Program on Primary School Students
in Rural Hunan, China
Alan Cheung, The Chinese University of Hong Kong, Hong Kong

This project investigated the effects of ABRACADABRA (ABRA), a web-based literacy program developed by the Centre for the Study of
Learning and Performance (CSLP) at Concordia University, on primary school children in rural China. Around 340 third grade students from
10 schools (five experimental and five control schools) participated in a one-year paired-match study. Treatment and control schools
were matched based on demographic variables and academic performance. Participants in both conditions were assessed before andafter the intervention using standardized reading instruments. At posttests, the experimental classes scored significantly higher than thecontrol classes on phonemic awareness (+0.56), phonological awareness (+0.71), early literacy skills (+0.50), initial letter sound fluency(+0.43), segmenting (+0.74), and non-word reading (+0.74), providing evidence that ABRA is particularly effective in rural China where
English is used as a foreign language (EFL).

144 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

09:30-11:30 | Room 707 (7F)

Monday Session I

Educational Research, Development & Publishing
Session Chair: Chananart Meenanan43192 09:30-10:00 | Room 707 (7F)Music Curriculum Supporting Music Occupation for Music Students of Suan Sunandha Rajabhat University in
Thailand 4.0
Sirima Panapinan, Suan Sunandha Rajabhat University, Thailand

The objective of this qualitative research was to study music occupations for music students in Thailand 4.0 and study the curriculumthat supports those students. The data were collected from interviews with university music teachers, musicians and those people
knowledgeable about Thailand 4.0; the data of 15 people was analyzed by content analysis. The research found that music occupations
for music students in Thailand 4.0 encompassed musicians knowledgeable in the use of technology to create sound effects, thoseknowledgeable in the use of technology, those with occupations as backing musicians, those working as technicians for musicalinstrument repairs and engaged in occupations as music teachers. A music curriculum that supports music occupations allows students
to create their own careers, especially in areas related to technology, sound engineering and computer composition. The subject is a
training course, and should provide a basis of knowledge that offers students the freedom to study in an area of interest without having
to register for a degree.
43893 10:00-10:30 | Room 707 (7F)

Trend of Music Curriculum in Rajabhat University in the Next Decade
Yutakorn Srikaganon, Suan Sunandha Rajabhat University, Thailand

The objective of the research was to study the music curriculum at Rajabhat University and to forecast the future needs of the music
curriculum in the next decade. This study was qualitative research, using the FDRF technique to forecast music curriculum trends within-depth interviews with 13 experts at the university. The questionnaire was rechecked three times. Content analysis for data from theinterview and interquartile range (IR) for the questionnaire took place. It was found that there are five music majors for the bachelor
degree offered in the music curriculum at the university, consisting of music education, music performance, music technology, musicbusiness and Ethnomusicology. The music curriculum trend in the next decade is to reduce this to only two majors: music technology
and music education. Current trends indicate the increasing role of technology in the music business. Social media will also play agreater role, for example, marketing, musical instruments sales, online music teaching and so on. Music education is still continuing
at Rajabhat Universities because of the compulsory education system, it is considered a basic educational need. This is unlikely tochange in the future.
43186 10:30-11:00 | Room 707 (7F)

Administration Factors Affecting Student Development in Thailand 4.0 at the Faculty of Fine and Applied Arts,
Suan Sunandha Rajabhat University
Sansanee Jasuwan, Rajabhat Suansunandha University, Thailand

The objectives of this research were to study the main idea of Thailand 4.0 for student developments and to study administrative factors
affecting student development in the faculty of Fine and Applied Arts, Suan Sunandha Rajabhat University. This study was qualitative
research, collecting data from five experts of Thailand 4.0, 15 lecturers of the faculty of Fine and Applied Arts, Suan Sunandha Rajabhat
University were subject to an in-depth interview and data was analyzed by content analysis. The research results were as follows: 1) The
main idea of Thailand 4.0 for student development is for students to gain knowledge, skills, perspectives and values. Knowledge consistsof Basic knowledge (self, family, community, society, language, mathematics), world knowledge, the socio-economic situation, a grounding
in information technology and the knowledge needed for careers. Skills consist of systematic thinking skills, effective communication
skills, pre-planned thinking skills, critical thinking skills, interpersonal skills, the ability to live in society and be environmentally safe.
Perspectives consist of problem evaluation, looking at global issues and linking to them locally, understanding problems and forecasting
the future, then finding solutions and solving problems creatively. The values for a sustainable society are maintaining an abundance ofresources and ecosystems, socio-economic justice and peace of mind. 2) Administration factors affecting student development in thefaculty of Fine and Applied Arts, Suan Sunandha Rajabhat University are the policy and vision of the university and faculty, competency
and leadership of the Dean, the curriculum, the lecturers (the technique of teaching, learning activities, ICT/Multimedia and classroom
management), and finally the facilities and learning resources are also important for students.
43745 11:00-11:30 | Room 707 (7F)

Teaching Methods for Students in Faculty of Fine and Applied Arts in Suan Sunandha Rajabhat University
Chananart Meenanan, Suansunandha Rajabhat University, Thailand

The objective of this research was to study the subjects in the faculty of Fine and Applied Arts and to study the teaching methods for eachof the subjects taught. This study was qualitative research, collecting data by in-depth interviews with teaching experts and three lecturers
in each subject. There were 23 people interviewed and content analysis of the data took place. The results found that there are six subjects
in the faculty of Fine and Applied Arts: Music, Thai Dramatic Arts and Performing Arts, Painting, Fashion Design, Creative Product Design
and Visual Communication Design. Each subject has a special technique so there were different teaching methods. Music, Thai Dramatic
Arts and Performing Arts are taught by demonstration methods and practice by themselves. With painting, instructors use practice andcreative work to build skills. Fashion Design emphasizes direct experience through creative work also. Creative Product Design and Visual
Communication Design use study visits to develop new ideas in the students’ work. However, with all, lecturers must provide a descriptionof the main content and students will be given the opportunity to discuss their opinions. By the nature of the Faculty of Fine Arts, students
need to create their own work and this is reflected in the lecturers encouragement for students to gain direct experience.

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11:45-13:15 | Room 701 (7F)

Monday Session II

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Frederic Fovet
42553 11:45-12:15 | Room 701 (7F)

Causes and Effects of the Current Bullying Syndrome on Human Development of Intermediate Learners: An Analysis
Rodelio Ritual, Marcela Agoncillo Elementary School, The Philippines
Lilia Dino Bautista, Multiple Intelligence Nurturing Discovery School-Minds, The Philippines

The study aimed to find out the perceptions of teachers and students on causes and effects of the current bullying syndrome on thehuman development of intermediate learners in the Philippines. To discover the causes and effects of the bullying syndrome on humandevelopment, intermediate learners and elementary grade teachers of Marcela Agoncillo Elementary School, Binondo, Manila School
Year 2015-2016 were utilized. This descriptive research used a questionnaire as the main data gathering instrument. Relative frequency,
weighted mean, and standard deviation were used as statistical tools for analysis and interpretation of the data. It was found that theperceived major causes of bullying among intermediate learners were the exposure to computer games, the characteristics of peers andfamily background. It was concluded that students had to be educated about the consequences of bullying behavior both at home andat school; students need to be instilled with the importance of good virtue at all times, and if being bullied, taught how to report to theproper authorities and how ret would not bring a positive outcome. Most of all, it is important to understand the school’s policies regarding
bullying and choose friends who might be a good influences.
42244 12:15-12:45 | Room 701 (7F)

Effectiveness of the Pragmatic Skills Intervention for Young Adults with Mild Intellectual Disability (With andWithout Co-Morbid Autism Spectrum Disorder)
Wendy Yeo, Association for Persons With Special Needs/ Delta Senior School, Singapore

Background: Teachers and Vocational Trainers feedback that students with a mild intellectual disability (with and without co-morbid
Autism Spectrum Disorder) lacked the pragmatic skills necessary for them to be work ready. They were aged between 17 to 21 years old
and are undergoing a structured programme of vocational education aimed at preparing them to be employable and to lead independent
lives. A pragmatic skills programme was developed and dovetailed into their work skills training (WST) lessons. Purpose: This study
explored the effectiveness of the pragmatic skills programme. Methods: In a single group observational study using pre/post-test design
with a three-month follow-up, six students received pragmatic skills intervention during their WST lessons once weekly for four months
from a speech and language therapist (SLT). Beyond SLT’s presence, teacher and trainers would also request and reminded the students
for the targeted behaviours during their WST lessons. Outcomes: All students utilised more pragmatic skills at post-test and at 3-monthfollow-up. Notable improvements were observed in their ability to initiate a simple speech act. When students showed regression at
3-month follow-up, it was still an improvement of their pre-test scores. Achieving a significant improvement in a new skill might provide
an indicative resistance level against regression. Conclusions & Implications: The results of this study showed that all students utilised
more pragmatic skills behaviours after the programme. Dovetailing the programme in the natural WST setting and constant attention on
the targeted behaviours might also be the attributing factors.
44048 12:45-13:15 | Room 701 (7F)

Using Universal Design for Learning to Create Inclusive Classrooms for International Students in CanadianHigher Education
Frederic Fovet, University of Prince Edward Island, Canada

The paper examines, as a starting point, recent initiatives on a Canadian campus to use UDL systematically, within an International MEd
in a Faculty of Education, in order to address some of the friction that exists between a traditional teaching culture and the expectationsof International graduate students. The focus of the phenomenological reflection and of the analysis that follows firstly hones in on
specific ways the UDL lens can be used to transform teaching and learning in Higher Education, in a landscape of Globalization andInternationalization. In a second stage, the presentation examines the repercussions of this growing interest for UDL within International
Education, and the transformative impact this may have for the momentum towards systemic, campus-wide implementation within many
North-American institutions. The main assertion of this talk is that UDL implementation in Higher Ed has reached a crucial juncture whereits potential, goals and impact are being reformulated, no longer to address issues related to impairment, but rather in more global termsof a pedagogical shift towards student-centered learning.

146 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE11:45-13:15 | Room 603 (6F)

Monday Session II

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
Session Chair: Wimonchat Lerdkochasri
43013 11:45-12:15 | Room 603 (6F)

Teacher Agency in Mother Tongue: From Social Practice to Legislation
Peter Romerosa, Arellano University, The Philippines

Drawing on the lived experience of teachers in implementing the Mother Tongue-Based Multilingual Education (MTB-MLE), this researchoffered a social analysis on the practice of mother tongue, employing Practice Theory as a frame of analysis. This framework suggeststhat the shift of language policy in the Philippine Basic Education, from monolingual to bilingual, to multilingual elucidates culturally
diverse ways of reconfiguring language policy, emphasizing the roles of social practice and teacher agency in policy appropriation. The
history of mother tongue as a new language policy in basic education from grades 1 to 3 mirrors how a contextual use of language reflects
the issues of power and negotiation of identities, highlighting the role of mother tongue as a relevant medium of instruction during theformative years of schooling. The results illuminate that at the grassroots level, teacher agency in mother tongue attempts to respond todiverse learning needs and cultural identities of students. Thus, teacher agency in the mother tongue is a form of social action, emanatingfrom on-the-ground experience and social practice, which assert collective identity, cultural capital and collective history. Consequently,
such a power shift in language policy from universal to local shows how human practice and collective experience can influence thedominant structure. Thus, the trajectory of language policy in basic education through the implementation of MTB-MLE seeks to respondto the contextual needs of the learners on the one hand, and meet the demands of globalization on the other.
43693 12:15-12:45 | Room 603 (6F)

Status of Thai Music Education in Thai Universities
Pongsilp Arunrat, Silpakorn University, Thailand

The study of Thai music in the past was in oral form of Residence-style music education or called "The House". When the House is very
famous, they may have the opportunity to be recruited as part of an ensemble of any top noble royal palace who regularly hosts theband at their own place. This opportunity is an honor for the House. The period between 1857–1932, is the golden age of Thai music.
Since 1932, when the administration change in Thailand was influential, the administrative power and regime were transformed into thedemocratic system. The constitution became the most powerful law following the absolute monarchy and cultural popularity shiftedfrom the royalty. The government then established a school of music, the College of Dramatic Arts, and introduced Thai music into theuniversity curriculum. Thai musicians in the Residence-style of music education faded away under the rising new Institution which wastraining the musicians in the “School-Student” system. Nowadays, many universities have begun to offer Thai music as a major courseof study and have expanded rapidly throughout the country. These problems over the curriculum by departing from “Thai music,” fromthe listening and nurturing the culture into the lives of the Thai people. This article is an introduction to the teaching of Thai music fromthe past to the present, the current situation of Thai music, the problems of teaching Thai music in universities, and the solutions to these
problems which are sustainable.
43870 12:45-13:15 | Room 603 (6F)

The Context of Curator in the Twenty-First Century: A Study at Museums in Bangkok Area
Anantachai Aeka, Suan Sunandha Rajabhat University, Thailand
Wimonchat Lerdkochasri, Suan Sunandha Rajabhat University, Thailand

The purpose of this research is to study the context and progression of the curator in the Twenty-First Century. Since the millennium,
the flood of technological and economic growth significantly affected the context of the curator. The curator is not only a keeper orcollector of digital data cultural heritage as before, but must also be a marketer and organizer as well. The research instrument is thein-depth interviews with curators from four museums located in Bangkok: 1) Museum Siam; 2) Rattanakosin Exhibition Hall; 3) Suan
Pakkad Palace Museum; 4) Sai Suddha Nobhadol Building Museum. The results are that three out of four (75%) agreed that the stream oftechnology and economy is the main factor affecting the curator context. All about 100% agreed that marketing and coordinative skills are
required as a context of the twenty-first-century curator. In conclusion, the context of the curator is not a curator literally, but additionallybusiness knowledge especially marketing and coordinative skill must be cultivated.

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11:45-13:15 | Room 604 (6F)

Monday Session II

Educational Policy, Leadership, Management & Administration
Session Chair: Carmela Oracion
43058 11:45-12:15 | Room 604 (6F)

The Relationships Between Teachers' Gender, Ethnicity and Experience and Their Leadership Attitude
Subrina Haque, University of Malaya, Malaysia
Kazi Enamul Hoque, University of Malaya, Malaysia

From literature, it is evident that there are influences of gender, ethnicity and experiences on building leadership attitudes whileother studies do not find any relationships between these personality traits and shaping leadership attitudes. In this study, teachers’
gender, ethnicity and experience have been taken as independent variables to find the relationships with seven dimensions of personalleadership attitudes as a dependent variable. These seven dimensions are “vision”, “altruistic values”, “membership”, “hope/faith”,“meaning or calling”, “organizational commitment”, and “productivity”. Literature supports these variables as a construct of personalleadership attitude. Thus, this study aims to find whether there are any relationships between teachers’ gender, ethnicity and experienceand their personal leadership attitudes in Malaysia. A quantitative approach was used in this study. The information gathered wasanalysed using the Pearson correlation test, t-test and ANOVA on SPSS (version 21). The data were then analysed using descriptive
and inferential statistics to determine relationships between the gender, ethnic groups and years of experience of the teachers with
their personal leadership attitudes.
43431 12:15-12:45 | Room 604 (6F)

Exploring Leadership Characteristics of Public and Private High School Administrators in Malabon City: A
Comparative Analysis
Marivic Basilio, The National Teachers College, The Philippines
Maximo Y. Muldong, La Consolacion College, The Philippines

The study investigated Administrators ‘Leadership Characteristics in terms of leadership style, traits and integrity. 21 administrators,
145 middle-level administrators and 378 teachers were involved in the study from 12 public and nine private high schools in the Divisionof Malabon. The descriptive method of research was used with a questionnaire as the data gathering instrument. The hypotheses were
formulated and tested using t-test, ANOVA procedures and Pearson r statistical tools. The findings showed that there was a significant
difference when comparing the leadership styles, and traits of public and private school principals. When testing the difference between
the integrity of administrators, the result showed that there was no significant difference between the two. It also revealed that there wasno significant relationship between leadership style and leadership traits among public school administrators. There was a significant
relationship between the leadership style and trait among private school principals. In terms of the relationship between leadership styleand integrity, both administrators showed no significant relationship. The leadership traits and integrity showed that there was a significant
relationship among the private school administrator and public school administrators showed no significant relationship between traits
and integrity. Based on the findings, it is recommended that administrators should be aware of their leadership characteristics and its
effect to the organization. Training should be given to develop and strengthen leadership traits and integrity. Finally, a Strategic Leadership
Program for administrators must be reinforced.
42277 12:45-13:15 | Room 604 (6F)

Characteristics of Teacher Leaders in Public Schools in the Philippines
Carmela Oracion, Ateneo de Manila University, The Philippines

Teacher leadership is no longer optional (Center for Teaching Quality, National Board for Professional Teaching Standards, and National
Teaching Association, 2014) especially in schools that are striving to improve. This concept recognises the important contribution ofteachers to school improvement and brings to the fore the work of teachers who have also demonstrated leadership capabilities. Using an
adaptation of the framework of York-Barr and Duke (2004) which linked teacher leadership to student learning, this study explored teacher
leadership in public schools in the Philippines. Data were collected through semi-structured individual interviews with principals andfocus-group interviews with teacher leaders and other teachers from seven public schools in the Philippines. The study found that teacher
leadership was a meaningful concept in Philippine public schools even if the term “teacher leadership” has not been introduced formally.
The study pointed to teacher leadership as a set of actions undertaken by teachers who respond positively to opportunities to improveteaching and learning. The study revealed that teacher leaders are (a) excellent teachers specifically in terms of classroom management,(b) not necessarily in formal leadership positions, (c) holders of responsibilities beyond their classroom duties, (d) capable of leadershipwork, and (e) respected and looked up to by students and fellow teachers. Teacher leaders are competent, focused on student success,effective teacher mentors, concerned for fellow teachers, and learning-oriented. The study also indicated that teacher leaders are humble
and trustworthy, self-motivated, service-oriented, have a positive outlook, and have high expectations.

148 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE11:45-13:15 | Room 607 (6F)

Monday Session II

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Nissa Ilma Mukti
42154 11:45-12:15 | Room 607 (6F)

Low Proficient Students' Oral Interaction with Native Speaker of English as a Language Assistant in theClassroom
Imelda Wahyuni Husein, Indonesia University of Education, Indonesia

There are many students in Indonesia who are afraid of speaking in English. The lack of vocabulary, fluency, accuracy, andalso exposure makes it difficult for students to be confident speaking English. This study entitled “Low proficient Student’ OralInteraction with Native Speakers of English as a Language Assistant in the Classroom” is aimed to investigate how low proficient
students interact with a native speaker of English and what they feel following the conversation. This study uses qualitative research
involving four 10th grade students in one of vocational high schools in Bandung, Indonesia. The sample is taken purposively in orderfor uniqueness. Observations were conducted in this study to observe four low proficient students’ interaction with a native speakerof English during 16 meetings. An interview was also conducted to find out what students feel when they have a conversation andwhether they feel any improvement in their speaking skills. The data were collected based on observation and interview results.
According to the observation findings, low proficient students experience an improvement in their speaking skill after interactingwith a native speaker even if they faced difficulties. The interview results show that they are more confident in speaking English
after having a conversation with a native speaker. Therefore, it is suggested that if it is necessary, the teachers collaborates or works
together with native speakers in order to improve students’ speaking skill.
42663 12:15-12:45 | Room 607 (6F)Are We Teaching in the Same Classroom? Investigating Co-Teaching Practice Between NESTS and NNESTS in Taiwan
Pei-Hsin Yu, Graduate Institute of Educational Policy and Administration, National Taiwan Normal University, Taiwan
Tzu-Bin Lin, Graduate Institute of Educational Policy and Administration, National Taiwan Normal University, Taiwan

This paper presents the preliminary findings from a two-year, multiple case study on the relation between native English-speaking
teachers (NESTs) and non-native English-speaking teachers (NNESTs). It aims at exploring a long-lasting issue in language teaching in
the East Asian region: the co-teaching practice between NESTs and NNESTs. Deriving from an empirical study on the relation between
NEST and NNEST within the public schooling system in New Taipei City in Taiwan, we analyze our data with eight dimensions from aliterature review. These dimensions related to co-teaching practices in Asian contexts include: writing lesson plans, reviewing lessonplans, preparing teaching materials, co-teaching during the lesson, evaluating student’s performance during the lesson, interactionsin class, classroom management and maintaining harmonious relationships with each other. Data was gathered from interviews with
24 NESTs and 22 NNESTs and 24 classroom observations. In the two-year data collection process, we covered more than two-thirds of
NESTs working in New Taipei City. The findings of this study can offer insights into the co-teaching practices in Taiwan as well as other
East Asian countries with similar socio-cultural contexts. Moreover, the findings are also useful for contributing to the body of knowledgeof researching co-teaching practices in language teaching classroom.
43159 12:45-13:15 | Room 607 (6F)

Promoting "Willingness to Communicate" to Facilitate ESL Learners in Acquiring Second Language: An
Australian Primary School ESL Classroom Context
Nissa Ilma Mukti, The University of Sydney, Australia
Djoko Susanto, State Islamic University of Maulana Malik Ibrahim Malang, Indonesia
Vuzza Ajeng Adzimy, State Islamic University of Maulana Malik Ibrahim Malang, Indonesia

One of the current issues that have been faced by language learners to acquire a target language is their unwillingness to communicate
in the targeted language, which may be based on different internal or external factors. Willingness to Communicate (WTC) (MacIntyre,
Dorneyi, Clement and Noels, 1998) is acknowledged as one of the communication branches that has gained researcher’s attention insecond language acquisition studies until now. Researchers, however, only focus on how WTC facilitate language learners to acquire
English in a foreign language context. Therefore, this study is carried out through observation and deep interview to know the factors
affecting ESL students’ WTC and how the factors may help them acquire English. The study is conducted in an Australian primary ESL
classroom milieu, surrounded by native English interlocutors (both teachers and peers). From the analysis, this study implies that the
emergence of learner’s individual (motivation and self-confidence), effective, and social factors modify the learner’s WTC to acquire
L2 language in English native classroom environment. Therefore this study suggests that learner should be encouraged to improve thementioned factors in class as it can trigger them to communicate. These factors can be improved with the help of teachers, peers or eventhe choice of activities given in class. Subsequently, this will lead to more successful language acquisition and eventually attempt thelearner to use the language communicatively.

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11:45-13:15 | Room 608 (6F)

Monday Session II

Nurturing Creativity & Innovation: New, Innovative & Radical Education
Session Chair: Tsai-Ling Chu
42539 11:45-12:15 | Room 608 (6F)

Assessing Scientific Argumentation of Grade 10 Students From Western Bicutan National High School(WBNHS) Generated Using the Generate-an-Argument Instructional Model
Ivan Lawrence Aguilar, University of the Philippines Los Banos, The Philippines

Numerous studies underscored the potent role of scientific argumentation in deepening student understanding of the lesson, increasing
investigative competency, and developing critical thinking and communication skills. This research was done to assess the scientificarguments that were formed by students using the Generate an-Argument Instructional Model. This argument-driven inquiry model
promotes learning by doing; trains students to develop, understand, and evaluate scientific explanations; and promotes the basic values
important in scientific research. This is a descriptive type of research involving 12 Grade 10 students from Western Bicutan National
High School (WBNHS) using four data-gathering instruments: survey, class observations, the student’s written argument, and semistructured focused group discussion held with the students. The following results were observed: 1) student’s learning experiences
showed strong alignment to good communication skills and scientific attitudes; 2) majority of the formed arguments belong to Level 2
and 3 (includes claim, data, and warrant) indicating that students can already link data to support their claims; 3) changes in attitude
toward argumentation and science were also seen after the implementation of the model; and 4) post-test scores increased after the
implementation of the model. This study is the first of its kind in the Philippines and it provides an initial set of data although at a limited
scale regarding the effectivity and usefulness of this model in addressing the goals of the K to 12 Basic Education Curriculum.
42711 12:15-12:45 | Room 608 (6F)

All Hands-On the Arcade Table! Exploring the Potential of Maker Culture Through a Collective Arcade Table
Building Workshop
Bojana Krsmanovic, Concordia University, Canada
Ann-Louise Davidson, Concordia University, Canada

In the effort to prepare students to better deal with complex 21st-century work-related challenges, a shift from traditional ways of learningand multiple benefits of disruptive pedagogies is starting to emerge. In the era of a workplace that is no longer associated with individualism
and competition, but instead with team spirit, students need to learn to collaborate. When effectively designed, collaboration lends itself
nicely to hands-on, practical experiences, where students learn to work in teams, to adapt to different sets of knowledge, skills, andexpertise, and to use interdisciplinarity to their advantage in the pursuit of a common goal. The 20-hour arcade-table-building workshop
was a part of an international Summer school in Media Archeology for graduate students, held at Concordia University in Montreal in
May 2017. Our participants developed a rich set of skills revolving around, but not exclusively, the skill of collaboration. The concept ofcollaboration was tackled through its several different aspects, all contained in the workshop participants’ experiences. They testified tobenefits and challenges of teamwork through experiencing processes of adaptation, negotiation, leadership, all the while developing anddemonstrating an overwhelming sense of solidarity with others. Ultimately, as an overarching concept, the participants acknowledged
the many limitations of individual knowledge, understanding that “you can’t do everything, and just nobody knows everything”. The
arcade-table-building workshop provided significant insight into the mechanism of innovative, disruptive pedagogy that could prove to
be invaluable for higher education. Data analysis will be presented.
44026 12:45-13:15 | Room 608 (6F)

On the Way to Imaginative Teaching and Learning: Constructing an Imagination Teaching Model for Facilitating
Learning Effectiveness and Creativity
Tsai-Ling Chu, National Taiwan Normal University, Taiwan

Scholars in education or creativity have indicated that the use of imagination in education is multidimensional. Recent studies also
revealed that involving imagination in teaching activities can facilitate learning effectiveness or creativity. However, how to synthesize
them effectively in the classroom teaching has been an obstacle for many teachers. Thus, this study aims to explore how creative
teachers conduct their curriculum that incorporated imagination in an effective way to benefit pupils’ learning performance andcreative ability, and then to construct a practical imaginative teaching model. The present study adopted the purposive sampling andthree creative science teachers (one male and two female) in the elementary schools in Taiwan were invited to initiate the imaginative
teaching activities. The teaching designs were developed based on the lesson “Thermal Conduction” in scientific study and collected
through three stages separately, in which teachers were required to develop teaching activities according to the given task goals.
Following were the interviews regarding issues of how to initiate these teaching activities and their practical use. All procedures wererecorded with digital devices and then transcribed for qualitative analysis. The primarily results revealed that the scientific imaginative
teaching emphasizes the cultivation of three main abilities-construct multiple representations, transform representations, and produce
uniqueness ideas. The imaginative teaching model was construed and found to comprise of three components: 1) evoke and constructmultiple representations, 2) formulate unique explanation and validation, and 3) implication and creation. Finally, the application of
results and the teaching model were proposed.

150 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE11:45-13:15 | Room 703 (7F)

Monday Session II
Primary & Secondary Education
Session Chair: Jen Jang Sheu
44039 11:45-12:15 | Room 703 (7F)Student Ambiguity Tolerance as Predictor of Problem-Solving Ability in Mathematics

Mabel Buela, University of the Philippines Rural High School & University of the Philippines Los Baños, The Philippines
Ma. Nympha Beltran-Joaquin, University of the Philippines Diliman, The Philippines
The development of problem-solving ability among students is one of the main goals of mathematics education. This study investigated
the relationship between student ambiguity tolerance and their problem-solving ability in mathematics. In particular, it sought to determine
whether or not students’ positive reaction toward unfamiliar or uncertain stimuli predict their ability to solve non-routine word problems. A
total of 182 junior high school students participated in the study. Two instruments were used namely, the McLain Multiple Stimulus Types
Ambiguity Tolerance (MSTAT-II) Scale and a problem-solving ability test. Both tests were subjected to validity and reliability analyses.
Results showed that ambiguity tolerance predicts problem-solving ability in mathematics. In addition, ambiguity tolerance and problemsolving ability have a moderate and positive association. A detailed analysis of student solutions and empirical evidence suggest that theuse of non-routine problems be employed across various subject matters in mathematics to develop not only problem-solving skills but
critical and logical reasoning as well as creativity among students.
41847 12:15-12:45 | Room 703 (7F)

Van Hiele's Instructional Model in Teaching Tangents and Secants of Circles
Melchor Del Rosario, Don Jesus Gonzales High School, The Philippines

The research study aimed to identify the pupils’ skill in proving mathematical concepts about tangents and secants of circles using
Van Hiele’s instructional model. A quasi-experimental method of research was used in this study. The study was conducted during thefirst semester of S.Y.2017–2018 using fifteen students from Grade 10 as the participants of the study. Participants were given a pretest
prior to the discussion about tangents and secants of circles and posttest was administered after the instruction using the Van Hiele’s
Instructional Model’s five levels of learning. The results were then statistically evaluated, analyzed, and interpreted. Percentage, mean
and t-test were utilized to analyze and interpret the data. Qualitative analysis was drawn from the descriptive rating of the selected 15
participants of the experimental group. This study found that the participants with the use of Van Hiele Instructional Model showed poorand satisfactory performances on the pretest and very satisfactory and excellent on the posttest. Moreover, the participants showed
improved scores in all levels in their mathematics performance. On the pretest and posttest mean scores of each student, high performing
participants improved their skills in Mathematics from Level 1 to level 5 instructional model. Average performing participants and low
performing participants also showed improvement from their pre-test mean scores to their posttest mean scores. Van Hiele Instructional
Model is effective.
44103 12:45-13:15 | Room 703 (7F)

Beyond the Mean: A Quantile Regression Approach on TIMSS 2015 Database in Five Outstanding MathematicsPerforming Asian Countries
Jen Jang Sheu, National Chung Hsing University, Taiwan

This study used TIMSS 2015 database of eighth-grade students’ mathematics achievement and their background information, including
Singapore, Korea, Taiwan, Hong Kong and Japan, the R package named “intsvy” was introduced, to explore factors which affectmathematic performances with quantile regression approach. Here the value of using a quantile regression approach is compared witha classical regression analysis approach to study the relationships between educational outcomes and likely predictor variables, suchas home environment support, school safety, student engagement and attitudes. Results showed that students’ home resources andconfidence are the main factors which affect their performances in all five countries. Also, the difference of mathematic performances ingender was discussed in this study. These findings suggest that quantile regression analysis is a useful tool to explore the determinants
and mechanisms of efficiency in educational outcomes. A proper interpretation of quantile estimates may enable teachers to identify
effective learning activities and help policymakers to develop tailored programs that increase efficiency in education. This study andthe corresponding inferences should also be interpreted in light of its limitations for all models in this study were estimated considering
variables at the student level, so the multilevel structure of data (i.e. students within classes/school) was not taken into account. Besides,
this study was based on cross-sectional data. Future researches might investigate through a longitudinal study design.

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11:45-13:15 | Room 704 (7F)

Monday Session II

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Pei Wen Liao42712 11:45-12:15 | Room 704 (7F)

The Recreational Application for High-School Education: Evidence From the Students in Chiang Mai Christian School
Satawat Wannapan, Chiang Mai University, Thailand
Kullasup Tangphijarn, Institute of Physical Education Chiang Mai, Thailand

The conceptual framework of recreational activities applied in this paper is important for managing undesirable situations in modern
society. Theoretically, every person should naturally understand recreation. However, there is a problem that there is an enormous numberof people who might not fully understand the basics of recreation in their daily lives and this leads to unscrupulous activities the pursuitof happiness, especially among the current younger generation. Consequently, this paper specifically aimed to investigate perceptions
regarding recreational activities of teenage students at the Chiang Mai Christian School, Thailand. Methodologically, 540 sampled
students are observed using descriptive and statistical approaches. Empirically from the results, facts suggest most students do notrealize the importance of recreational activities in their lives. However, the gender index is a factor that has to be mentioned in terms of
the adoption of forms of recreation. Male students trend towards easier recreation activities and thinking compared to female students.
Accordingly, the empirical results analyzed in this paper can represent crucial information for implementing the right ideas and facilities
for recreational activities in Thailand.
43174 12:15-12:45 | Room 704 (7F)The Beauty of Failure – Educating Children to Dare to Fail

Cristina Mejia Acevedo, Universal American School – Dubai, United Arab Emirates
In our current educational system, children are graded and labelled, giving failure the connotation “lack of success” and subsequently
something to avoid. Opposing this belief is the assertion that failure is instructive, and is an opportunity to reassess and improve.
The current study focuses on children’s perspectives and voices as they learn from their struggles. One school in Dubai concluded
that failures should be rebranded as learning opportunities to encourage the Learner Profile “risk-taking”. Initial surveys of students,
parents, and teachers provided baseline information confirming that students talked about fearing to fail. Multiple classrooms and school
activities were designed to help students change this mindset and internalize failure as a precursor to success. Performing Arts classes
were the incubator for teaching students how to talk about failure, reflect, modify and grow. A “Failure Week” inspired by a school in
Melbourne collected data from community members’ own stories of failure-turned-into-success. Questionnaires following a middle
school science innovation project measured how students reacted to failure. Results show that after these activities, students expressed
greater willingness to dare to try new challenges, and explore innovative and creative strategies. The research concludes that the idea
of failure must be intentionally taught as a way to develop courage, resilience, and perseverance in young people. Through a multimedia
presentation, we hope to inspire other educators to provide their students with opportunities that encourage them to embrace failure asa step to success in school and in life.
42588 12:45-13:15 | Room 704 (7F)

Impact of Experiential Education on Cultivating Character, Belief, and Ability Scale of College Students
Pei Wen Liao, Hsiuping University of Science & Technology, Taiwan

In contrast to traditional learning regimes, experiential education, is the strongest and most enduring of learning theories. Notableeducational psychologists such as John Dewey, Carl Rogers and David Kolb have provided the groundwork for learning theories that focus
on learning through experience. Experiential education courses enhancing intra and interpersonal skills in the workplace. It is thus, more
and more schools are indeed increasingly making use of the power of experiential learning in outdoor environments to bring students
into direct contact with real, challenging teamwork and leadership situations. The aim of this study was to determine the developmental
impact of a formal course experiential learning programme on the Cultivating character, belief, and ability of college students in colleges,
universities and schools of Taiwan. In this study, through a literature review and an in-depth interview with five experts, and ten expert
questionnaires consultation, we constructed a Cultivating character, belief, and ability questionnaire. In an experiential learning course
programme of 112 university students from the Hsuping University Science and technology, the Cultivating character, belief, and ability
Questionnaire served as a measurement tool. Based on our confirmatory factor analysis results, we arrived at a four-factor model of 17
items as the finalized scale, which measures: (a) task leadership, (b) self-confidence and learning, (c) flexibility helpful, and (d) pursuit ofexcellence. We call the scale, the Cultivating Character, Belief, and Ability Scale on Experiential Education. Suggestions for future research
include continuous development, testing, and validation of the scale.

152 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE11:45-12:45 | Room 705 (7F)

Monday Session II

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Lana Yiu-Lan Khong43528 11:45-12:15 | Room 705 (7F)

Instructional Leadership Practices of Secondary Schools of Roman Catholic Archbishop of Manila Educational
System Towards a Strategic Instructional Leadership Program
Sonia Timog, Paco Catholic School, The Philippines

This study was conducted to assess the Instructional Leadership Practices of Secondary Schools of Roman Catholic Archbishop of
Manila Educational System. The descriptive survey method was employed. The population of the study was 366 teachers, 59 subject area
coordinators and 15 principals. Data collected from respondents was analyzed and interpreted using mean, percentage and frequency,
standard deviation, and Analysis of variance (ANOVA). The RCAM ES cluster schools perform well in defining the cluster mission, lessso in creating a positive climate. There is no significant difference on the assessment of the three groups of respondents by the school
as regards to the areas of defining the cluster mission, managing the instructional program, instructional artefacts and materials while
there is a significant difference in creating a positive climate. There is a significant difference on the assessment of the three groupsof respondents by the cluster as regards to the four dimensions of instructional leadership practices. The cluster schools of Roman
Catholic Archbishop of Manila Educational System (RCAM ES) perform moderately in terms of analyzing and feedbacking test results
and the provision of incentives and rewards to teachers and students. The school directors should study and give priority to incentives
and reward package to teachers in the cluster in order to increase the retention of teachers and to motivate them to teach effectively. The
RCAM ES principals should undergo more training and workshops related to leadership and management. The proposed action plan may
be considered or adopted by cluster principals so that the identified weakness in the study may be addressed.
41692 12:15-12:45 | Room 705 (7F)

Strengthening Professional Learning of School Middle-Managers in Singapore in a Changing Climate of
Stakeholder Engagement
Lana Yiu-Lan Khong, National Institute of Education, Nanyang Technological University, Singapore

This research is based on my classroom teaching of three cohorts of school department heads – of subjects, levels and departments.
They teach in a diverse range of Singapore schools: primary, secondary, specialized, special education, and junior college. All wereselected to attend a signature 17-week in-service programme at the National Institute of Education and enrolled in an 18-hour electivethat was taught on "school leadership for school-stakeholder partnerships" applying a design thinking approach. Evidence that the design
thinking approach helped educators adapt and strengthen their perspectives of school-stakeholder work is mainly based on course work
and written feedback collected from the participants at the end of the module. These also provided first-hand data which offered effective
ideas on how to design subsequent iterations of the course. Open-ended questions provided reflection points to which participants
responded (anonymously, if they chose) and which were subsequently analyzed for content. The presentation will include an introduction
to the context of teacher professional development in Singapore and will contribute a case of taking an evidence-based approach toteacher education that contributes value in meeting the changing needs of experienced middle-management practitioners. In the spiritof professional inquiry into my own academic practice, I share an example of the process of making teaching practical and relevant for
adult learners who already have a large stock of practitioner understandings about schooling in general, and about school-stakeholder
relationships in particular.

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13:30-15:00 | Room 706 (7F)

Monday Session III

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Yi-hung Liao
43305 13:30-14:00 | Room 706 (7F)

The Investigation of Grammatical Instruction on Pragmatics of Thai EFL Learners: A Case of the First Year
English Major Students
Arnunnit Manorom, Nakhon Phanom University, Thailand

The study of first year English major students at Nakhon Phanom University, Thailand, aims to investigate whether grammatical instruction
affects pragmatic acquisition of Thai EFL learners’ scores, and to examine what types of the request speech act influences pragmatic
acquisition for Thai EFL learners. The samples are 31 students, categorized by the purposive sampling studying in the English Major at
the Faculty of Liberal Arts and Science. The instruments are pretest and posttest of Discourse Completion Test (DCT), grammatical tasks,
exercises, role-plays, and interviews. Statistical evaluation of the research took place with the t-test. The results reveals that the posttest
scores (Mean = 6.39, SD = 2.33) were significantly higher than the pretest scores (Mean = 3.16, SD= 1.85), indicated by t (30) = 8.05, p <.05, d = 1.53. The grammatical instruction used in pragmatics was effective, and the students could effectively improve their pragmatic
acquisition ability. There are 12 types of speech acts frequently used by learners. The top three in frequency used by Thai EFL learners
are Attention-getters, accounting for 30.28%, Softners, accounting for 20.80%, and Emphasis of Importance, accounting for 15.90%. The
frequency of the three least used are Intensifiers, accounting for 0.91%, Hesitators, accounting for 0.31%, and Disarmers, accounting for
0.31%. Pragmatic acquisition of the speech act should be taught through in English courses and in the curriculum for longitudinal study.
42856 14:00-14:30 | Room 706 (7F)

Critical Reading Skills in ESL Learners: Challenges, Teaching Methods and Impacts
Nhung Nguyen, Monash University, Australia

This research investigates critical thinking skills on reading comprehension of ESL students in an Australian context and proposes anumber of pedagogical methods for ESL teachers and educators. The research has threefold aims: to grasp a thorough understanding of
ESL students’ ability to read English critically in their transition time from high school to university study; to help enhance ESL students’critical thinking skills and to utilize online educational tools to design engaging classroom activities. Specifically, the study provides
ESL teachers with information about student critical reading skills including the ability in understanding arguments, critically evaluatingarguments and developing and defending their own arguments (Freeley & Steinberg, 2000). A Survey Monkey questionnaire of fifteenquestions about critical reading and class activities was designed and delivered to the ESL students at Monash College in 2017, and 64
responses were recorded. The findings show that the majority of students (80%) are unable to grasp a clear understanding of the text
purpose and text structure, understanding authors’ opinions, and main ideas. The research subsequently suggests a number of effective
ways to assist ESL teachers in teaching critical reading skills. These include the use of online educational tools such as Kahoot.it andSocrative.com websites. The research further confirms that once ESL students become critical readers, they become more motivated andindependent in building a reading habit, and become critical thinkers in the study.
43099 14:30-15:00 | Room 706 (7F)

An Etymologically-Categorized Vocabulary Order Generator for Increasing and Expanding Vocabulary Learning:
A Sequential and Personalized ApproachYi-hung Liao, Wenzao Ursuline University of Languages, Taiwan

Vocabulary learning is recognized as a pivotal process to acquire proficiency and competence in second/foreign language acquisition.
Word power not only substantiates the learners’ perception of knowledge for accuracy but also facilitates the learners’ production of
the target language for fluency. This paper suggests an etymologically-categorized approach for students to increase and expand
their vocabulary size based upon their own prerequisite vocabulary learning experiences and cognitive level. Applying such sequential
etymological method, vocabulary order is computed based on the individual learner’s past vocabulary navigation history as well as thecomprehensive personalized learning patterns and profiles in terms of word structure analysis (prefix, suffix, and roots). This recommended
vocabulary order generator (VOG) has important pedagogical implications vis‐à‐vis the need for the inclusion of etymological cues and the
optimal mode for personalized learning to enhance second language vocabulary gains.

154 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:30-15:00 | Room 701 (7F)

Monday Session III
Curriculum Design & Development
Session Chair: Louis T.W. Cheng
42532 13:30-14:00 | Room 701 (7F)

Congruence of Practice with National and State Policy: A Case of Georgian Schools
Ia Aptarashvili, Tbilisi State University, Georgia
Mzia Tsereteli, Tbilisi State University, Georgia

Over the last 30 years, the paradigm of education has essentially changed in Georgia, the constructivist approach to learning and studentoriented teaching have been reflected in the National Curriculum. So, it is critical for the educational system to evaluate how thesechanges are realized in the implemented curriculum during the ongoing school teaching-learning processes. The purpose of the researchis to study: How relevant is the learning-teaching process in the class to the modern paradigm principles of learning and teaching; and,
What are the facilitating and hindering factors for an effective learning-teaching process. The quantitative and qualitative observation was
carried out based on the following criteria: focusing classroom activities on the dynamic/functional knowledge construction; focusing
students' assessment on improving the learning process; and focusing teaching-learning process and managing on creating a positive
learning environment. There was multistage cluster sampling used in the study and the number of observations carried out was 340. The
results of the study revealed that, according to the research criteria, the congruence of the study process at the criterion content has been
confirmed within the only one criterion: 88.5% of the participant schools are showing positive and cooperative relationships between thestudent and the teacher in the study process, as for the rest of the criteria, the congruence between national policy and practice is low.
This research is important to support the improvement of the learning-teaching process and can also be used to improve the instructions'part of National Curriculum and to modify the training modules for improving teachers' professional competencies.
43103 14:00-14:30 | Room 701 (7F)

Lost in Confucian? The Socratic Turn in Japanese Education
Stephen Jennings, Tokyo University of Science, Japan

In the context of tertiary education in Japan, policy reform is undergoing a comprehensive transformation. Since 2014, the Japanese
Ministry of Education, Culture, Sports, Science and Technology Education (MEXT) has used its leverage to instigate the use of active
learning throughout all education levels (MEXT, 2014, Waters, 2014). The topic of this proposal, English as a Foreign Language education in
university education, is not exempt (McMurray, 2018). Research carried out for a doctoral thesis by the author (Jennings, 2018) suggests a
growing interdependence between a traditional Confucian orientation to teaching and learning in East Asia and a novel Socratic approach,familiar to those in Western contexts (McKenzie, 2014). The proposed presentation will delineate the often-confused terminology ofchange, innovation and reform used in educational contexts that are constantly evolving. It will, furthermore, elaborate on educational
reform by drawing on data regarding Japanese teachers of English and their awareness of their own beliefs, attitudes and perceptions
about how English is best taught in their context. The presentation will culminate in relaying the upshot of research about how the
aforementioned group of teachers reacted to language teaching reform in their institution. The findings illuminate the extent to which a
number of perceived negative attitudes towards the growing role of active learning may be mitigated through constructive engagement. It
is hoped that this talk will provide stimulate discussion about how educators mediate national and institutional policy initiatives so thatthey be suitable in their context.
43969 14:30-15:00 | Room 701 (7F)

Improving Learning Outcomes in Capstone Projects: Academic Leadership in Curriculum Development and
Evaluation
Louis T.W. Cheng, The Hong Kong Polytechnic University, Hong Kong
Christine A. Armatas, The Hong Kong Polytechnic University, Hong Kong
Jacqueline Wenjie Wang, The Hong Kong Polytechnic University, Hong Kong

In the first part of the research, we briefly describe capstone projects and the role they play in higher education curricula. We thendiscuss capstone projects in our school, how we have addressed challenges we have identified and the role learning analytics can playin evaluating the impact of changes implemented to improve capstone delivery. Following this, we outline the incremental changes wehave made to capstone projects over the past three years and report the findings of our analysis of learner data to evaluate the impactof these changes on students’ performance. In the last section, we report on the analysis of data from one cohort and the changes weplan to implement and evaluate in the next academic year based on these results. Three insights from the research: 1) an appreciationof how learning analytics can be applied to curriculum review and enhancement and can help improve learning outcomes for students;
2) an understanding of how having both discipline-specific and educational knowledge and experience can greatly benefit curriculum
initiatives; and 3) the importance of academic leadership for sustained and effective curriculum monitoring and change.

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13:30-15:00 | Room 603 (6F)

Monday Session III

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Fethi B Jomaa Ahmed
42565 13:30-14:00 | Room 603 (6F)

Use of Information and Communication Technology (ICT) in Educating Barangay Officials of Ibaan District on
Climate Change: Input to Localized
Jesusa Perez, Department of Education, The Philippines

The alarming threat of the adverse effects of climate change on people’s lives warrants a comprehensive strategic planning on the partof policy and decision makers. Those units who directly experience the terror of global warming should find ways and measures on
how the community will adapt to these changes. Though there are existing national policies and programs from the government andLocal Governments (LGUs), a strict monitoring of its reflection in the basic unit of society should be taken into consideration seriously.
Environmental awareness of individuals and officials is an indicator of how people respond to the negative impacts on their surrounding
environment. Hence, this study aimed at the conduct of in-depth education of the barangay officials in the local government of Ibaan
on the effects of climate change through the use of Information and Computer Technology or ICT approach. Using the mixed method
approach, the researcher was able to gauge the effectiveness of ICT integration in educating the barangay official in Ibaan on the adverse
effects of climate change to be able to come up with localized policies on dealing with the said phenomenon. Recommendations include
the application of the proposed localized guidelines in each barangay in Ibaan.
43472 14:00-14:30 | Room 603 (6F)

Essential Knowledge, Skills and Attitudes Towards Sustainable Rural Tourism After the Tsunami in Aceh
Jane Teng, University Pendidikan Sultan idris Malaysia, Malaysia
Afrida Yahya, Universitas Syiah Kuala Aceh Indonesia, Indonesia

The study investigated rural tourism in Aceh after one decade since the tsunami. Reports revealed that tourism is the fastest growing
industry in the world that benefits a country’s economy and local communities. Thus, the main concern should be the human capital andhuman resources to ensure success and the sustainability of rural tourism activities. The paper aims to highlight the human capital issues
which focus on the human talent while the human resources components are skills, knowledge and attitudes which are considered crucial
for sustainable tourism in Aceh. Seven key informants were identified for the study. Additionally, a total of 103 respondents took part in
the interviews and 450 participated in the survey. However, this paper focuses on the results from the interviews amongst the seven key
informants and the participants during the interviews of the phenomenon. The results showed that there was lack of understanding of its
concept and meaning towards rural tourism, a low level of knowledge and skills in managing rural tourism and also a lack of local leadersand social support for rural tourism. The study also revealed that current knowledge and skills are essential components of human capitalfor sustainable rural tourism after the disaster. The study implies that Aceh requires broadening the context of rural tourism from theconcept and move towards sustainable management in rural tourism as an ends and means to secure a greater measure of sustainable
development for its community and country.
43066 14:30-15:00 | Room 603 (6F)

The IBCs in Qatar: Policy and Sustainability Issues
Fethi B Jomaa Ahmed, Hamad Bin Khalifa University, Qatar

Qatar is transitioning toward knowledge society and aims at becoming a hub for international education. The Permanent Constitution
and the Nation Vision 2030 of Qatar explicitly refer to the role of government in promoting sound education and making it the prime driverof human, social and economic development. The government has invested remarkably in education and is now earmarking 3.5% of its
GDP to it. Since 1998, Qatar has so far succeeded in inviting 11 prominent global higher education institutions from USA, Canada, UK,
France and the Netherlands to open branches in Qatar. These institutions include Texas A&M University, Weill Cornell Medical College,
Georgetown University, University College London and the University of Calgary. The IBCs offer a range of specializations and degree
programs such as medicine, engineering, foreign affairs, journalism, and tourism. Qatar spends more than $400 million annually on these
IBCs excluding construction expenses. Hence, this study attempts to examine Qatar’s policy on the IBCs and investigate its sustainability.
The author focuses on discussing critical issues including the integration of the IBCs into the national higher education system, theimpact of IBCs on the job market and the traditional society, and the future of the IBCs in Qatar particularly in view of the sharp decline
in hydrocarbon revenues which could potentially affect the endurance of adequate funds for the IBCs to continue operating in Qatar.
Ultimately, the author is enthusiastic that this library-based, theoretical and critical study would provoke more scholarly debates on
Qatar’s unique model of hosting IBCs.

156 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:30-15:00 | Room 604 (6F)

Monday Session III

Educational Policy, Leadership, Management & Administration
Session Chair: Ma. Louren Clamor-Canlas43025 13:30-14:00 | Room 604 (6F)

Relational Analysis of Competencies and Personal Domains of School Administrators
Marian Arias, Department of Education, The Philippines

This study aimed to find out the competencies of school administrators and the relationship to their personal domains in order to uncover
the implications and recommend further actions. Descriptive – quantitative research method through the survey was the chosen research
design utilized because of its appropriateness to the nature of the problem. This study included a total of sixteen public elementary
school heads in Ibaan District, Batangas Division, Philippines. The total population of the respondents participated in the study. The
questionnaire was the main data gathering tool used in this study. The personal domains which are the profile of the respondents include
their age, gender, civil status, educational attainment, and length of service. The data gathered were treated using frequency, percentage,
weighted mean, and Chi-Square Test. The study revealed that the personal dimensions of school administrators are significantly related
to their competencies as school leaders. Furthermore, the respondents strongly agree that their competencies are highly evident in theareas of school direction and policy, managing the resources and school operations, and personal effectiveness. The implications drawn
from the findings of the study included considering the personal dimensions such as age, gender, civil status, educational attainment, andlength of service as domains needed in planning for training and seminars for school heads.
42039 14:00-14:30 | Room 604 (6F)

Demographic Profiles of Principals and Performance of Public Elementary Schools in the Schools Division ofImus City
Gregorio A. Co, Jr., Department of Education Imus City, The Philippines
Matea-Alvyn H. Trinidad, Department of Education Imus City, The Philippines
Jenielyn A. Sadang, Department of Education Imus City, The Philippines

The widely quoted biblical verse “By their fruits, ye shall know them” aptly relates to school leadership. The quality of education delivered
to students is dependent on how the learning process is managed in the schools. A systematic review conducted by Osborne-Lampkin,
Folsom, and Herrington (2015) that examined 52 empirical studies published between 2001 and 2012 on the relationships between
principal characteristics and student achievement in the United States showed some interesting results. One of which was in general,principal precursors (such as principals’ experience and educational attainment) and student achievement had a positive relationship.
They claimed, however, that principal preparation programs, also a precursor, provided mixed results. This study sought to establish
if the demographic profiles of principals have a relationship on school performance. It was found that principals were mostly female,
had bachelor degree with units in MA and been promoted as principal prior to NQESH. Twelve schools recorded a decrease of dropout
rate from SY 2013–2014 to SY 2014–2015 and all schools studied were considerably below the national standard of 75% MPS. The
demographic profiles of the principals namely, sex, educational attainment and qualification, were not related to school performance interms of dropout rate and results of the National Achievement Test. With these findings, reclassification of new principals may not be
determined solely by passing of the NQESH and promotion may also include achievement of set standards as criteria. Lesser weight may
be given to criterion such as educational attainment.
43521 14:30-15:00 | Room 604 (6F)

The Relationship Between Emotional Intelligence and Leadership Potential of Faculty Members in Selected
Private Basic Education Schools
Ma. Louren Clamor-Canlas, Escuela de Sophia of Caloocan, Inc. & De La Salle University-Manila, The Philippines

This study determines the Emotional Intelligence (EI) and Leadership Potential (LP) of faculty members in selected private basic education
schools and the relationship, if any, between the two variables. A sample of 117 faculty members who had at least one year of teachingexperience participated in the research. Mean and standard deviation were used to determine the EI and LP profiles while the correlation
was performed to determine the relationship between EI and LP. An analysis of the results revealed that the EI of the faculty membersin the following factors were as follows: high perception of emotion (3.84), high managing own emotion (4.17), high managing others’
emotion (4.05), high utilization of emotion (3.83), and high total EI (4.05). On the other hand, the LP of the faculty members in the following
dimensions were as follows: high interpersonal relations (3.93), high understanding of people (3.67), high value inculcator (3.95), averagesocial communication (3.37), high behavioral and emotional stabilizer (3.57), high operation as a citizen (4.01), and high total LP (3.77). A
moderate, marked, and positive relationship (r = .63) between the EI and LP was found. The data of the study revealed that the respondents
generally had high EI and had scored high in all factors of EI. The participants also generally had high LP and had also scored high in all
dimensions of LP except in the social communication dimension. Among the recommendations for future research includes studying LP
in relation with other variables.

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13:30-15:00 | Room 607 (6F)

Monday Session III

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Yu Tan
43082 13:30-14:00 | Room 607 (6F)

Solitary Education: Introducing the Uses of Solitude
Amy Wai Sum Lee, Hong Kong Baptist University, Hong Kong

The state of solitude has always been associated with unusual human circumstances such as confinement in prison, a voluntary religious
experience, or explorers charting new challenges in remote lands. The contemporary global capitalist world, however, with advanced
information technology and the many gadgets made available to those who can afford them, is seen by many to have increasingly becomea world where individuals are living in solitude among the electronic sound and fury. Our world is a world of rising number of single-personhousehold in major cities, increasing ownership of mobile gadgets for communication and entertainment, and ironically escalating a
number of people suffering from psychological and emotional conditions. If the state of solitude has become a norm in our world, how can
we reconcile with this condition and adapt ourselves to this new world? And is it possible to teach our future generations how to handle
this state? The presentation is a work-in-progress report on learnings from interdisciplinary literature about solitude, and how this state ofbeing can have positive “functions” in our daily life settings for leading a better life. It is hoped that some of the insights can be developed
into exercises that can be taught in a classroom setting.
41999 14:00-14:30 | Room 607 (6F)

Imitation, Learning, and Innovation: A Girardian Perspective

Per Bjørnar Grande, Western Norway University of Applied Sciences, Norway
According to the Stanford Cultural philosopher, René Girard, imitation is the basis for learning. However, imitation is a desire and somethingwhich is potentially conflictual. In his book, Evolution and Conversion, he uses the expression “cultural mimesis” to emphasize a kind of
imitation that is less acquisitive – in areas such as learning. However, imitation is usually acquisitive and competitive and, in the areaof learning, seems to work in paradoxical ways. Its outcome seems to remind one of the outcome of Adam Smith’s invisible hand: The
initial urge to outdo the other, creates a wealth of new knowledge. So often, in imitation and learning, will the mediator or model, either ateacher or a fellow pupil/student, through intense competition, become a rival. This, however, does not mean that knowledge necessarily
is hindered. On the contrary, if competition does not lead to a desire to destroy things for each other - or that rivalry gets so heated thatit leads to psychological problems - competition clearly enhances learning – sometimes to an unheard degree. It is therefore important,when trying to find improved ways to learn, to focus more on the mediator – both the teacher and the other pupils/students – and lesson the subject’s innate disposition.
44043 14:30-15:00 | Room 607 (6F)

Using Webb's Model to Evaluate Alignment Between the Chinese Language Curriculum and Assessments in Singapore
Yu Tan, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore
May Liu, Singapore Centre for Chinese Language, Nanyang Technological University, Singapore
Kwong Tung Chan, Singapore Ministry of Education, Singapore
Siew Hoon Kwek, Singapore Ministry of Education, Singapore

This paper introduces an initiative in adapting Norman L. Webb’s model of alignment as a means for researching standards-assessmentalignment in Chinese Language in Singapore. Alignment of standards for student learning and assessments for measuring students’attainment of these standards is an essential attribute for an effective standards-based education system. Singapore’s 2010 MotherTongue Languages Review Committee Report states that the exams “should be aligned” with the overall goals of nurturing active learners
and proficient users of MTL (MOE, 2011). Nevertheless, among existing standards-assessment alignment studies, few are focused on thesubject of Chinese language. Seemingly there is an absence in literature discussing methods or guidelines by which we can evaluate thealignment between Chinese Language curriculum and its assessment. Therefore, this study attempts to adapt Webb’s model as means
to researching Singapore’s Chinese standards-assessment alignment at Secondary Two Level by taking the following steps: 1) define theLevels of Depth of Knowledge (DOK Levels ) in the context of Chinese Language; 2) reorganise the learning objectives into the structureof standard, goal and learning objectives; 3) train content experts on the knowledge of DOK levels; 4) facilitate the group consensus
process while content experts evaluate the DOK levels of learning objectives and test items. The significance of this study lies in providing
the much-needed information of standards-assessment alignment in the Chinese Language for curriculum planners to make informed
decisions, while also for teachers to integrate curriculum, instruction and assessment to promote learning with understanding.

158 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:30-15:00 | Room 608 (6F)

Monday Session III

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Zhaoping Liu
43988 13:30-14:00 | Room 608 (6F)The Effectiveness of Gamification in Finance Education

Lewis Teo Piaw Liew, Politeknik Kuching Sarawak, Malaysia
Normala bt Jaya, Politeknik Kuching Sarawak, Malaysia
Saripah Siti Zuliani Wan Abd. Rahman, Politeknik Kuching Sarawak, Malaysia
The Finance educators today face many challenges in providing an effective learning environment to their students: the millennials, who
are the digital natives. They have different learning styles and require new teaching and learning process that have triggered the main
problems in education today. It is no longer possible to assume that the learning could be accomplished solely by linguistic resources
and/or crowded slides of confusing texts and formulas. Hence, this study investigates the effectiveness of gamification in financeeducation. The participants in this study were 50 students from two classes who registered on the Financial Management course at
Politeknik Kuching Sarawak. One class of 26 students was randomly selected as the experimental group which employed the gamification
technique in teaching and learning while another class of 24 students was assigned as the control group with normal traditional curriculum
activities. The formative assessment indicates that learning via gamification result in higher learning performance. A questionnaire wasalso developed to elicit the participants’ views towards the gamification technique. The results reveal that the gamification techniqueallured their interest and enhanced their motivation to learn. It is hoped that the findings of this paper will contribute to the improvementof quality in finance education by incorporating the gamification whenever applicable.
43142 14:00-14:30 | Room 608 (6F)

Leagility in Education: Logistics and Supply Chain Management as a Dynamic Education Paradigm
Roy Irvine Morien, Naresuan University, Thailand
Duangporn Limthamrong, Naresuan University, Thailand

The terminology of “agile education”, “agile pedagogy”, “the agile classroom”, has gained prominence in the literature in recent times.
The concept of agile education emanates from the concept of “organizational agility”, which has been adopted and adapted to agile
shipbuilding, agile logistics and supply chain, and agile software development, which, together with the concepts of Lean Thinking, which
has its basis in the Toyota Way, are now being seen in combination, termed as Leagility. We seek to apply this terminology to education.
The discussion is about the applicability of Leagility in computer systems development education. The fundamental teaching and learning
practices in computer systems education are practical and hands-on with theory following practice being more appropriate than practicefollowing theory, and with theory practised in-situ allowing the emergence of theory based on the practice in an inductive manner. This
paper is a discursive discussion, based on personal experience and perceptions gained from 50 years of involvement in the tertiary
education sector, both as a student, and academic teacher and researcher, and concurrent or other experience as an IT/IS practitioner,
to project management level. The proposal is to radically overturn the current educational model, and implement a hands-on, practical,“super-project” as the primary learning vehicle, and incorporating a paradigm of continuous and formative assessment, student learning
teams, teaching teams, and curriculum design and development, to overcome the perceived 7 Wastes of Education, based on the 7 Wastesof Production, from the Lean Thinking model derived from The Toyota Way of Management.
44077 14:30-15:00 | Room 608 (6F)Engage Industry Guest Speakers to Enhance Applied Learning: A Cross-Disciplinary Case Study
Zhaoping Liu, Singapore Institute of Technology, Singapore
May Lim, Singapore Institute of Technology, Singapore
Bee Gim Lim, Singapore Institute of Technology, Singapore
Alfred Tan, Singapore Institute of Technology, Singapore
Indriyati Atmosukarto, Singapore Institute of Technology, Singapore

Inviting industry guest speakers has become a very effective way of bridging the gap between academic institutions and industry andenhancing applied learning (Davis, 2009; Feng, Chiang, Su, & Yang, 2015). Different parties including students, teachers, universities
and industry practitioners can all benefit from guest speaker events. For example, guest speakers can enrich students’ classroom
experience (Lowman, 1995) and help students to realize career opportunities (Metrejean et al., 2015). However, most studies focusedon one guest speaker or guest speaker events of one programme. By interviewing academic scholars across different disciplines ofa higher educational institution in Singapore, the investigators aim to identify the common patterns of informants’ best practices inengaging guest speakers. Interviewing students sitting in those guest speaker sessions can help to triangulate the findings. Anothermajor objective of this study is to explore innovative ways of incorporating guest speaker sessions into curricula and evaluate theeffectiveness of those new methods. Theoretically, this study will contribute to applied learning through exploring innovative waysof engaging industry guest speakers and providing valuable pedagogical aids to the academic community. The promotion anddissemination of guest speaker engagement can also expand universities’ scholar work in learning and teaching modalities. Practically,
the formation of a standard procedure and a flow chart of engaging guest speakers will provide supplementary documents facilitatingteachers’ engagement of industry practitioners. The findings of this study will also provide innovative solutions to connect students
with industry professionals and expand universities’ network of expertise.

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13:30-15:00 | Room 703 (7F)

Monday Session III
Curriculum Design & Development
Session Chair: Qiang Wang
42869 13:30-14:00 | Room 703 (7F)

Multiple Environmental Issues Designed to Promote Pre-service Teachers' Environmental Literacy
Peilan Chen, Center for Teacher Education – Tzu Chi University, Taiwan

Including environmental education in pre-service teacher preparation is a challenging task because teacher education institutions are
regulated by educational legislation to include numerous core and professional courses, leaving only little room for speciality area, suchas environmental education. However, numerous documents have analyzed the situation of EE and shown the need for incorporationof environmental literacy into the curricula of pre-service teacher training ensures the promotion of environmental literacy amongst
future citizens. Therefore, the aim of this study was to integrate multiple environmental issues, including global environmental
education, sustainable development, ecological building, eco-friendly technology, Satoyama, coastal cleanup, marine monitoring andTaroko national park exploration, into a education core course for pre-service teachers to develop environmental sensitivity, cultivate
environmental attitude, and take environmental action. The study assessed students’ self-perceptions of their environmental literacy
in a pre- and post-course questionnaire. A paired samples t-test showed these environmental issues had a significant influence on
students’ environmental literacy. The findings may serve as a guide for further research to integrate environmental literacy into thepre-service teachers’ required curriculum.
44112 14:00-14:30 | Room 703 (7F)

Learning Analytics from Log Data from a First-Year Computer Programming Course
Tiong Seng Norman Lee, Singapore University of Technology and Design, Singapore
Oka Kurniawan, Singapore University of Technology and Design, Singapore

In SUTD, first-year students take an introductory programming course called "The Digital World", which seeks to introduce students tocomputational thinking. As this is a common course for all freshmen, we find that our students have a diverse academic background andexhibit a wide range of abilities, leading to a wide variation in student performance. Thus, it would be advantageous to understand thestudent behaviour that influences students’ performance in our course. Such insights will help improve the delivery of the course andimprove learning outcomes for all students. During the course, we require students to submit various programming assignments weekly
to our learning management system (LMS). Each action by the student is recorded in the LMS server log. Examples of such actions are thetime the submission page is accessed and the time the assignment is submitted. Such LMS log data have previously been used by otherresearchers with data-mining algorithms to build predictive models. One example is the classification trees built by Pardo et al (2016) to
see what behaviours characterized good performance or bad performance. In this study, we describe the data-mining models that we built
using our own LMS log data, and the insights into student behaviour that these models provide.
43837 14:30-15:00 | Room 703 (7F)

Structuration of the Metaphoric "Discursive Concept Formation" in Primary School Curriculum: Chuang Tzu's
Metaphorological Implications
Qiang Wang, Hangzhou Normal University, China“Concept Formation” in Chinese primary school teaching is, to some extent, normative and even total-institutional, which constraining
children’s discursive and imaginary interactions. Therefore “Discursive Concept Formation”, is proposed as the structuration of liquidteaching in metaphoric concept experiencing, which could not only generate interaction but also routination and explanation, framing
inferential rules of inquiry community. Through discourse analysis of the Book of Chuang Tzu, root metaphors (such as water, etc.),classification of comparable and incomparable relationship metaphors, and naturalistics of metaphors in complexity, are not only
adopted as disciplinary concepts interpretation or curriculum development resources, but also integrated with activity curriculum frames
as the structure of “metaphoric discursive concept formation”. 1) Mapping pre-conceptual inquiry by metaphoric free-talking or imaginary
linking; 2) experiencing social or scientific interaction (structures or relations) in metaphoric games whose rules could be changed todeepen concept formation; 3) tracing metaphoric elaboration back into disciplinary conceptual framework; 4) anchoring in integrated
project in metaphoric context to experiencing creative making; 5) philosophizing based on Children’s perception in the above process;6) organizing implications or stories sharing through creative writing, drawing or acting or mathematical analysis based on common
interests. One case study of metaphoric discursive concept formation is included in the presentation.

160 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:30-15:00 | Room 704 (7F)

Monday Session III

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Intani Dewi
43222 13:30-14:00 | Room 704 (7F)First-Year BEd Foundation Phase Student Teachers' Apprehensions Through a Chosen Career at a University
Fhatuwani Ravhuhali, University of Venda, South Africa

This paper sought to understand the anxieties and challenges of Foundation Phase student teachers during their teacher training
programmes and ask the following question: What are the student teachers’ anxieties and challenges with regard to their chosen career
path in the years ahead? In this paper, researchers argue that the vast number of students suffer from anxiety better known to themselves.
The paper argues that the diverse nature of anxieties experienced by student teachers had varied adverse consequences and mightlead to dropping out of the programme or simply leading a miserable career life. The qualitative exploratory design was utilised in whicha purposive sampling procedure was adopted in selecting 383 respondents doing Foundation Phase Initial Teacher Education (ITE)programme from three universities. The most identified causes of student anxiety revolve around finances, self-esteem, career identities
and choices conundrum. This paper would not necessarily provide all the answers but seeks to provide a deeper understanding of theanxieties experienced by student teachers and provide credible empirical findings. The researchers recommend that this study should be
conducted in other universities across South Africa.
43411 14:00-14:30 | Room 704 (7F)

The Relationship Between Learning Method and Students' Success in Vocational School: A Case Study in
Agribusiness Management Study Program
Intani Dewi, Bogor Agricultural University, Indonesia
Rosita Noviana, Bogor Agricultural University, Indonesia

Vocational education is higher education that supports the mastery of certain applied skills which is oriented to the expertise that is
unique and creates ready to work capabilities. Teaching materials delivered to students during the learning period are more in the form offield practice as an application exercise of the theories that have been obtained in the classroom. Thus, the graduates are able to compete
globally as they focus on skills development and applicative technology. The success of Vocational School students is not only measured
by the achievement of high GPA, but by also the soft skills, attitude, high integrity and also the success of applying theory into practicein the real world. The aims of this study are to determine the relationship between classroom learning methods and field practice on the
success of Vocational School students, especially in the Agribusiness Study Program. We can see the relationship using Rank Spearman
correlation analysis. The result of P value smaller than α showed the factors that influence the success of the students of Agribusiness
Management. Measurement of student success rate is done by using Likert Scale.
43537 14:30-15:00 | Room 704 (7F)

Reflections of First-Year Students on the Effectiveness of a Foundation Programme at a Rural South
African University
Tshimangadzo Sikhwari, University of Venda, South Africa

Foundations programmes, also known as ‘extended curriculum programmes’, are common in most South African higher education
institutions. The key role of foundation programmes is to support educationally disadvantaged students who are under-prepared foruniversity studies by placing them on an extended curriculum that will give them the academic foundations for successfully completing
their studies. Students are considered to be ‘disadvantaged’ if they had inadequate access to quality education, resulting in a lack ofopportunity to fully develop their academic potential. The concept “disadvantaged students” also applies to first-year entrants who do
not meet the requirements for a specific degree programme. The purpose of this study was to explore first-year student’s views on thefactors which contributed to their success in the foundation programme and subsequent studies. A qualitative research design was usedin the study. Thirty students were purposively selected from the records of foundation programmes. The students participated in threefocus group interviews. An interview guide was used for collecting data. The data were analysed through content analysis. Participants
were informed about the purpose of the study and that they could withdraw from the study at any time. The study received approval fromthe Ethics Committee at a university. The findings of the study showed that the foundation programme has equipped disadvantaged firstyear students with the necessary skills to obtain a university qualification. It would be appropriate to indicate that the academic and social
support offered to students enabled them to succeed in their studies.

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13:30-15:00 | Room 705 (7F)

Monday Session III

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Svetlana Grubor
43986 13:30-14:00 | Room 705 (7F)

All on Screen: New Practice of Implementing Digitized Learning Activities to Increase Learner Interest andEngagement in the EFL Classroom
Jaiake Ritthipruek, Prince of Songkla University, Thailand

Learner interest has always been one of the key factors which entails how successful the language learning will be. In today’s language
classroom, media and technologies are powerful tools which cannot be neglected when the classroom involves young learners of this
Digital Age. The researcher attempts to elaborate a constructive language learning sequence in order to increase learner interest and deeply
engage them in learning activities. In this study, "All On Screen" scheme is designed to shape the learning processes by implementing
digitized learning materials and activities, including digital media, audio-visual reading, game-based learning platforms and on-screen
drills, combined with teacher’s scaffolding strategies in EFL classroom. The study describes and analyzes classroom behaviours of firstyear students at the international college of a university in Thailand throughout one semester in the aspects of interest, participation andengagement when experiencing digitized learning activities. It intends to explore the following areas: 1) to what extent digitized learning
activities can retain learner interest throughout the whole lesson; 2) how can digitized learning activities increase learner engagement
and participation in EFL classroom; and 3) to what extent digitized learning activities can enhance learner academic performance. The
result of the study reveals positive reactions from learners, a higher level of participation and engagement, and improved academic
performance. The implementation of digitized learning activities enhanced with teacher’s scaffolding strategies could be a considerable
factor for instructors in EFL classroom design.
44106 14:00-14:30 | Room 705 (7F)

University Students' Perspectives on Comprehension Factors in Their Content and Language Learning Courses
Tzu-Ling Hua, Ming Chuan University, Taiwan

With intensified globalization and increased international mobility, higher education faces greater challenges in providing students withinternational competitiveness as well as tougher competition in attracting international students. A growing global trend for universities
is to teach courses in English in order to survive and to thrive in the face of such challenges. Providing education in English is perceived
as giving students the double benefit of acquiring subject knowledge and developing English language skills. Many higher education
institutions are moving towards such a “dual-focused” educational approach, Content and Language Integrated Learning (CLIL). However,
several studies suggest that CLIL is more beneficial for learners with a higher initial level of English proficiency, and that this limitation
may turn CLIL education into an elite programme. Previous research further points out that the needs of learners with limited English
proficiency are generally neglected in current CLIL practices, leaving such students in a vulnerable position. This is particularly the casein Taiwan and other Asian EFL situations. This study examines university students’ perspectives on comprehension factors in their CLIL
courses. A qualitative case study approach was used, triangulating multiple sources of data to provide a picture of the CLIL courses
from the students’ perspectives. Initial analysis revealed eleven recurring factors, which can be further examined in three contexts: The
learners, the lecturer, and the course itself. The findings can help us develop a profile of CLIL learners’ comprehension difficulties andcontribute to effective pedagogical practice to ensure successful implementation of CLIL in the future.
44805 14:30-15:00 | Room 705 (7F)

The Using of IT Technologies in the Learning of Foreign Languages
Svetlana Grubor, University of Belgrade, Serbia

The expansion of IT technologies in all fields of life enables the new possibilities for creating innovative and modernized foreign language
learning. The influence of the Internet and e-learning on the learning of a foreign language is complex and I will present in this paper
the most significant methods that bring various advantages over the traditional methods. The widespread access to IT technologies
in the practice of teaching foreign languages has turned to a significant extent in the use of the internet and network tools. The rapid
development of the internet has made it become the very important source of information in the practice of learning foreign languages.
The main reasons for using the internet in learning foreign languages are: authenticity, interaction, literacy, increased opportunities andthe factor of living language. The using of the internet in the context of teaching foreign languages give advantages both to professors
and students. The innovative IT technologies have developed the system of the foreign languages lessons: the methods of teaching
are being changed, auditor work, the role of the professor, and the independent work of students. In this paper, I want to consider theefficiency of using IT technologies in learning foreign languages, as well as, producing the necessary conditions for the development ofstudent’s communicative skills. E-learning platforms, online courses and virtual classrooms have been discovered for the necessities
of foreign language learning.

162 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE13:30-14:30 | Room 707 (7F)

Monday Session III

Educational Policy, Leadership, Management & Administration
Session Chair: Grant Black
43933 13:30-14:00 | Room 707 (7F)The Education Policy of Nations and Global Development: Empirical Intellectual Research and Policy Practicefor Human Development
Clementina Cardoso, CIHRC, Hong Kong

Policymaking modes, mechanisms, philosophies and cultures were scarcely integrated into teaching and research on teaching, learningand national systems throughout the twentieth century. They were also hardly ever researched in policy studies in the United Statesor the United Kingdom, despite their research being of mutual utmost significance because they drive what is and is not and what canand cannot be done in formal teaching and learning settings. Historical studies are the exception but not studies of policy per se. The
deficit in studies of education was addressed in the last decade of the past century and since then empirical research has produced an
important body of knowledge and evidence on education policy scholarship and practice. This paper discusses this work by reference topolicy, leadership, management and administration in the United Kingdom and in countries around the world (where teaching and learning
communities as well as policy-makers and politicians were influenced by it) to inquire about: 1) the tradition of policy prescription thatdrives social, political and economic national objectives and that is applied without reference to the empirical and intellectual knowledgeof education communities of teachers, learners, researchers, parents or advocates – unless there is an official need to mobilise them(or they mobilise themselves) in support of official policies; and 2) the obstacles presented by prescription to countries’ ability to serve
citizens that will contribute to richer national societies and to global development in humanitarian, technical, social and economic terms
and their effects on that contribution.
44038 14:00-14:30 | Room 707 (7F)

The Globalising Process of University Reform: Managing the Drag EffectGrant Black, Black Inc. Consulting, Japan

From the perspective of long-term social processes, whether by reform or interdependence, promoted or opposed, welcomed or not,the movement for an elite Japanese national university is toward deepening links to global networks through increasing degrees ofintegration at all levels of the functioning of the university (e.g. student experience, student learning, campus diversity, curriculum,
evaluation of outcomes, research, faculty, university to work transition). Change in the function of the university in society is part ofa long-term globalising process not limited to internal controls. One challenge for academic management operations is that there
is a drag effect between the higher level of integration and the earlier stage We-identity. For elite global universities, the dynamic ofsocial processes is tending toward a stage where a national state-based We-identity is not the sole social habitus of the enterprise;for globally oriented academic managers and researchers, it may not even be primary. Rather, they are connected to global networksof research, human resources, and professional development. Running in countercurrent to this lead group, for a core of faculty andadministrators a national state-based We-identity defines their social habitus and dominates their identity. Using the vantage pointof an international researcher embedded on the frontline of reform at the case university, the paper employs Elias as a heuristic toconsider stakeholder issues on the macro levels of policy, the institutional level of the university, the departmental level of the faculty,
and the individual level of student learning experience.

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15:15-16:45 | Room 706 (7F)

Monday Session IV

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Pei-Fen Chang
43085 15:15-15:45 | Room 706 (7F)

Using Tech at Uni: Students Report on Their Technology Use at University
Yuwanuch Gulateee, Nakhon Phanom University & Edith Cowan University, Australia
Jeremy E. Pagram, Edith Cowan University, Australia
Barbara Combes, Charles Sturt University, Australia

Many universities are embracing Learning Management Systems (LMS) for the delivery of programs to students. The LMS provides
paperless modes of document and rich content delivery such as Microsoft Word documents and video lectures. Such delivery modes
for on-campus students are becoming the norm as more blended learning environments are implemented in universities. This research
examines how students make use of technologies and applications, what they think about their skill levels, and whether the online
materials encourage and motivate their study. The research also reports on how and where some students and lecturers at Nakhon
Phanom University, Thailand use the technology and devices in their classrooms. Findings of the research will guide university educatorsin the improvement and change required in their physical and virtual classrooms as they move into a blended learning environment.
43033 15:45-16:15 | Room 706 (7F)

Educational Practice of Pair Work Using Smartphones in a Large Class in University Liberal Arts Course
Yoshihiko Oya, Nagoya University of Foreign Studies, Japan
Kimiko Uchida, Nagoya University of Arts and Sciences, Japan

In Japanese university education, the decline in students’ motivation toward liberal arts classes has become more pronounced than
before, and the educational effectiveness of these classes is questionable. In particular, in cases where classes are composed of alarge numbers of students, the following is the state of affairs: 1) teaching staff are unable to monitor the class closely enough, making
it difficult to get students to concentrate; 2) there are time and workload constraints on the feedback that can be given to students; 3)
students display wide discrepancies in subject literacy, with increasing numbers of students being unable to keep pace with the class.
Therefore, it is more difficult to raise learning effectiveness when compared with smaller classes. In 2016, the authors introduced pairwork using smartphones as a preliminary trial lesson in a standard-sized liberal arts class. The result of the trial was that students
responded favorably to the initiative, they were able to concentrate better than they were in normal classes, and learning effectiveness
improved. Hence, in 2017, an educational practice involving pair work using smartphones in two large classes of approximately 100
students each was conducted; speech analysis and a follow-up questionnaire survey was also conducted. The findings clarified that pairwork was carried out smoothly and that over 80% of the responses to statements that the class “was enjoyable,” “was helpful,” and “I wasable to concentrate” were positive, which was much higher in comparison with what the results in normal classes revealed.
42406 16:15-16:45 | Room 706 (7F)The Assessment of Computer Assisted Language Learning Course: An Outcomes-Based Approach
Pei-Fen Chang, National Central University, Taiwan
Jie-Chi Yang, National Central University, Taiwan

The aim of this research project was to examine, using a Conceive – Design – Implement – Operate (CDIO) approach, how students utilize
the computer domain knowledge to undertake the group creativity process to the design and realization of computer-assisted language
learning games. The research question examined in the present study was: Would it be possible to enhance students’ interdisciplinary
learning skills, collaborative learning through teamwork skills, and problem-solving skills after implementing this course? Therefore, the"Smart Language Learning System" is being implemented in the course at National Central University in Taiwan. The subjects were thestudents of the Department of Computer Science and Information Engineering and Graduate Institute of Network Learning Technology
at the National central University in Taiwan. Most of them already had fundamental knowledge with using computer programming
languages. However, they had little experiences in language teaching. The instructor anticipated that the use of collaborative work insmall groups would enable the students to complete a set of game-type digital language learning teaching materials by the end of thesemester. Furthermore, a Student Learning Outcomes Evaluation Questionnaire was pre-tested and post-tested at the beginning and theend of the semester in order to identify which core capabilities they had developing through this course, and which capabilities required
further improvement. Finally, implications and future directions for this study will be discussed.

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15:15-16:45 | Room 701 (7F)

Monday Session IV
Higher Education
Session Chair: Bintarto Wicaksono
44109 15:15-15:45 | Room 701 (7F)

Use Community of Practice to Facilitate Inter-School Collaborations
Zhaoping Liu, Singapore Institute of Technology, Singapore
Jawn Lim, Singapore Institute of Technology, Singapore
Miriam Wun, Singapore Institute of Technology, Singapore

A Community of Practice (CoP) is a group “of people who share a concern, a set of problems, or a passion about a topic, and who
deepen their knowledge and expertise in this area by interacting on an ongoing basis.” (Wenger, McDermott, & Snyder, 2002). CoP canserve as a strategic tool for individual and organizational development (Manuti, Impedovo, & De Palma, 2017). In addition to CoP’s many
benefits such as accelerating professional development and building better teams, a key benefit of CoP is its function of breaking downorganizational silos and facilitating knowledge sharing (Webber, 2016). By exploring a CoP at an applied learning university in Asia, theinvestigators aim to identify the best practices of this CoP in facilitating inter-cluster faculty collaborations and knowledge sharing.
Supported by the Teaching and Learning Center of that university, the CoP set clear goals and created social platforms for its members ofdifferent clusters/schools to form working groups. Those working groups write teaching cases addressing the needs of instructors andstudents from multiple disciplines. These on-going projects initiated by CoP members have helped to break the organizational boundaries
of programmes/departments and clusters/schools and facilitated knowledge sharing among CoP members. The findings of this study
will contribute to the CoP literature by identifying new principles that can guide the healthy development of communities of practices.
43591 15:45-16:15 | Room 701 (7F)The Online "Advanced Tutor Series" for GTAs
Paul Corrigan, City University of Hong Kong, Hong Kong

Graduate Teaching Assistants (GTAs) take on many teaching duties at universities around the world. A mandatory, generic teacher
education course for GTAs is subsequently now a feature at many of those universities. But what happens when GTAs express the need tocontinue teacher education after they have completed a single, mandatory, face-to-face course? At City University of Hong Kong (CityU),
an innovative series of three online modules – the Advanced Tutor Series (ATS) – was developed to address that expressed need. The
modules in the ATS have subsequently seen robust, voluntary participation by GTAs at the university. This paper will address the genesisof the modules within the context of GTA generic teacher education at CityU; their development and production; their pilot run; the revisionin the second year of operation; the percentages and levels of completion by GTA’s; the change in pre-quiz and post-quiz scores; andsurvey feedback from the GTA’s. Challenges and solutions will be addressed. In addition, a list of recommendations will be presented
which will be useful for those faculty members, directors of centers for teaching and learning, or education development officers who wish
to develop such an initiative for their own higher education institutions.
43580 16:15-16:45 | Room 701 (7F)

The Use of 'Kebudiluhuran' Aspect as a Curriculum Development in Budi Luhur University
Bintarto Wicaksono, Universitas Budi Luhur, Indonesia
Nawiroh Vera, Universitas Budi Luhur, Indonesia
Haronas Kutanto, Universitas Budi Luhur, Indonesia

Budi Luhur University located in Jakarta is a private university that has a basic principle in the learning process. Budi Luhur University
uses the philosophy of "Cerdas Berbudi Luhur". based on that in the application of the curriculum that emphasizes on the achievement oflearning, Budi Luhur University includes the element of kebudiluhuran in each subject. The concept of "cerdas berbudi luhur" are the two
inseparable, intelligence without based on noble character will tend to be used to oppress others, on the contrary noble character without
intelligence would be targets of crime and oppression of others. the aims of this paper is to give an idea about noble character and how
its implementation in student learning plan. noble character is the human behavior based on the values, norms and culture of Indonesia
in accordance to ideology of Pancasila. Budi Luhur University applies the concept of kebudiluhuran as a means of strengthening student
attitude. The most important thing an intellectual generation must have is smart and "berbudi luhur", known as emotional intelligence,social intelligence, and spiritual intelligence. Data are collected from the curriculum of the Faculty of Communication Science with an
in-depth analysis of the aspects of kebudiluhuran, through good case examples in the teaching practice, field assignments and final
examination.

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15:15-16:45 | Room 603 (6F)

Monday Session IV

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Mariko Takahashi
43804 15:15-15:45 | Room 603 (6F)

Improvement of Listening Skills of Thai Elementary Japanese Learners Using the Top-Down Shadowing Approach
Chinnawat Ninmote, Silpakorn University, Thailand

A common problem for Thai elementary Japanese learners is a failure in listening comprehension despite learning quite a lot of vocabulary
and grammar. Thus, the author conducted a study by using the top-down shadowing approach for approximately three months to develop
the listening skills of a group of Thai elementary Japanese learners. This study found that this approach could improve their listening
skills, which enhanced their listening comprehension. A significant change involved the scores they achieved on the post-tests, including
the SPOT Test and the JLPT Test, Level 3. Based on an inquiry with the learners, they believed that shadowing was beneficial for the
improvement of their listening skills and they would practice it on their own in the future.
43153 15:45-16:15 | Room 603 (6F)

Perceptual Distance vs Articulatory Distance for Foreign Language Learning Practice: The Case of French
Language Learners in Japan
Shunsuke Nakata, Akita International University, Japan
Florent Domenach, Akita International University, JapanOne of the difficulties for second language learners in improving the pronunciation of their target language is the sounds not existing intheir mother tongue. Using our formal concept analysis model based on systematic study of the hierarchical structure of the articulatory
distinctive features (open/close, front/back, round/flat) of vowels in different languages, with a focus on Japanese, English and Frenchlanguages, we investigated our students’ perception of the vowels in their target languages. Their perception forms part of theirinterlanguage and thus has a positive correlation with their production of target language vowels: a specific French vowels, [y][u]][o]for example, can be easy to identify for Chinese learners but hard for Japanese ones, because of their difference in number, variety anddistribution of the vowels. To reach specific vowels, it sometimes happens to be easier and more effective for a learner to start from anauditorily distant vowel in his/her mother tongue if it is closer in terms of articulatory steps, even if it is an unintuitive approach. We will
focus our discussion on Japanese students’ learners of the French language, and we will show how their intuitive perception can be in fact
misleading to be set as a start point of pronunciation training and thus not optimized for their production, according to the articulatory
distance between the vowels calculated in our system.
44016 16:15-16:45 | Room 603 (6F)

Eliciting Colloquial English Expressions in EFL Classrooms: Are Voice-Over Activities More Effective than
Dubbing Activities?
Mariko Takahashi, Kwansei Gakuin University, Japan

This study explored the effectiveness of voice-over activities compared to dubbing activities in eliciting and having students practicecolloquial English expressions inside EFL classrooms under CLT and TBLT approaches in Japan. Based on preliminary studies, researchquestions were set: 1) What linguistic features can voice-over activities elicit? 2) How are the expressions observed in voice-over data
different from those in dubbing data? 3) Are there any cultural influence and differences? And 4) How are students’ reactions? Seventy-six
Japanese university students (upper intermediate English level) prepared, practised, and presented an English voice-over for a Japanese
video clip shown without any sound. Twenty Chinese students participated in intercultural comparison. The data was analyzed statisticallyand qualitatively. It was also compared with the dubbing data(same material, with Japanese audio) in a previous study. For the Japanesedata, the average number of types(84.4), tokens (161.8), TTR (52.2%), and sentences (29.8) and the distribution of sentence structures
did not differ significantly from the dubbing data (84.9/162.4/52.3%/32.5), and words of highest frequency were commonly observed.
However, more diverse and creative expressions frequently occurred in the voice-over data, whereas the same expressions repeatedly
appeared in the dubbing data likely due to the accessibility to the original Japanese lines. Differences between Japanese and Chinese
students diminished in the voice-over data, indicating that voice-over activities can sufficiently eliminate the influence of the original
language of the material while maintaining the linguistic complexity of the output. Participants’ feedback was quite positive, suggestingthat voice-over activities can be a highly effective and engaging way to elicit colloquial expressions in EFL contexts.

166 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

15:15-16:45 | Room 604 (6F)

Monday Session IV

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Tikiri Nimal Herath41060 15:15-15:45 | Room 604 (6F)

The Indigenous Leadership in a Multicultural Country: The Exploration of Leadership Practice in Improving theIslamic Based School in Indonesia
Ummi Kultsum, University of Canberra, Australia

The research aimed at describing how the Islamic school principals enact the leadership practice and analyzing of how the leadershipmodel is shaped based on the Indonesian and Islamic culture. Indonesia is an archipelago country where many kinds of cultures exist ineach area of the islands. It is stated that Indonesia has the highest Muslim society in the world with 200 million (95%)Muslim populationfrom 220 Indonesian community This gives impact to Indonesian culture that is much influenced by the religion of Islam. Therefore, theindigenous people of Indonesia mostly are treated and educated based on Islamic knowledge. These may also influence the leadership
practice at school. Leadership behaviour and strategy may reflect the belief and culture of the leaders. Islamic based schools are
significant educational institutions because they provide Islamic education to the people of Indonesia, which is a predominantly Muslim
nation. However, the principals still have a substantial challenge in improving teacher performance for the school. Therefore, it is essential
to investigate how school leaders practice leadership to address the challenge. A multiple case study was conducted in the two areas ofIndonesia Jakarta and Tangerang. The research is significant in fulfilling the gap identified in the literature regarding leadership practices,
especially in the context of Indonesian Islamic schools and provide the in-depth analysis of the indigenous leadership practice in leading
the Islamic based school from the perspectives of principals and teachers. It will investigate the influence of the leadership practice in the
curriculum improvement at Islamic based school.
42561 15:45-16:15 | Room 604 (6F)

Teaching Pagbati Tradition Among the Learners in Elementary and Secondary Schools in Ibaan District: Input
to Localized Policy Guidelines
Myrna de Castro, Department of Education, The Philippines

This research described the different strategies in teaching the culture of Pagbati tradition among the learners in the elementary andsecondary schools in Ibaan District. Pagbati is a Filipino word which means “to greet”. It is a customary dance similar to polka held
during the celebration of Easter Sunday. It is a tradition that started in 1901 during the latter part of the Spanish Regime in the country.
This research examined the strategies used to teach the culture among the learners in order to continue the tradition which reflects theaspirations and spiritual belief of Ibaeňos. This study used a qualitative approach and was based upon the Social Construction theory.
Primary sources used were the actual interview of the key informants who are the teachers in elementary and secondary schools in the
district. The secondary sources were the chronicles in parochial publications and journals. The researcher found out that the teachingof culture included direct instruction, Inquiry-based, and Reflective approaches. However, Pagbati tradition was only discussed briefly tonone at all. Hence, the researcher came up with recommendations on guidelines for the inclusion and teaching of Pagbati tradition as alocalization and contextualization strategy for the policymakers of Ibaan District to start with in order for this indigenous culture to survive
and thrive in this modern times.
41917 16:15-16:45 | Room 604 (6F)Can Sri Lankan Public Schools Make Optimal Decisions by Deploying Their Teachers?
Tikiri Nimal Herath, University of Sri Jayawardenepura, Sri Lanka

Many Sri Lankan public schools are functioning with an excess number of teachers. This paper makes an attempt to develop a generalformula to determine the required number of teachers in a school and to find the avenues to minimize cost and maximize output by
employing teachers. For the analysis, primary data with respect to 40 public schools were collected, and the currently adopted allocation
method of teachers among classes was compared with two possible alternative methods. The study found that the determination of the
optimal number of teachers in a school is very complex and difficult. However, in general, with trivial modifications whenever necessary in
relation to the set of subjects offered in a school and the number of parallel classes, it can be stated that the requirement of teachers in aschool in a given period is approximately equal to the sum of the number of primary classes (grades 1 through 5), the number of subjects
taught in grades 6-11, and the number of subjects taught in G.C.E (A.L) classes. The paper concludes that (a) the teacher requirement
in a school can be decided in terms of the developed formula, and (b) by adopting one teacher-more (two) subjects-one school and one
teacher-one subject-more schools methods, government authorities can further minimize the cost.

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15:15-16:45 | Room 607 (6F)

Monday Session IV

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Jae-Eun Oh
44046 15:15-15:45 | Room 607 (6F)

Efficacy of Moodle Forums in Teaching and Learning
Min Prasad Gurung, Melbourne Institute of Technology, Australia

Lecturer-centered pedagogy of teaching and learning is becoming less effective to deliver courses. As a graduate outcome of current
programs fail to impress students, it is time to look at what can be done to enhance the learning experience. Moodle is now deployedwidely by the Universities and private higher education providers in Australia. This paper investigates the functionality of Moodle forum,and how it can be used to enhance learning outcome. A questionnaire will be designed and distributed to participants (students) to gettheir thoughts on how forums can help them to learn better. This paper will examine the efficacy of forum to attain higher retention andbetter learning outcomes in the higher education sector. The focus is also on how to improve blended, self-directed and flipped learning– a crucial factor all employers and academic institutions expect of current students.
43063 15:45-16:15 | Room 607 (6F)

The Case Study of the Thailand Pomelo-Based Learning Model to Improve Student's Learning Experience
Nitta Roonkaseam, Phrankakhon Rajabhat University, Thailand

This research aimed to study the effect of Project-Based Learning (PBL) approach to student’s learning experience by developing theThailand Pomelo-Based Learning Model. The methodology used in this project is participatory communication. Participants in the
research process selected by using the purposive sampling technique consisted of three main sample groups: academic team and thestudent team from Communication Arts program, Faculty of Management Sciences, Phranakhon Rajabhat University, and the community
team in Rai Khing municipality and the community philosopher. This research project can identify the Pomelo-Based Learning Modelwith the real Pomelo fruit. The whole Pomelo means research utilization of the TRF research database. The base of Pomelo in each layer
surrounding the fruit means engaging and supporting the allies. The pulp is divided into circularly arranged lobes; therefore, it meansthat each student in small groups to produce the media based on the assigned project and to adjust the student's role. Finally, the stems
and leaves are attached to the fruit, it means learning from real life in the local community context. The results showed that the Thailand
Pomelo-Based Learning Model helped to improve the student’s community media production skill. Each student in small groups can
produce the media based on the assigned project in their real-life situation. Students’ learning experiences and outcomes were alsoenhanced through this PBL approach.
44055 16:15-16:45 | Room 607 (6F)Engaging Student Motivation for Creativity in Hong Kong Creative Media Courses: Focusing on Constructivist
Teaching Approaches
Jae-Eun Oh, The Hong Kong Polytechnic University, Hong Kong

This project aims to investigate students' intrinsic motivation for applying creativity in their learning, in order to transform the attitudes
and behaviors of students toward their creative thinking style using a constructivist teaching approach. The study is targeted at projectbased learning (PBL), equipped with a constructivist teaching approach that emphasizes the construction of knowledge and experienceand learning by doing. PBL is a teaching and learning process essential to the creative media disciplines that involve many tutorials
and critique sessions. Through PBL, students become more engaged in their learning as they apply their experience and knowledge totheir creative media projects and create solutions to authentic problems. By utilizing PBL, educators can shape and nurture students’
perceptions of their learning process and most importantly, their thinking skills. As other scholars have not thoroughly investigated this
topic in the past years, the semi-structured interviews with focus groups were conducted for the better understanding of the relationshipbetween PBL and students' motivation for the creativity. The results of this study will contribute to knowledge and theory regarding
the motivation of students. It also seeks to aid faculty members on the ground who aim to foster student motivation as conducive tocreativity. Ultimately, the proposed research will answer the following question: How are the designated teaching approaches for student
motivation helpful in fostering and reinforcing creativity in creative media courses in Hong Kong?

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15:15-16:45 | Room 608 (6F)

Monday Session IV

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Verna Zafra-Kasala
43135 15:15-15:45 | Room 608 (6F)

The Comparative Study on Compliment Responses Between Indonesian EFL Students and English Native Speakers
Maria Seran, Macquarie University, Australia

While Western people use more acceptance continuum on compliment response, Indonesians utter more denial continuum which cansomehow put the speakers into a face-threatening situation. This study investigated compliment responses employed by EFL students
and English native speakers. Two research questions were set: 1) How do Indonesian EFL students and English native speakers respond tocompliments, and 2) Is there any correlation between Indonesia EFL students’ proficiency and their compliment response use in English?
The study involved three groups of participants: twelve English native speakers, twelve high-proficiency, and twelve low-proficiency
Indonesian EFL university students. The research instruments used in this study were an online grammar test and a set of ten discourse
completion tasks. Participants’ responses were coded and analysed using Tran’s compliment response framework. The study found thatnative speakers applied more compliment upgrades and appreciation tokens in compliment response, whereas, Indonesian EFL students
combined some compliment response strategies in their utterances, such as appreciation token, return and compliment downgrade. Thereis a correlation between students’ proficiency level and their CR responds as most high-proficiency EFL students produced utterance
more varied and were more similar to those employed by native speakers than that used by low-proficiency students. The combination
strategies used by EFL students are explained as lack of L2 knowledge and the influence of pragmatic transfer from L1 to L2. Therefore,
EFL teachers should explicitly teach more compliment response strategies to raise students’ awareness on English culture and elaborate
their speaking to be more competence as close to native speakers as possible.
42066 15:45-16:15 | Room 608 (6F)

The Development of Competency of Creation of Learning Management for English Teachers by Coaching & Mentoring
Apiradee Jeenkram, Lampang Rajabhat University, Thailand
Wisathorn Thanukit, Lampang Rajabhat University, Thailand

The purposes of this research were: 1) to compare the competency of the creation of learning management for English teachers bycoaching & mentoring, and 2) to study the English teachers’ satisfaction towards the development of creation of learning management.
The target group was eight English teachers in Lumphun province (Thailand). The experiments' instruments were: 1) the competencyof the creation of learning management form; 2) pre-test & post-test; 3) Learning Management for English Teacher Curriculum; and 4)
the English teachers’ satisfaction form. The findings of the research were as follows: 1) after conducting the research, the scores of thecompetency of creation of learning management for English teachers had risen than those of the pretest before they were introducedby coaching & mentoring by 5.13 points; and 2) the scores of the English teachers’ satisfaction towards the development of creation oflearning management were at a good level ( = 4.29), and the competency of creation of learning management for English teachers bycoaching & mentoring was seen to be beneficial to the English teachers.
43331 16:15-16:45 | Room 608 (6F)

Dear Future Student: Examining Letter Writing in the University Classroom
Verna Zafra-Kasala, University of Guam, GuamThis presentation focuses on the use of letter-writing in the university classroom. The research was conducted by gathering data fromadvice letters written by students in two University of Guam Introduction to College Composition classes. Students were tasked at theend of the semester to write letters addressed to future students, giving them advice on how to succeed in the course. A content analysisof the letters revealed various tips and recommendations that covered academic, social, and personal concerns. A discussion on theimplications of the activity on the student writers is included, as well as insight into how the letters can be used by instructors as a means
to reflect upon and improve their teaching performance and classroom management.

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15:15-16:45 | Room 703 (7F)

Monday Session IV
Curriculum Design & Development
Session Chair: Anecita Palacios
42734 15:15-15:45 | Room 703 (7F)

Zoo Kids Zone in Chiang Mai Zoo: Best Practice Activities Under the Concept of Edutainment
Benjaporn Thongkaw, Maejo University, Thailand
Jirachai Yomkerd, Maejo University, Thailand

In the term of edutainment which is currently defined as the helper for social and health problems, this paper is intended to empirically
apply the conceptual framework of edutainment to evaluate the behavior of young tourists who attended to the Zoo Kid Zone in Chiang
Mai zoo, Thailand. Additionally, the empirical practice done in this paper is conducted directly to investigate the capability of the students
who are above 15 years old to understand the edutainment concept by doing activities in the Zoo Kid zone for suggesting efficient plans to
the policy makers. Methodologically, 355 young tourists are sampled to analyze by the descriptive and statistical approaches for clarifying
the correlation between edutainment activities in the kid zone and tourists’ perception and adoption. The results were obvious that the
sampled people misunderstand the edutainment concept and they did not realize this issue in daily life. Consequently, these results will be
the crucial work that empirically explains the recognition of edutainment travellers should be mentioned and implemented for improving
the higher standard of the kid sector in Chiang Mai zoo. Furthermore, the pilot practical results in this paper will be the useful applicationfor other zoos around Thailand that similarly have kidzone activities.
43166 15:45-16:15 | Room 703 (7F)

Preschool Curriculum Delivery and Readiness of Learners: Basis for Program Intervention
Bernadeth Vitor, Shitara Board of Education, Japan

The purpose of the study was to determine the significant relationship between preschool curriculum delivery and readiness of learners.
Preschool curriculum tells about the desired learning to be mastered by the learners in the preschool stage such as self-organization,
repetition, and motor while readiness of learners is referred to the literacy skills specifying Reading, Language and Mathematics which
are essential to be acquired in this stage. Determining their relationship, curriculum enhancement would be created to allow educators
for a more consistent and strong implementation of the curriculum. Using the descriptive research method of survey-correlation in theinvestigation of the problem, the result showed that the delivery of the preschool curriculum in terms of self-organization, repetition, andmotor assembled to moderation which means there were irregular activities in the execution that resulted to an insignificant outcome. On
the other hand, in the level of readiness, specifying the learners’ literacy in terms in Reading, Language and Mathematics achieved a low
descriptive equivalent indicating lesser opportunities and sporadically observed in the promotion of literacy. In the relationship between
preschool curriculum and readiness of learners, the statistics revealed that the unstable implementation of the curriculum leads to an
unimpressive performance of the learners. This simply tells and that the preschool curriculum delivery is a significant factor that moves
the readiness of learners to be fully ready in the next level of their lives as learners. Therefore if a preschool curriculum is low then thereadiness of learners is likewise low.
43460 16:15-16:45 | Room 703 (7F)

Beliefs, Attitudes and Challenges in the Implementation of K-12 New Curriculum: Basis for a Curriculum
Implementation Model
Anecita Palacios, St. Michael's College, The Philippines
Apipa Masnar, St. Michael's College, The Philippines

This research study sought to determine the dominant factors influencing the implementation of a new curriculum such as the K-12
curriculum. Two-hundred ninety respondents from the four schools of Lanao del Norte participated in this study to investigate theirbeliefs and attitudes towards implementation practices of a new curriculum. Using factor analysis, a total of 9 most dominant factors
were extracted from the 109 indicators. The most dominant factors indicated by the teachers are: management support, teaching andlearning competence, and supervisory and social relations. The most dominant factors indicated by the students are: subject preferences,
textbook preferences, sense of achievement, relationship with school authorities, likability towards school environment, and teacher
factors. Majority of the teachers responded that the most important indicator is establishing a mutually-respectful relationship in theschool setting. The most important factor indicated by the students is having the sense of achievement, implying that students need
to be recognized and appreciated for the tasks they do at school. The teacher factor on supervisory and social relations at school
and the student factor in teacher relations showed to have a significant relationship. The findings of this study are congruent with theunderpinnings of Gross’ theory on curriculum implementation and Fullan’s educational Change theory, emphasizing that management
support, development of human resources, and collaboration as important factors in implementing change in the educational system.
From these findings, the author drafted a curriculum implementation model which could be contextually applied in the four schools
included in this research.

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15:15-16:45 | Room 704 (7F)

Monday Session IV

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Tanate Panrat
43743 15:15-15:45 | Room 704 (7F)

Manufactory: Promoting 3D Spatial Skills with Productive Failure and Educational Games
Nana Tian, Nanyang Technological University, Singapore
Vinayak Teoh Kanappan, Nanyang Technological University, Singapore
Jeffrey Hong Yan Jack, Nanyang Technological University, Singapore
Ayesha Fathima, Nanyang Technological University, Singapore
Owen Noel Newton Fernando, Nanyang Technological University, Singapore
Hock Soon Seah, Nanyang Technological University, Singapore
Anupam Chattopadhyay, Nanyang Technological University, Singapore

This research study investigated an innovative teaching and learning framework that incorporated the proven concept of Productive Failure(PF) and educational games. The aim is to design a new approach that effectively enhances students' learning experience and improves
their understanding capacities in the threshold concepts of product manufacturing and assembly. As a measure to promote active
learning, an educational game is introduced in the problem-solving phase of PF. To be precise, a 3D puzzle game named “Manufactory”
was designed and implemented to assist students in improving their 3D spatial abilities. In order to evaluate the presented framework, aninteractive experiment was conducted where students were allocated to Productive Failure (PF) group or Direct Learning (DL) group. In
the former group, students are first required to solve the problems in the puzzle game independently before instructions are given in thesecond stage. Meanwhile, the conventional teaching approach is conducted in the latter group. Experimental results reflect that students
in the PF group have achieved a distinctive improvement, raising their average score by 40% and has outperformed students in the DL
group with 22% greater progression during the post-test. This demonstrates that our 3D educational game design provided an engaging
environment for the problem-solving phase, which serves as the primary motivation for effective absorption of the concepts in the delayed
instruction phase. Suggestions for improving the design of PF and educational game are discussed.
42863 15:45-16:15 | Room 704 (7F)

Augmented Reality to Replace Laboratory Learning Experience – Will This Work?
Ghada Salama, Texas A&M, Qatar
Konstantinos Kakosimos, Texas A&M, Qatar

This case study evaluates the usage of augmented reality (AR) technology in an engineering laboratory course. Students were invited
to volunteer to take part in this trial. The efficacy of the HoloLens was evaluated by the students through several methods. The first
method was a quiz which was given before the students used the application, this quiz was on the material to be covered in the HoloLens
experience. After they used the HoloLens they were given the same quiz to assess how much they learned. The second method introduced
was a Likert scale survey which was used to evaluate their learning attitude towards augmented reality, usage satisfaction, cognitive
validity and accessibility reality. The third method was an interview conducted with a sample of the students to assess their experience.
As an initial attempt for usage of this new technology the results were promising, such new technologies give a “gaming” feeling to
the students thus encouraging the learning and increasing motivation to gain knowledge. However, further development needs to be
performed in order to expand its usage throughout the course.
44082 16:15-16:45 | Room 704 (7F)

Developing Creative Problem Solving Skills in the Flipped Classroom for 21st Century Learners
Tanate Panrat, Prince of Songkla University International College, Prince of Songkla University, Thailand
Jaiake Ritthipruek, Prince of Songkla University International College, Prince of Songkla University, Thailand

Developing creative problem-solving skills and the process of knowledge acquisition for sustainable learning in the twenty-first
century learners who tend to be learners of multidisciplinary is very challenging for teachers. The results of the study are assessed byusing 360-degree evaluation done by students themselves (self-evaluation), teacher and classmates. The evaluation focuses on fivecompetencies: reasoning, logical conceptualization, innovative thinking, creativeness and information searching. Learners skills are
structured through the approach in which they are required to practice and learn from virtual scenarios and real problems brought into
the classroom. The results demonstrate the satisfying effects of the designed classroom activities that learners, as an individual or in theteam, are encouraged and inspired to think, to analyze and to design processes to earn knowledge from relevant sources. Furthermore,they can share their knowledge with the classmates in the classroom. Ultimately, active learning activities can encourage and stimulate
learners’ curiosity and problem-solving thinking skills through the flipped classroom.

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15:15-16:45 | Room 705 (7F)

Monday Session IV

Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Pia Arboleda
41868 15:15-15:45 | Room 705 (7F)

The Role of Practice Among Artist-Teachers and Its Impact on the Learning of Students
Jeffrey Say, Lasalle College of the Arts, Singapore

The paper is based on a study undertaken on the role of art educators as practitioners and the impact of their practice on the learningof students in two art institutions in Singapore. Teaching and practicing the arts have always been closely intertwined yet somehow
quite distinct. This perceived dichotomy has posed a dilemma in art education because the rational and objective outlook of the teacher
is seen to be in conflict with the modus operandi of the artist, which is based on subjectivity and intuition. This study will challenge theassumption that teachers are mediocre or average artists by examining the profile and practice of artists within academia and by eliciting
the views of students and lecturers on their perception of the artist-teacher role. This study aimed to investigate the role of teachers aspractitioners and the implications of that practice upon their teaching and, consequently, on the learning of their students. Specifically,
it examined the nature of the practice of artist-teachers and the ways in which that practice impacted and influenced their students andcould serve as a model for their creativity. The chief instrument used to collect the data was qualitative interviews which will also provide
the evidence for the arguments in this study. A total of 12 full-time lecturers and 12 students were interviewed.
43586 15:45-16:15 | Room 705 (7F)The Effective Dimensions of Engaging Students in Contemporary Architecture Design Studios in Times of Change
Naima Iftikhar, Queensland University of Technology, Australia
Philip Crowther, Queensland University of Technology, Australia

The architecture design studio is a pedagogical platform for the majority of learning and teaching experiences that take place withinarchitecture design education. The traditional architecture design studio pedagogical model signified as "signature pedagogy" hasgradually shifted away from its conventional forms of engaging students. Since the turn of the millennium, the studio has transformed into
a contemporary form of design learning and teaching space based on several factors such as reduced contact time between academics
and students, change in studio spatial typology and the hierarchy of academics that are involved in student engagement. These shifts
have had a major impact on the ways in which students and teachers have dialogic interactions with one another and perceive theirlearning and teaching experiences. A qualitative case study research on an Australian University undergraduate school of design seeks
to explore and link the components of the interaction between the different stakeholders of contemporary architecture design studiopedagogy. The research seeks to verify and extend Laurillard’s conversational learning and teaching framework, to elaborate the theory
and practice around contemporary design studio pedagogy. The components of the dialogic interaction between the different stakeholders
in studio learning and teaching, form the basis for academics and students to reflect on their learning and teaching interaction informedby theoretical know-how and awareness rather than solely relying on intuition. The unpacking and understanding of these interactive
components can inform design academics to adopt effective ways of engaging their students in architecture design studios.
43484 16:15-16:45 | Room 705 (7F)

Folklore Digital Animation and the Teaching of Language and Literature
Pia Arboleda, University of Hawaii at Manoa, United States

This paper will discuss the process of producing digital animation resources and online modules for the teaching of Philippine language
and literature. I will provide a brief background on the needs of Filipino heritage learners, describe my integrated pedagogical approachto teaching Filipino language and literature, and demonstrate the use of bilingual digital animation in the classroom. My presentation
includes samples of these resources with accompanying sample lesson plans and classroom exercises. In recent years, the proliferationof new media has resulted in a new generation of students. Thus, traditional methods of teaching must now be combined with fresh andexciting materials that stimulate and maintain the interest of the multimedia generation. Apart from these, Filipino heritage language
learners have a need for bilingual resources in Filipino and English that are rooted in Philippine culture. However, there is a dearth ofcurrent, bilingual, and culturally appropriate materials on Philippine language and literature. At the University of Hawaii at Manoa, wehave produced an online teaching resource entitled “Ub-Ubok Ad Fiallig: Tales of Enchantment from Barlig” http://www.cseashawaii.org/
tagalog-animations/. This website includes seven videos based on ancient folktales with ten modules on the study of Philippine language
and culture. This is what I will share for my presentation.

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15:15-16:15 | Room 707 (7F)

Monday Session IV

Educational Policy, Leadership, Management & Administration
Session Chair: Yulianto Yulianto
43560 15:15-15:45 | Room 707 (7F)A Grounded Theory Model for the Oneletran System: Challenges and Learnings
Cristina Castro-Cabral, University of Santo Tomas, The Philippines
Clarence Marquez, Colegio de San Juan de Letran, The Philippines

This is a case study in school integration. In April 2012, the Dominican Province of the Philippines (DPP) ordained that the “DPP movetowards integrating all existing educational institutions of the Province within two venerable and historical traditions, that of Colegio de
San Juan de Letran (1620) and the University of Santo Tomas (1611).” This research is analogous to a “midterm assessment” in order tolook over what has been accomplished so far by the ONELETRAN system from 2012 to 2017. Specifically, the undertaking sought to: 1)
Identify the specific steps undertaken to effect the ONELETRAN integration a) religious education cluster b) research cluster. 2) Identify
the challenges encountered in terms of organizational structure, human resources, financial resources. 3) Describe the kind of academic
environment that would be conducive to successfully effect the ONELETRAN system. 4) Identify the benefits that have emerged since theintegration of the ONELETRAN. 5) Craft a theory and build a model derived from the ONELETRAN experience that may be used to initiate
integration efforts in the areas of School Leadership and Management, Community and Extension Services, Financial Management,
Marketing and Promotion and Campus Ministry. Uniquely, this study employs the grounded theory model in order to solicit the ideas andexperiences of people “on the ground,” those directly tasked to collaborate, integrate and realize ONELETRAN. By sharing this “fruit of
our contemplation,” we hope to further the dialogue by expanding the discourse into the greater public of higher educational institutions.
44013 15:45-16:15 | Room 707 (7F)The System Dynamics of Character Education in Indonesia
Yulianto Yulianto, Bandung Institute of Technology, Indonesia
Ahmad Ma'ruf, Bandung Institute of Technology, Indonesia

There has been growing interest in Indonesia’s character education, especially after The Presidential Regulation no. 87 of 2017 on
Strengthening Character Education and The 2003 National Education System Law. Indonesia is predicted will be a great industrial
country in 2045. A stable education system is essential to build a nation and accelerate Indonesia’s development to have political,
social and economic advancements. Making changes of character education is essential, but is also bound and fraught to havechallenges, supporters, detractors, and obstacles. The education system is becoming more complex, interconnected and dynamic
because of the surroundings of constant changes and uncertainties. The system dynamics is used in this paper to describe, model andanalyze these complex issues in terms of the processes, information, organizational boundaries and strategies of Character Educationin Indonesia. This paper shows it is necessary to observe the whole system as a cyclic feedback loop, not just observe variables as
separate things independently and linearly. The education system is not linear, it is cyclical. Finally, goals are well defined, actors arerational and know their parts, threats and challenges are anticipated and the “best” solution be chosen in order to implement character
education quickly and efficiently.

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Notes174 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEVirtual
Presentations
Virtual presentations afford authors the opportunity to present their research to IAFOR’s farreaching and international online audience, without time restrictions, distractions or the need totravel. Presenters are invited to create a video of their presentation, which is then uploaded to theofficial IAFOR Vimeo channel and remains online indefinitely. This is a valuable and impactful wayof presenting in its own right, but also an alternative means for those delegates who may be unable
to travel to the conference due to financial or political restrictions.

www.vimeo.com/iafor

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www.vimeo.com/iafor

Virtual Presentations
43565

The Role of Informal English Language Teaching in Childhood on English Knowledge and Attitude Towards It
in Adolescence
Marzie Mobtada, Islamic Azad University Science & Research Branch, Iran
Aliakbar Saif, Islamic Azad University Science & Research Branch, Iran

The purpose of this study was to investigate the role of informal English language teaching in childhood on English knowledge andattitude towards it in adolescence. The research plot was an ex-post facto one. The statistical population includes all first-year studentsof undergraduate of Islamic Azad University branches who had been studying humanities in the academic year of 1994–1995. The sample
size of 200 students was selected by multistage cluster sampling method. The research tools were English knowledge test and attitude
questionnaire which were developed by the researcher. Statistical analyses were executed by MANOVA. The results show: Informal English
language teaching to people in childhood compared to those who were not taught in this period leading to more English knowledge andbetter attitude towards the English language in adolescence. Therefore, it is suggested to start English language teaching from childhood
because of its importance and role in English knowledge and attitudes towards English in adolescence.
43584

Reading as a Problem Solving Task and Digital School
Rosanna Tammaro, University of Salerno, Italy
Concetta Ferrantino, University of Salerno, Italy
Francesco Milito, University of Salerno, Italy
Maria Tiso, University of Salerno, Italy

The renewed school idea, understood as an open learning space that allows students to develop life skills, imposes an overview ofreading in a new epistemological dimension. Within the European educational systems, a prominent role is occupied by the reading
comprehension and mastering the language. Reading literacy is a cognitive life-skill that structures thought and reasoning and is themost precious of the goals to achieve in today's school. The use of technologies has put exactly the reading into the center of the learning
experience. The general aim of this work is to investigate, through a bibliographic detailed study, the relationship between digital reading
and textual comprehension skills. Methodologically we will proceed with the systematic review, with particular attention to the sources to
identify and evaluate the relation between the reading and the digital support. Digital devices can favor active, reflexive, conscious reading,as they provide dynamic reading functions that support the adjustment of the analysis processes. The idea is to value these references,emphasizing the essential role of reading comprehension. Resuming the cognitivist matrix, reading can be seen as a problem-solving task
where the reader is called to use the information contained in the text, using declarative and procedural knowledge, to construct a moreaccurate hypothesis about the meaning of the text. The perspective considered in this work identifies the "know how to read" as the tool
to become a more experienced navigator of contemporary society with the ability to discern, interpret, and propose.
44069

Top Future Skills in Cross-Disciplinary Design Education
Mike Oustamanolakis, Hong Kong Polytechnic University, Hong Kong

Cross-disciplinary education is increasing in popularity. According to the World Economic Forum report, “The Future of Jobs”, the top
skills in the future will be complex problem solving, critical thinking, and creativity (World Economic Forum, 2016). Universities expect
graduates to be leaders and innovators in the workplace and in society (Gross, 2009). Are Design Schools currently cultivating skills suchas those mentioned above? Attempting to answer requires an examination of the design education at the present time. We analysed thecore values and design pedagogy of the world’s top ten design schools (by QS World University Rankings), as presented through therespective websites of these schools. Our exploration provides an overview of the varying approaches of design education. The main
purpose of this study is to determine how aligned are the leading design schools with the projected top future skills. This work contributes
to an understanding of the cross-disciplinary design pedagogy in the world’s leading design schools, as communicated through their
publicly accessible, online prospectuses.
43402

Instructional Scaffolding Through Zap the Gap Approach: Bridging Academic Achievement in Science forStudents-at-Risk
Kristine Joan Barredo, Tunasan Elementary School, The Philippines

Student learning gaps result in today’s most serious education challenges – retention and dropouts. This learning gap passed to thenext grade become significant, often unsolvable problems that cause teachers to intervene more. This action research was designed
to determine the effectivity of instructional scaffolding through Zap the Gap materials in the improvement of academic achievement in
Science for students-at-risk. Fifty-five (55) selected grade 6 students were divided into two groups, the experimental group which usedthe zap the gap approach in retaining science concepts in preparation for the National Achievement Test and control group used thereviewer in NAT Science 6. Based on the results, there was no significant difference between the experimental and control group of theselected grade 6 students of Tunasan Elementary school. This means that pupils from both groups had the same understanding of thelesson before the lesson was taught. But after the zap the gap approach was taught, it showed a significant difference. This means thatthe experimental group which used the Zap the Gap Intervention was effective in creating instructional scaffolding and mastery learningwhich successfully addressed the learning gaps in science concepts.

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www.vimeo.com/iafor

Virtual Presentations
43198

I am a Mercenary Now: International Teachers as a Global Educational Precariat?
Adam Poole, University of Nottingham Ningbo China, China

International teachers still remain an under-researched group in the field of international education (Bailey, 2015; Bunnell, 2016). They
have typically been defined from a personal perspective (Garton, 2000) or in terms of fixed character types (Hardman, 2001). However,recent studies (Baily, 2015; Burke, 2015; Savva, 2015, 2017) have started to reclaim the international teacher experience by exploring thecomplexity of international teachers’ lives. Rather than focusing on seemingly fixed characteristics, these studies show how teachers’
experiences play a significant role in the construction of their professional identities in cross-cultural contexts. As part of this turn to theinternational teacher, Bunnell (2016) has proposed the notion that international teachers should be understood as part of an international
educational precariat, a term proposed by Guy Standing (2011). The purpose of this study then is to substantiate Bunnell’s thesis thatinternational teachers are emerging as an educational precariat. It draws upon interview data from a larger study which explored theconstruction of international teacher identity in a Chinese bilingual school in Shanghai. In so doing, I build on Bunnell’s work by offering
empirical data to substantiate his claim, but also extend it by questioning the extent to which all international teachers can be said to bea part of a global educational precariat.

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Present your research at The Asian
Conference on Language Learning (ACLL2019)
Conference Theme: “Independence & Interdependence”
Dates: Thursday, May 16, 2019 t​ o Saturday, May 18, 2019
Location & Venue: Toshi Center Hotel, Tokyo, Japan
Early Bird Abstract Submission Deadline: January 9, 2019
Final Abstract Submission Deadline: March 12, 2019
Registration Deadline: April 5, 2019
The duality of our theme speaks to how each of us as learners, teachers, andresearchers – people curious about the world and our place in it – act together toeducate. We each bring our independent individual variables to any teaching andlearning situation, yet work interdependently to learn from each other and create newconnections and meanings.
Language learning and teaching are at once highly personal and individual while
also social and embedded in an ecology of inter-relationships. Independence andinterdependence cannot exist without each other, so how should this tension andintegration inform our academic inquiry into language learning research and practice?
Research in self-regulation, self-determination, learner and teacher autonomy, andmotivation for language learning is one of several ways to approach these questions,and our host country for this conference, Japan, is a center for such work.
This conference provides opportunities to explore psychological, theoretical andpractical aspects of language learning. Whether one’s focus is the impact of technology
or the integration of emotions into the classroom, we can and must all rely on eachother to best serve students and support them in becoming autonomous, independent
language learners who can be successful in an increasingly interconnected andinterdependent world. An international, intercultural, and interdisciplinary conferencesuch as this brings us together; to surprise, support, and learn from each other.
We invite your proposal on a topic that will help us to explore independence andinterdependence from multiple perspectives; consider, but do not limit yourself to:
•
•
•
•
•
•
•

The psychology of language learning
Learner autonomy
Technology enhanced learning
Relationships between content and language
Critical pedagogy
Educational cultures, ecologies, and systems
And, additional topics and streams listed in our abstract submission guidelines

This Asian Conference on Language Learning depends upon you – the presentersand participants – to help create vital and innovative academic exchange that cansustain us in the future.
IAFOR offers a 10% discount on ACLL2019 registration fees to all ACE2018 delegates.
IAFOR Members get 15% off all registration fees.

www.acll.iafor.org#IAFORACE
178 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE)ACLL2019 Keynote Speakers

Phil Ball

Sarah Mercer

Author and Journalist

University of Graz, Austria

Masaya Mori

Keiko Sakui

Rakuten Inc.

Kobe Shoin Women’s University, Japan

Keynote Speakers will provide a variety of perspectives from different academic and professional
backgrounds on the conference theme, “Independence & Interdependence”. For their biographies, please
visit the following page on the conference website:www.acll.iafor.org/speakers
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THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside 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 academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2018. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.

Conference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed university presidents, faculty deans, journalists, national politicians,
government ministers, diplomats, charity leaders, think tank directors, company presidents,
documentary photographers, movie directors, members of the armed forces, actors, lawyers, doctors,
jurists, artists, poets, writers, clergy, scientists, philosophers...
Here are some highlights from the past twelve months, from our events in six cities, in five countries,
and over three continents.

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Above left: Dr Alex Aguilar, Vice Rector for Outreach and Internationalisation at the University of Barcelona (left) and Dr Joseph
Haldane, IAFOR Chairman and CEO, welcome delegates to The IAFOR International Conference on the City (CITY2018) held concurrently
with The IAFOR International Conference on Global Studies (GLOBAL2018). The conference theme was “Fearful Futures” and theuncertain political future of the global city of Barcelona provided a stimulating backdrop for this conversation to unfold. Above right:
Internationally acclaimed novelist and journalist, Liz Byrski of Curtin University, Australia, delivers a Keynote Presentation, considering
her love-hate relationship with various cities in which she has lived, the reasons for fleeing from them, and the physical and emotional
effects of being in any city. This address was a part of a “Cities we Fled” panel that also included addresses by Professor Sue Ballyn(opposite page above right) and Professor Donald Hall (opposite page bottom right).
Below (clockwise from top left): Dr Bill Phillips delivers a Keynote Presentation on “Catalonia’s Referendum on Independence from
Spain”, contextualising the political crisis in Catalonia as part of a panel on the subject. Dr Philips is head of the English and German
Studies Department, and teaches English literature and culture, at the University of Barcelona, and also serves as a local councillor.
Dr Cornelis Martin Renes delivers a thought-provoking keynote address, “¡A España no hay presos políticos! / In Spain there are no
Political Prisoners!”, that looked at the way in which the Spanish government handled political and legal issues around the Catalan
independence referendum. Dr Montserrat Camps-Gaset, a member of the Board of the University of Barcelona, and a Catalan native
responds to questions on the issue of separatism and identity in Spanish politics, while Michael Strubell contributes a poignant
analysis as a panelist in a Featured Panel Presentation “The Way and Wherefore of Spain’s Current Political Crisis: Catalonia… Again”.

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Above (from left to right): Professor Cynthia Schmidt-Cruz, Director of the Center for Global and Area Studies at the Universityof Delaware, after her her Keynote Presentation “Writing the City: Buenos Aires in New Millennium Crime Fiction”, which lookedat true crime as inspiration for fictional explorations. Phil Ball delivers a thought-provoking Keynote Presentation on “Football,Politics and the City”. Mr Ball is one of the world’s foremost football journalists, who has written award-winning and bestsellingbooks during his career as a sports journalist. Professor Emerita Sue Ballyn, Founder and Honorary Director of the Centre forAustralian and Transnational Studies Centre at the University of Barcelona, responds to questions from the audience during the
Featured Panel Presentation “Cities we Fled”.
Below (from left to right): Writers Phil Ball, Gloria Montero and Liz Bryski on a very wide-ranging panel entitled “How Can Writers
Respond when the Future Looks Fearful?”. Gloria Montero is a world-renowned novelist, playwright and poet, especially known
for her play Frida K., which has been performed globally.
Bottom right: Professor Donald Hall, Dean of the Faculty of Arts, Sciences & Engineering at the University of Rochester, delivers
remarks as part of the “Cities we Fled” panel, where he talks of the societal, racial and generational fissures in the Deep Southof the United States in the 1960s and 1970s. Bottom left: Conference attendees pose for a group shot outside the Aula Magna of
the University of Barcelona.

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Above left: Dr Thomas G. Endres responds to audience questions after his Keynote Presentation, “Classic Rock in the Year of Revolt: Using
the Illusion of Life to Examine the Hits of 1968” at The European Conference on Media, Communication & Film 2018 (EuroMedia2018),
held in parallel with The European Conference on Arts & Humanities 2018 (ECAH2018), in Brighton. Dr Endres is head of the School ofCommunication at the University of Northern Colorado, USA, and Executive Director and Editor-in-Chief of the Society for the Academic
Study of Social Imagery. Above right: Professor Bruce Brown of the Royal College of Art, UK, delivers a wide-ranging and powerful Keynote
Presentation on “Design and Democracy”. Underscoring the “Fearful Futures” conference theme, Professor Brown presented ideas about
how art and design intersect with politics and freedom, and how advancing technology impacts these relationships.
Below left: Dr James Rowlins enjoying the audience discussion following his Feature Presentation & Film Screening at The European Conference
on Media, Communication & Film 2018 (EuroMedia2018). Dr Rowlins is currently a lecturer in the Humanities and the Arts Department at
the Singapore University of Technology and Design, Singapore, which was established in collaboration with the Massachusetts Instituteof Technology (MIT), USA. As Founding Director of the Brighton Rocks Film Festival, Dr Rowlins discussed the triumphs and challenges ofstarting a new film festival in the digital age before screening the “Best Short Film” of the 2018 Brighton Rocks Film Festival, Alexanderplatz,
directed by Mark Nelson (below right), who is seen taking questions from the audience about his film.
Bottom: Delegates line up for a group photo outside the conference venue.

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Above left: Dr Eddie Bruce-Jones, Deputy Dean at Birkbeck College School of Law, University of London, gives an engaging
Keynote Presentation on “Contemporary Continuities: Racism, Populism and Migration” at The European Conference on the Social
Sciences 2018 (ECSS2018) which was held in parallel with The European Conference on Sustainability, Energy & the Environment
2018 (ECSEE2018). Dr Bruce-Jones discussed ideas related to race in British colonialism, law, and populism drawing on his
experience as a scholar of legal history. Above right: Professor Matthew Weait delivers a profound Keynote Presentation entitled“HIV – Environmental Phenomenon or Bodily Harm?”. Dr Weait, who is Professor of Law and Society, and Dean of the Faculty of
Humanities and Social Sciences at the University of Portsmouth, in the UK, talked about societal and individual responses to thecriminalisation of HIV and the stigma attached to the disease.
Below (clockwise): A group photo of attendees outside the conference venue. Dr Tom Houghton has a relaxed conversation withother delegates at The European Conference on Sustainability, Energy & the Environment 2018 (ECSEE2018) before giving his
Keynote Presentation “Innovation for Low Carbon Energy: Are Power Utilities Ready?”. Dr Houghton, who has recently establisheda training program in Renewable Energy for Developing Countries with UNITAR, is Director of the MBA (Oil & Gas) at Curtin
Graduate School of Business, Australia. The magnificent Royal Pavilion in Brighton, designed by John Nash and inspired by the
Indo-Saracenic style of India.

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Above left: Dr George D. Chryssides, Honorary Research Fellow in Contemporary Religion at the University of Birmingham, enjoying
discussion with the audience after his Keynote Presentation “Unchanging Truth? – Not in the Study of Religion” at The European
Conference on Ethics, Religion & Philosophy 2018 (ECERP2018). Dr Chryssides presented ideas on modern spirituality and theconcept of change in the study of religion. Drawing on his vast experience, from completing his doctorate at Oxford, in 1974, tobeing Head of Religious Studies at the University of Wolverhampton, UK, from 2001 to 2008, Dr Chryssides was able to give in-depth
analysis of how views on religion change through time. This Keynote Presentation underscored the conference theme “Surviving
and Thriving in Times of Change”. Above right: Held concurrently with ECERP2018, The European Conference on Psychology & theBehavioral Sciences 2018 (ECP2018) shared the same “Surviving and Thriving in Times of Change” theme. Here, Professor David
Putwain delivers his Keynote Presentation, "Surviving High-stakes Exams: Do Teachers Help or Hinder?". As Director for the Centreof Educational Research in the School of Education at Liverpool John Moores University and Chair of the Psychology of Education
Section of the British Psychology Society, Professor Putwain is a noted expert on the psychology of education, and the audience
showed a keen interest in the lively discussion following the address.
Below: Dr Joseph Haldane, Chairman and CEO of IAFOR, poses with conference scholarship award winners.
Bottom: Delegates outside the conference venue enjoying the summer sun in a group photo.

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Above left: The Karl Mannheim Chair of Sociology of Education at University College London’s Institute of Education, Professor Louise Archer
gives an insightful Keynote Presentation, entitled "'It's Interesting, but Not for Me’: Understanding what Shapes Student Subject Choice andCareer Aspirations Age 10-18”, to delegates at The European Conference on Education (ECE2018), and answers questions from an engaged
audience. ECE2018 was held in parallel with The European Conference on Language Learning (ECLL2018). Above right: Dr Annamaria Pinter,of the University of Warwick, answers questions following her Keynote Presentation, “Children Working as Co-Researchers and Researchers– Possibilities and Challenges”. Dr Pinter shared thoughts from her books and publications on second language acquisition in childhood.
Below (clockwise): Professor Anne Burns delivers her Keynote Presentation at ECLL2018, “Teacher Tales: Context-Embedded
Language Teacher Professional Development” in which she discusses sustaining teacher professionalism, and professional
development accounting for location. Professor Burns, armed with scholarship and international teaching experience, shared insights
into the value of learning in the context of where one works. Dr Björn Åstrand, of Sweden’s Umeå University, delivers his Keynote
Presentation “Teaching in Times of Change – To Nurture the Essentials for a Thriving Education”, before a large and engaged audience.
Professor Mario Novelli, from the University of Sussex, UK, enjoys the discussion after his Keynote Presentation, “Education, Conflict &Peacebuilding: Transcending Negative Peace, Peace Education & the Global Education Agenda”. Professor Novelli shared findings fromhis research for UNICEF on education in times of conflict and how it connects to peacebuilding. Professor Brian Hudson, Professor of
Education and Head of the School of Education and Social Work at the University of Sussex, and an Organising Committee member,addresses the audience at ECE2018.

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Above: Dr Megumi Rosenberg of the World Health Organization (WHO) engages with the audience in a “Health Across the Lifecourse” plenary panelat the Asian Conferences on the Social Sciences (ACSS2018), Sustainability, Energy and the Environment (ACSEE2018), and Aging and Gerontology(AGen2018), while Hiroshi Ishida, Professor of Sociology, in the University of Tokyo, looks on. Held in June, under the umbrella theme of "Surviving
and Thriving”, Kobe is also home to the WHO Centre for Health Development, which although based in Japan, is fully part of the WHO’s headquarters
in Geneva. The panel was chaired by James W. McNally, Research Scientist at the University of Michigan.
Below left: Philip Sugai of Doshisha Business School, Japan, delivers a featured presentation titled “Towards a Universal Standard of Value throughBlockchain” in which he speaks of his work creating and testing a theoretical model for the application of blockchain technology to marketing
practice with the aim of deepening scholarly and practical knowledge of how value is created, measured and managed for customers, firms,
employees, partners, society and the planet. Below right: Lowell Sheppard, Asia Pacific Director of the HOPE International Development Agency,
delivers a featured presentation on “Surviving and Thriving”, drawing on his experience working in and writing about intensely dysfunctional
communities, the result of war, disaster and extreme poverty.
Bottom left: Professor William Baber of Kyoto University’s Graduate School of Management, Japan delivers a workshop presentation introducing
and review some general aspects of negotiating in professional contexts. Bottom right: Kathryn M. Lavender, a project manager at the National
Archive of Computerized Data on Aging (NACDA) at the University of Michigan engages with attendees of a featured data research workshop.

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Above: The Asian Conferences on Cultural Studies (ACCS2018) and Asian Studies (ACAS2018) were held concurrently under the theme "Fearful
Futures: Cultural Studies and the Question of Agency in the Twenty-First Century" at the Art Center of Kobe in May. Here Haruko Satoh chairs aplenary panel titled “Fearful Futures: Rescuing Asian Democracy”. Professor Satoh is professor at Osaka University’s School of International Public
Policy (OSIPP) where she lectures on Japan’s relations with Asia and identity in international relations, and co-director of the OSIPP-IAFOR ResearchCentre. The panelists from left to right are Colin Dürkop, Visiting Fellow at Kyoto University, Japan and formerly of the Konrad-Adenauer-Stiftung(KAS); Pavin Chachavalpongpun, a leading Thai public intellectual, who is also associate professor at Kyoto University’s Center for Southeast AsianStudies; and Takuma Melber, coordinator of the Master’s programme Transcultural Studies Programme at The University of Heidelberg.
Below left: Helen Gilbert, Professor of Theatre at Royal Holloway, University of London, delivers a keynote on “Indigenous Resurgence andEnvironmental Justice on the Global Stage”. Below right: Vinay Lal is Professor of History and Asian American Studies at UCLA, and one of theworld’s foremost scholars of Indian history, historiography, and culture in India. In a wide-ranging lecture on “The Challenge of the Global South”
he highlighted what he termed the challenge of Bandung, which is to try to understand whether the Global South can mount an intellectual andsocio-cultural defence that would facilitate the conditions for an ecologically genuine survival of plurality. Bottom left: Poet and academic Tammy
Lai-Ming Ho of Hong Kong Baptist University answers questions following her keynote on “Poetic Resistance and Empowerment”, which looked at
how Western literature and culture are incorporated into the expression of a unique Hong Kong identity. Bottom right: Donald E. Hall, Dean of Lehigh
University’s College of Arts and Sciences, delivers a keynote presentation titled “The Cities We Fled”, discussing the city of his birth: Birmingham,
Alabama (USA), which encouraged the audiences to consider their own relationship with their own cities as sites of pleasure and pain.

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Above left: Professor Diane Hawley Nagatomo of Ochanomizu University, Japan, delivers the opening Keynote Presentation at The
Asian Conference on Language Learning (ACLL2018), held in Kobe, Japan. The conference theme was “Surviving and Thriving:
Education in Times of Change”, and Professor Nagatomo reflected this in her address exploring questions of gender, and personal
and professional identity among Western female English Language Teachers in Japan “Surviving and Thriving in the Gendered Watersof Japan: Ten Women’s Stories”. Above right: The second Keynote Speaker was Professor Bonny Norton of the University of British
Columbia, Canada, who joined the conference by video link, and also tackled questions of identity in her insightful Keynote Presentation
on “Identity and Language Learning in an Unequal Digital World”.
Below left: Professor Ken Urano of Hokkai-Gakuen University, Japan, listens to questions following his Featured Presentation at
ACLL2018, titled “Task-Based Language Teaching in an English for Business Purposes Program”. Below right: Professor Emerita Judy
Noguchi delivers a Featured Presentation on English for Specific Purposes (ESP) entitled “A New Paradigm for English Language
Teaching in Asian Contexts”. A Professor Emerita of Kobe Gakuin University, Judy Noguchi served as the first Dean of its Faculty of
Global Communication. She served as Vice-President of JACET (The Japan Association of College English Teachers) from 2015 to 2017and as President of JACET Kansai Chapter from 2010 to 2015.

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Above left: Professor Umberto Ansaldo, Chair of the School of Humanities at The University of Hong Kong, delivers a wide-ranging
keynote that looked at controversial questions of language preservation and conservation in “Heritage in Language?”, as part of aplenary panel on Language and Heritage. The panel explored issues surrounding the role of heritage languages in contemporary society
and education, both from theoretical perspectives as well as practical solutions. Above right: Dr Lisa Lim, Head of the Departmentof English and at the University of Hong Kong and a noted scholar on the sociolinguistics of globalisation, delivered a keynote on“Heritage in Language: Nurturing Collective, Socially Relevant and Transformative Research in Education”. Here she is pictured in an
exchange during the moderated panel which followed both presentations.
Below left: Professor Steve Cornwell IAFOR President, also Vice-President of Osaka Jogakuin University, Japan, takes part in a Featured
Panel Presentation on “Language Learning in a Time of Complexity and Change” at ACLL2018, which asked and encouraged delegatesto reflect and draw on their own experiences in language learning education. Below centre: Professor Ted O’Neill of Gakushuin
University, Japan, and an IAFOR Vice-President, speaks as part of the same panel on his experience helping to found a new faculty at
the university. Below right: Professor Jo Mynard, Director of the Self-Access Learning Centre (SALC) at Kanda University of International
Studies (KUIS) in Japan in a light-hearted moment engaging with a member of the audience in the same panel.

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Above left: Professor Eun Kyung Min of Seoul National University, South Korea delivers a Keynote Presentation entitled “TheProspect ... towards the East”: Reorienting Eighteenth-Century British Literature”. Her research interests include Enlightenment
ethics and aesthetics, the history of literary canon formation, and early modern cultural history; she is also interested in Asian
literature in English, Asian American Literature, and Asian cultural production in general. Her keynote was delivered as a part of The
Asian Conference of Arts and Humanities (ACAH2018), where the conference theme was "Recentering: Asian Spaces, Cultures andIdeas in the 21st Century". Above centre: Professor Li Ou of the Chinese University of Hong Kong, Hong Kong responds to a question
following her Keynote Presentation entitled “British Romanticism in China: Received, Revised, and Resurrected”. Li Ou is Associate
Professor at Department of English, the Chinese University of Hong Kong. Professor Ou’s research interests include Romantic poetry
and cultural/literary relations between China and Britain. Above right: Professor Georges Depeyrot of the Ecole Normale Superieure,
Paris, and Director of the IAFOR Silk Road Initiative, introduces the scope of the programme to delegates at ACAH2018. Professor
Depeyrot is a monetary historian and Board Member of the French National Center for Scientific Research (CNRS), France. He is
the author or co-author of more than one hundred volumes, and is the founding director of the Moneta publishing house, the mostimportant collection of books on the topic of money. Professor Depeyrot is a member of the board of trustees of the Centre Nationalde Recherche Scientifique.
Below left: Dr Yutaka Mino of the Hyogo Prefectural Museum of Art, Japan delivers a Keynote Presentation on The Ceramic Road
as part of the IAFOR Silk Road Initiative at ACAH2018. Dr Mino is the Director of the Hyogo Prefectural Museum of Art, where theconference plenary session was held, and one of Japan’s leading museum curators, as well as a Chinese ceramic and art historianof international renown. Below right: Dr Shoso Shimbo is a leading exponent of Ikebana, the Japanese art of flower arrangement. Dr
Shimbo was selected by Belle magazine as one of six “Australia’s top floral designers” and has won multiple awards including theGold Award at the Melbourne International Flower & Garden Show. He is a director of the International Society of Ikebana Studies andhe teaches “Japanese Aesthetics: From Ikebana to Contemporary Art” at RMIT. Here he is seen with his beautiful creation, following
a demonstration at the ACAH Welcome Reception.

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Above: The 2018 ACAH Conference in Kobe hosted a series of IAFOR Silk Road Initiative associated presentations on the conference
theme of "Recentering: Asian Spaces, Cultures and Ideas in the 21st Century", using this as the lense through which researchers
associated with the Initiative discussed a range of topics, covering art and culture, as well as history, politics, and international relations,and a special symposium was organised with the cooperatIon of Kobe University and the Nara National Museum, both of whichorganisations IAFOR will work on a planned Silk Road Conference in 2019. Pictured here after the presentations (from left to right)
are Dr Sakae Naito, Chief Curator of the Nara National Museum and expert on Buddhist art; Kiyomitsu Yui, Professor of Sociology andExecutive Director of the Centre for EU Academic Collaboration at Kobe University; Professor Hiroko Masumoto, Dean of the Graduate
School of Humanities of Kobe University; Professor Noriyuki Inoue, Vice-President of Kobe University, and Professor Georges Depeyrot,
Director of the IAFOR Silk Road Initiative. For more information about the IAFOR Silk Road Initiative, please visit www.silkroad.iafor.org.
Below left: Professor Ka-ho Joshua Mok listens to a response to his Keynote Presentation on “The Quest for World-class University
Status: The Role of Liberal Arts University Nurturing Leaders for Uncertain Futures”. Professor Mok is the Vice-President and concurrently
Lam Man Tsan Chair Professor of Comparative Policy of Lingnan University, Hong Kong, and one of the world’s leading scholars ininternational higher education research. His recent published works have focused on comparative social development and social policy
responses in the Greater China region and East Asia. He is also the founding Editor-in-Chief of the Journal of Asian Public Policy (London:
Routledge) and Asian Education and Development Studies (Emerald) as well as a Book Series Editor for Routledge and Springer. Below
middle: Dr Xu Di of the University of Hawai’i at Manoa, USA discusses issues of education and ethics as part of a plenary panel entitled“The Challenge to Survive and Thrive in the 21st Global Learning Space/Community: Technology and Ethics”. Xu Di is an educational
philosopher and professor in the department of Education Foundations, at the College of Education in the University of Hawai’i-Mānoa
whose research focuses on bridging Eastern and Western philosophy for educational practices. Below right: Professor Curtis Ho delivers
a presentation as part of the same panel. Professor Ho is Department Chair and Graduate Chair of the Learning Design and Technology
department at the University of Hawai’i at Manoa, who is a noted expert in educational media research, interactive multimedia, web-based
instruction, distance education, video technology, and computer-based education.

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Above left: Professor Dexter Da Silva, Professor of Educational Psychology at Keisen University in Tokyo, delivers a presentationas part of the Featured Panel entitled “Psychological Literacy: The Most Important Literacy for the 21st Century”, at the jointly held
Asian Conference on Psychology & the Behavioral Sciences, and the Asian Conference on Ethics, Religion & Philosophy in Kobe.
Dr Da Silva He has taught EFL at junior high school, language schools and universities in Sydney, Australia, and for more than two
decades has been living and teaching at the tertiary level in Japan. Above right: Professor Ronald Mellado Miller of Brigham Young
University, Hawaii, fields questions during the same panel. An academic psychologist, Dr Miller’s main interests are in the areas ofapplied statistical analysis and predictive modelling. He has led research in Tonga, Fiji, and Samoa, working with governments andNGOs to improve educational and other social outcomes.
Below left: Dr James W. McNally of the University of Michigan, USA and the NACDA Program on Aging, in a lighter moment during
his Featured Presentation on a serious topic; “Patterns of Depression Among Elderly Asian Immigrants to the United States Overthe Past Decade”. Dr McNally is the Director of the NACDA Program on Aging, a data archive containing over 1,500 studies related
to health and the aging lifecourse. He has worked extensively on issues related to international aging and changing perspectives on
the role of family support in the later stages of the aging lifecourse. A Vice-President of IAFOR, he is the Chair of the Social Sciences& Sustainability division of the International Academic Advisory Board. Below right: Professor Frank S. Ravitch of Michigan State
University College of Law, USA, is a constitutional lawyer with an international reputation who works across the fields of ethics,
religion and law. He has authored several books, including Freedom’s Edge: Religious Freedom, Sexual Freedom, and the Future ofAmerica (Cambridge University Press, 2016); Marketing Creation: The Law and Intelligent Design (Cambridge University Press 2012),
and Masters of Illusion: The Supreme Court and the Religion Clauses (NYU Press 2007), as well as amicus briefs to the U.S. Supreme
Court. Here he delivers a wide-ranging, timely and powerful Keynote Presentation entitled “Law, Religion and Authoritarianism: From
State Shinto to Religio-Trumpism”, in which he draws some uncomfortable parallels between the present political situation in the
USA with darker moments in Japan’s past.

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Dubai’s Festival City again hosted The IAFOR International Conferences on Education and Language Learning (IICEDubai and
IICLLDubai), and attracted delegates from across the region as well as further afield as research and presentations focussed
on the conference theme of Surviving and Thriving: Education in Times of Change. Both research focussed and more practicalpresentations and workshops were organised over the three days of the conference, and included presentations by representativesof the UAE Ministry of Education.
Above left: Dr Christine Coombe of Dubai Men's College, UAE, responds to questions following her Keynote Address entitledClassroom Management: Empirical and Practical Perspectives. Dr Coombe is a widely published academic, a past presidentof TESOL International and sits on the IAFOR International Academic Advisory Board. Above right: Dr Deena Boraie delivers
a Keynote Address, “Exploring English Language Education in the MENA Region Now and in the Future”, in which she drew onher experiences in Egypt. Dr Boraie is dean and professor of practice at the School of Continuing Education at The American
University in Cairo.
Below left: Dr Martin Spraggon of the Mohammed Bin Rashid School of Government expands on the local context, giving an
overview of educational policy, in his Featured Presentation on “Key Trends, Challenges and Opportunities in the Field of Higher
Education in the UAE”.Below right: Dr Sufian Abu-Rmaileh of the UAE University listens to delegates giving feedback after his
engaging presentation entitled “Using Critical Thinking Techniques in the Classroom”. Dr Abu-Rmaileh is a past president of
TESOL Arabia.
Bottom left: Professor Mustafa Hashim Taha of the American University of Sharjah, UAE, examined entertainment education with
an emphasis on the role of theatre in promoting political reconciliation in post-apartheid South Africa in his thought-provoking andwide ranging Keynote Presentation. Bottom right: Dr Virginia Bodolica of the American University of Sharjah, UAE delivers a Featured
Presentation that addressed the wider conference theme of Surviving and Thriving in Times of Change with her featured address on“In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the Evolving World of Work”.

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Some 250 scholars and educators from more than 40 countries came together for the IAFOR International Conferences on Education(IICEHawaii2018), and Sustainability, Energy and the Environment (IICSEEHawaii2018) at the Hawaii International Convention Center in Honolulu,
Hawaii for an event held in partnership with the University of Hawaii at Manoa, and with the support of the East West Center, Brigham Young
University, and the World Bank.
Above left: Dr Joseph Haldane, Chairman and CEO of IAFOR chaired a plenary panel entitled “Educational Policy: Does the Democratisation of
Education in Educational Systems Fuel Economic and Social Inequality?”. Above right: Professor Xu Di and David P. Ericson, both renowned
educational philosophers based at the University of Hawai’i at Manoa, delivered addresses first, giving both the local context and then drawing
on examples from other countries, before Dr Haldane then opened the floor to questions and then a more general discussion of the topic.
Below left: Dr Xiaoyan Liang is a Lead Education Specialist in the World Bank, with a focus on educational development in Africa and East
Asia. Her wide ranging keynote, “Education in a Changing World: New Partnership and Changing Paradigm for Education Development”, wassponsored by the World Bank. Below right: Dr Andy Curtis of Anaheim University, USA, a language educator with an international reputation, andpast president of TESOL International, delivered a funny but stinging keynote entitled “‘Ignorance is Bliss’: The New Anti-Education Movement”,
that looked at educators navigating a world in which political leaders often boast of their ignorance, rather than education.

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Above left: Dr Failautusi ‘Tusi’ Avegalio is the director of the Pacific Business Center Program and the executive director of the Honolulu
Minority Business Enterprise Center at the University of Hawai'i at Mānoa’s Shidler College of Business. Descended from a long line of
Samoan chiefs, Dr Tusi was raised in the coastal village of Leone in American Samoa before receiving university education in the UnitedStates, and becoming a professor. Here he delivers a keynote address that looks at the importance of respecting indigenous knowledge andwisdom in the context of modern educational systems. Above centre: Dr Sela V. Panapasa of the University of Michigan, USA, addresses the“Surviving and Thriving in Times of Change” theme of the conference in her excellent keynote address entitled, “Anticipating Educational
Needs That Ensure a Diverse, Equitable, and Inclusive Workforce for a Changing U.S. Population”. Dr Panapasa is a sociologist who wasborn in Fiji, and who has worked extensively throughout the Pacific Islands. Above right: Dr Sheri-Ann Daniels is the executive director of
Papa Ola Lōkahi, the Native Hawaiian health board, and chair of Nā Limahana o Lonopūhā, the Native Hawaiian Health Consortium. Hereshe delivers a keynote presentation entitled “Native Hawaiian Health: Opportunities to Develop A Healthy Leadership and Workforce”.
Below left: Dr Richard R. Vuylsteke is President of the East-West Center, a renowned and unique institution that promotes better
relations and understanding among the people and nations of the United States, Asia, and the Pacific through cooperative study,
research, and dialogue. His wide ranging keynote address introduced some particular East-West Center approaches to education,
including “place utility,” “cross-cubed” programs, and social media umbrellas, and he asked delegates of the ways in which they might
be able to implement such approaches in their home institutions. Below right: Dr Hiagi M. Wesley, responds to questions following his
keynote entitled “Pacific Indigenous Perspectives vs Global Ways of Learning”, which dovetailed perfectly with Dr Avegalio’s address,
and looked at the value of indigenous ways of learning. A Rotuman by birth, Dr Wesley is Director of the Center for Hawaiian and PacificIsland Studies and Associate Dean in the College of Arts and Humanities at Brigham Young University, Hawaii.

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The Asian Conference on Education 2017 (ACE2017) saw more than 250 scholars from 38 countries come together in
Kobe, Japan to look at the theme of “Educating for Change” from a variety of interdisciplinary perspectives, cultural
backgrounds, and national contexts.
Above left: Dr Charles Allen Brown of Hokkaido University, Japan, in a lighter moment following his featured
presentation at ACE2017, which looked at, and questioned the hitherto unassailable position of the native speakerin language learning. Above right: Dr Paul Lai of Nagoya University’s academic writing center delivers a featured
address on how his pioneering center has helped research students and faculty develop clear and convincing ideas
in their research writing, thus improving publication chances and impact.
Below left: Dr Connie Guberman of The University of Toronto, listens to questions following her featured address on
an initiative using oral history as a means of educating for change by challenging traditional institutional structuresof knowledge creation. Below centre: Dr Jack Frawley of the University of Sydney’s National Centre for CulturalCompetence delivers a plenary address on leadership and intercultural studies. Below right: Dr Tzu-Bin Lin of the
National Taiwan Normal University explains how professional development and leadership programs are developing
on Taiwan to raise standards in secondary schools.

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Opposite Bottom: After an amazing taiko drum performance and interactive music workshop, delegates from aroundthe world mix with local students from AIE International High School's drum club.
Above left: Dr Joseph McClanahan of Creighton University (USA), and co-convenor of The Asian Undergraduate
Research Symposium (AURS) delivered a wide ranging featured address on how mentoring undergraduate students
provides tools for student success after graduation, and concentrating on the importance that educators continue
to adapt and develop new approaches that create equal opportunities for productive educational experiences for all
students. Above right: Dr Yvonne Masters of the University of New England, Australia, and AURS co-convenor, asks
the conference to consider two simple but fundamental questions when we talk about change in Education, “By
Whom?” and “For Whom?”.
Below: A group shot of delegates, taken in the Art Center Kobe venue, reflecting the diversity of attendees at The Asian
Conference on Education. The next ACE event will be held in Tokyo, Japan, from Saturday, October 13, 2018 ​to Monday,
October 15, 2018. For more information please visit www.ace.iafor.org.

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Open Your World
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IAFOR Silk
Road Initiative
The IAFOR Silk Road Initiative encourages individuals and institutions working across the world
to support and undertake research centring on the contact between countries and regions in
Europe and Asia – from Gibraltar to Japan – and the maritime routes that went beyond, into
the South-East Continent and the Philippines, and later out into the Pacific Islands and theUnited States. The IAFOR Silk Road Initiative is concerned with all aspects of this contact, andexamines both material and intellectual traces, as well as consequences.

www.silkroad.iafor.org

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IAFOR Silk Road Initiative
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018,
we are excited to launch a major new and ambitious international, intercultural and interdisciplinary
research initiative that uses the silk road trade routes as a lens through which to study some of theworld’s largest historical and contemporary geopolitical trends, shifts and exchanges.
IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th
anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas thatwould precipitate its rapid modernisation and its emergence as a global power. At a time when global
trends can seem unpredictable, and futures fearful, this Silk Road Initiative gives the opportunity torevisit the question of the impact of international relations from a long-term perspective.
This ambitious initiative will encourage individuals and institutions working across the world to encourage
research centring on the contact between countries and regions in Europe and Asia, from Gibraltar to
Japan, and the maritime routes that went beyond into the South-East Continent and the Philippines, andlater out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will concern all
aspects of this contact, and will examine both material and intellectual traces, as well as consequences.
A series of round tables on the IAFOR Silk Road Initiative were held in Japan, the UK and Spain in
2017, and the initiative will become a central aspect of a series of conferences, meetings, seminars
and workshops from 2018 in Asia, Europe and North America.

Rationale
The occidentalisation of history and the grand narrative of European and American progress has
consigned the Silk Road instead to historical quaintness, exotic literary caricature in the adventuresof Marco Polo, or the sort of esoteric academic investigations that receive little attention. This largely
ignores its huge historical and present-day importance and relevance to the routes and paths that
continue to connect humans through trade and exchange.
In a world of rankings, algorithms, unedited “news”, and self-referential “centres of excellence”, it is facile
to conclude that the centre and pinnacle of all knowledge is held by a few pockets of venture-capitalbacked open-plan offices in Silicon Valley, or schools and universities in which the cloistered architecture
does not even offer the pretence of openness. Globalisation, and the technology that has enabled it,
has allowed an immense flowering of possibilities in communication and access to knowledge, whileat the same time increasing alienation from self and society, encouraging “virtual” worlds, creating andcementing fissures, and encouraging fear of the foreign. It is only through encounters with difference
that we are able to shape ourselves and our ideas, and physical human interaction is and remains at thesource of all value. The international, intercultural and interdisciplinary meetings that lie at the heart of
IAFOR and this research initiative have never been more important in our globalised world.

Lead Institutions
•
•
•
•
•
•
•

The International Academic Forum (IAFOR), Japan
Osaka University, JapanThe IAFOR Research Centre (IRC), Japan
Belgrade University, Serbia
École Normale Supérieure (ENS), France
DAMIN, France
MONETA, France

If you wish to be informed of the latest news and developments, please subscribe to the mailing liston the IAFOR Silk Road Initiative website: www.silkroad.iafor.org

202 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEIAFOR Silk Road Initiative2018 Moscow Roundtable Report
The first IAFOR Silk Road Initiative roundtable of 2018 was held in Moscow on February 21, andin partnership with Moscow State University.
The event was hosted by the Moscow State University Institute of Asian and African Studies, andopened by the Director of the Institute, renowned scholar of politics and international relations,
Professor Igor I. Abylgaziev. Attended by a group of invited scholars from both universities in
Moscow and abroad, the Roundtable was organised with the kind support of the President of
the Faculty of Foreign Languages and Area Studies, Professor Svetlana Ter Minasova, and Dr
Elena Mishieva, Academic Secretary of the same faculty, and IAFOR Silk Road Initiative Project
Coordinator in Moscow.
The roundtable was co-chaired by Professor Georges Depeyrot of the École Normale Supérieure(ENS), Paris, and Board member of the Centre National de la Recherche Scientifique (CNRS),
and Dr Joseph Haldane, Chairman and CEO of IAFOR, and took as its subject, “International
Academic Cooperation in Uncertain Times”. The topic was very timely, as this is a period of great
global political uncertainty.
Professor Svetlana Ter Minasova delivered the opening address, which set the scene by underliningthat most senior academics had effectively lived in two separate countries in succession; The
Soviet Union until 1991, and then Russia since that time. She described the Soviet times as the“Kingdom of Prohibitions”, where everything was governed by what could not be done, and by
what was prohibited, and there existed an insularity and isolationism, making relations withcountries outside the communist sphere difficult.
With the fall of the erstwhile “enemy” of the USSR, the new Russia became suddenly very
popular, as different Western companies, NGOs and universities, sought to quickly build relations
with the country, and money started to pour in as people sought to gain market position andinfluence. Although that created funding pools that had until that point been non-existent, it alsoushered in an era of inflation, and meant university lecturer wages were not enough to live on,
and obliged many to engage in supplementary private tuition, with academics being underpaid
and overworked. This has led to the familiar problem of a brain drain, and economic migration,
as Russian academics sought higher paid opportunities abroad. Although there have beenmarket reforms introduced, the state educations system remains slow and highly bureaucratic.
A presentation by Dr Lubov Kulik of the Faculty of Economics at Moscow State University spokeof the economics of education in a presentation that considered education as both a public good
and a commodity. [Report continued on the next page]
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Recently, Russia has found itself more distanced from the west, as a result of, and resulting in,a context of increased authoritarianism and nationalism, and this has often made international
research collaborations more difficult, and has seen cuts in funding from such programs as
Erasmus +. For its part, the Russian funding bodies have continued to prioritise STEM subjects
over the liberal arts, following a policy that mirrors most other countries. In the non-scienceareas of study, funding is more often directed towards internationally and internally sensitive
issues that are often geared towards encouraging internal cohesion, nation building and so on,
and in areas such as geopolitics, minority languages and religions; not surprising given that
Russia is at once an old and a young country.
The intellectual life of the country is heavily weighted in Moscow and St Petersburg, although
there are attempts to ensure that other parts of the country are well funded, and there are wellrespected state universities elsewhere in the country, such as Novosibirsk and Vladivostok, aswell as satellite campuses in the former Soviet republics, where Russia maintains considerable
economic, cultural and linguistic influence.
The country also enjoys relations with many of the countries it now borders, and although theseare historically weighted both positively and negatively, reflect a continued strong regional andcultural influence, where there are also large minority ethnic Russian populations. China has
enjoyed a continued intellectual relationship with Russia, and there are frequent exchanges ofstudents and professors alike, and Russian enjoys continued popularity in China, while Chinese
is becoming a more popular language option. Professor Tatiana Dobrosklonskaya of Moscow
State University, and a Visiting Professor at Beijing International Studies University gavea presentation which looked at the relationship and an overview of educational and cultural
exchange between the two countries.
Professor Ljiljana Markovic, Dean of the Faculty of Philology at the University of Belgrade closed
the symposium by speaking of the modernisation paradigms of education, and in a context
of political instability, drawing attention to crises of identity, both individual and national. She
underlined that we must seek ways to collaborate, to work together, and that this is both aphilosophical and practical commitment.
In all, the symposium was a great success, and we look forward to future IAFOR Silk Road
Initiative events.
Dr Joseph Haldane
Chairman and CEO, IAFOR

204 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEInnovation andValue Initiative
www.iafor.org/innovation-and-value-initiative/

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Innovation and Value Initiative

Innovation and Value Initiative
More than ever, solutions to the transnational challenges, from climate change, sustainability to
refugee crises, are in need of radically new approaches that depart from the present institutional
limitations of global governance. Interdisciplinary and cross-sector collaboration, between
science/technology and the humanities or public and private sectors, in search of new values andmodels of how we conduct businesses, produce food or even live, are recognised widely as theway forward, as has been demonstrated in the United Nations’ Sustainable Development Goals(SDG) that usefully combines the achievements of the Millennium Development Goals (public) andGlobal Compact (private sector).
Moreover, as the world confronts the limits of Western concepts of innovation and the value thatthese bring, other unique, sustainable and inclusive models of innovation may have important andglobally applicable lessons that could guide the future of innovation and value creation initiatives
around the world. Even though global connectivity has been greatly enhanced, there are local orregional pockets of ecosystems with demonstrated capacities to survive over centuries, and yetthese are hardly recognised or properly integrated into the theoretical underpinnings that inform
international practices and policies.
As a way to take part in this global endeavour to renovate the current international system and create
new values, the IAFOR Research Centre is proud to announce the Innovation and Value Initiative thatwill start as a three nodes project in the following areas: Value and International Economy, Value andInternational Politics and Value and Social Innovation.

Lead Researchers•••

Haruko Satoh – Professor, OSIPP, Osaka University, Japan
Philip Sugai – Professor, Doshisha University, Graduate School of Business, Japan
Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations

206 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEAbout the Initiative
The purpose of the Innovation and Value Initiative is to explore the drivers, processes and outcomesof innovation and value creation across countries, markets, industries and sectors and identify thedrivers that foster the most healthy innovation and value-creating ecosystems across (1) heritage
businesses, (2) multinational companies, (3) entrepreneurial startups, (4) educational institutions,(5) governments, (6) NGOs and NPOs. This initiative will also foster mature conversation between
leaders across these fields and industries, and will address the questions of “what is innovation?”,“what is value?” “what are innovation ecosystems?” and what we mean by these terms in context.
The initiative will be comprised of the following elements: research, education, dissemination(working papers, workshops and conferences), and initiate collaborative implementation projects
with businesses, local, regional or international NPOs and/or international organisations (forexample, the humanitarian use of blockchain technology). The three nodes, “Value and International
Economy”, “Value and International Politics”, and “Value and Social Innovation” will have each haveits independent research component, but the researchers will also work closely to share findings,
team teach for classes at OSIPP, integrate their works at implementation level or producing policy
recommendations where possible and practicable, and plan new collaborative projects.

Project Nodes and Teams
Value and International Economy
Lead Researcher•

Philip Sugai – Professor, Doshisha University, Graduate School of Business, Japan

Associated Researcher(s)•John Beck – President, North Star Leadership Group

Value and International Politics
Lead Researcher•

Haruko Satoh – Professor, OSIPP, Osaka University, Japan

Associated Researchers••

Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations
Peng-Er Lam – Senior Research Fellow, East Asian Institute, National University of Singapore,
Singapore

Value and Social Innovation
Lead Researcher•

Toshiya Hoshino – Ambassador and Deputy Permanent Representative of Japan to the United
Nations

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Innovation and Value Initiative

United Nations STI Forum 2018 Report
IAFOR collaborated with the United Nations in the hosting of a special session at the Third Annual
Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development
Goals (STI Forum 2018) at the United Nations Headquarters in New York on June 6, 2018.
Dr Joseph Haldane, Chairman and CEO of IAFOR, co-moderated the Official Meeting, a roundtablesession on Innovators and Investors, and focussed on questions at the intersection of innovationand value, including “Impact investing”; investments made into companies, organisations, andfunds with the intention to generate social and environmental impact alongside a financial return.
The chair of the meeting was Japanese Ambassador to the United Nations, His Excellency Dr
Toshiya Hoshino.
Dr Haldane said: “For IAFOR, impact investing is a particular area of interest in regards to thefunding of research in higher education, and dovetails with the work we will be doing within the
IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka
University, as part of our new Innovation and Value Initiative, and also with The IAFOR Global
Innovation & Value Summit 2018 (GIVS2018) to be held in Tokyo later this year.” He added that “itis a great recognition of IAFOR to have been invited to collaborate, and we are honoured to havebeen asked to work with the United Nations at this important event, and look forward to working
with the UN and other stakeholders in the support of Science, Technology and Innovation for the
Sustainable Development Goals (STI-SDG).”
Dr Haldane, who teaches on the postgraduate Global Governance course at OSIPP, and is an Expert
Member of the World Economic Forum in this area, was also keen to raise the issue of governanceand policy implications of the uses of blockchain technology. In his introduction to the panel, hesuggested that the use of blockchain, given its verifiability and the transparency of transactions
might have a positive effect on systems of governance. This might be especially important at atime when the rules-based international system, exemplified by institutions such as the United
Nations, are being challenged.
Image | Dr Joseph Haldane, Chairman and CEO of IAFOR, co-moderates a roundtable session on Innovators and Investors at the United
Nations Headquarters in New York.

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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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ACE2018

Review Committee
Professor Cynthia Abella
University of the East, The Philippines
Dr Hema Kumar B
Pondicherry Engineering College, India
Dr Jose Jr. Barlis
Maritime Academy of Asia & the Pacific,
The Philippines
Professor Avelino Caraan, Jr
Jose Rizal University, The Philippines
Dr Miao-Li Changlai
China University of Technology, Taiwan
Professor Pin-Ju Chen
St. Mary's Junior College of Medicine,
Nursing & Management, Taiwan
Dr Chingya Chiu
Chang Jung Christian University, Taiwan
Dr Sylvia Chong
Singapore University of Social Sciences,
Singapore
Dr Hsiu-Fen Hsieh
Kaohsiung Medical University, Taiwan
Dr Cheng Hsu
National Chin-Yi University of Technology,
TaiwanDr Josephine Sau Har Jim
Visionary Plus Education Services, Hong Kong
Dr Lana Khong
National Institute of Education, NTU, Singapore

Dr Afifi Lateh
Prince of Songkla University, Thailand
Dr Ruey-Fa Lin
FengChia University, Taiwan
Dr Jasvir Kaur Nachatar Singh
La Trobe University, Australia
Dr Non Naprathansuk
Maejo University, Thailand
Dr Sonal Mobar Roy
National Institute of Rural Development& Panchayati Raj, India
Dr Vilma Sangian
Tapia Elementary School, The Philippines
Dr Sherrilyn Quintos
Bataan Peninsula State University
Main Campus, The Philippines
Dr William Ko-Wai Tang
The Open University of Hong Kong, Hong Kong
Dr Piyaporn Techaraungrong
Chandrakasem Rajabhat University, Thailand
Dr Hebe Wong
City University of Hong Kong, Hong Kong
Dr Chia Pei Wu
I-Shou University, Taiwan
Dr Yoshihiko Yamamoto
Shizuoka University, JapanAURS2018

Review Committee
Dr Yvonne Masters
University of New England, Australia
Professor José McClanahan
Creighton University, USA

210 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEACE2018

Senior Reviewers
Dr Pacita Loberanes
St. Michael's College, The Philippines
Dr Ida Fatimawati Adi Badiozaman
Swinburne University of Technology Sarawak,
Malaysia
Dr Fethi B Jomaa Ahmed
Hamad Bin Khalifa University, Qatar
Mosah Ajloni
University of Newcastle, Australia
Dr Basil Akuegwu
University of Calabar, Nigeria
Dr Abdurrahman Ghaleb Almekhlafi
United Arab Emirates University, UAE
Dr Aminah Andi Merra Pasanrang
Tadulako University Palu Central Sulawesi,
Indonesia
Professor Pia Arboleda
University of Hawaii at Manoa, USA
Dr Randie Atienza
Department of Education, The Philippines
Dr Jocelyn Bacasmot
University of Mindanao, The Philippines
Dr Lilia Dino Bautista
Multiple Intelligence Nurturing Discovery
School-Minds, The Philippines
Professor Luis Fernando Calvo
University of Leon, Spain
Dr Cristina Castro-Cabral
Colegio de San Juan de Letran, The Philippines
Dr Chukiat Chaiboonsri
Maejo University, Thailand
Professor Jeremy Chambers
Advan College of Languages, JapanDr Supakarn Chamni
Chulalongkorn University, Thailand
Professor Peilan Chen
Tzu Chi University, Taiwan
Dr Szu-Yu Ruby Chen
Chung Yuan Christian University, Taiwan
Professor Dary Dacanay
St. Patrick School, The Philippines
Dr Susi Darihastining
STKIP PGRI Jombang, Indonesia
Dr Augusto De Viana
University of Santo Tomas, The Philippines
Dr Ritzcen Durango
St. Michael's College, The Philippines
Dr Edgar R. Eslit
St. Michael's College, The Philippines
Dr Frederic Fovet
University of Prince Edward Island, Canada
Dr Saturnina Gomez
Polytechnic University of the Philippines,
The Philippines

Dr Milena Agnieszka Guziak
Doshisha Women's College of Liberal Arts, JapanDr Elaine Huber
University of Technology Sydney, Australia
Dr Minako Inoue
Health Science University, JapanDr Charu Jain
National Council of Applied Economic Research,
India
Dr Siu-Lun Lee
The Chinese University of Hong Kong, Hong Kong
Dr Lewis Teo Piaw Liew
Politeknik Kuching Sarawak, Malaysia
Dr Zhaoping Liu
Singapore Institute of Technology, Singapore
Dr Dat-Kwong Lock
Wenzhou Kean University, China
Professor Yi Long
Defense Language Institute Foreign Language
Center, USA
Dr Umi Kalsom Masrom
National Energy University of Malaysia, Malaysia
Dr Araromi Maxwell Olakunle
University of Ibadan, Nigeria
Professor Lisa Miller
Kansai Gaidai University, Japan
Professor Paul Miller
Akita International University, Japan
Dr Nhung Nguyen
Monash University, Australia
Dr Robert O'Mochain
Ritsumeikan University, JapanDr Christopher Estibar Olipas
OLM Institute & Skills Training Center for Allied
Courses, Inc., The Philippines
Dr Elleine Rose Oliva
University of Mindanao, The Philippines
Dr Carmela Oracion
Ateneo de Manila University, The Philippines
Dr Anecita Palacios
St. Michael's College, The Philippines
Dr Kelvin Pang
The Hong Kong Polytechnic University,
Hong Kong
Dr Jesus Panlilio
Holy Angel University, The Philippines
Dr Elymar PascualTalangan Integrated National High School,
The Philippines
Dr Yudi Perbawaningsih
Atma Jaya Yogyakarta University, Indonesia
Dr Hansel Hope Perez
Our Lady Fatima University, The Philippines

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ACE2018

Senior Reviewers
Dr Kittipong Phumpuang
Naresuan University, Thailand
Dr Xuyang Qian
Hangzhou Normal University, China
Dr Ramona Isabel Ramirez
Central Bicol State University of Agriculture,
The Philippines
Dr Fhatuwani Ravhuhali
University of Venda, South Africa
Dr Jaime Reyes
Universidad Distrital Francisco José de Caldas,
Colombia
Ms Abegaile Rodrigo
District Learning Center V, The Philippines
Ms Nitta Roonkaseam
Phranakhon Rajabhat University, Thailand
Dr Saharudin Saharudin
University of Jambi, Indonesia
Dr Edwin Salviejo
Makati High School, The Philippines
Dr Nilda San Miguel
San Juan Elementary School, The Philippines
Dr Roxana Sandu
University of Tsukuba, JapanDr Ma. Corazon Sauz
University of Santo Tomas, The Philippines
Dr Diana Po Lan ShamHong Kong Chinese Institute of Engineers,
Hong Kong
Dr Tshimangadzo Sikhwari
University of Venda, South Africa

Dr Rungkiat Siriwongsuwan
Suansunandha Rajabhat University, Thailand
Professor Gregorio Sismondo
The National Teachers College, The Philippines
Dr Kenneth Tan
Singapore Management University, Singapore
Professor Jane Teng
Universiti Pendidikan Sultan Idris Malaysia,
Malaysia
Professor Randall Ulveland
Western Oregon University, USA
Dr Elisa Valdez
New Era University, The Philippines
Dr Bernadeth Vitor
Shitara Board of Education, Japan
Professor Cate Watson
University of Stirling, UK
Dr Jessie Ming Sin Wong
The Open University of Hong Kong, Hong Kong
Dr Tina Wong
Hong Kong Polytechnic University, Hong Kong
Professor Xin Yang
The Northwest Normal University, China
Dr Gang Zhu
Texas A&M University, USA
Professor Vilma Zydziunaite
Vytautas Magnus University, Lithuania

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Reviewers
Dr Takako Aikawa
Massachusetts Institute of Technology, USA
Dr Imani Akin
University of Phoenix, USA
Dr Sofiya An
Nazarbayev University, Kazakhstan
Professor Ia Aptarashvili
Tbilisi State University, Georgia
Dr Maria Melsa Arce
Passi National High School, The Philippines
Dr Nancy McBride Arrington
Georgia Southern University, USA
Professor Safnil Arsyad
Bengkulu University, Indonesia
Dr Pauline Felicia Baird
Kanazawa Technical College & ICT, JapanDr Marivic Basilio
The National Teachers College, The Philippines
Dr Deepti Bhushan Gupta
Tata Institute for Fundamental Research, India
Dr Leo Chan
University of Houston-Clear Lake, USA
Professor Jen-Chia Chang
National Taipei University of Technology, Taiwan
Professor Li-Yueh Chen
Weixin Shengjiao College, Taiwan
Dr Pei-Hsiu Chen
National University of Tainan, Taiwan
Dr Shen Chen
University of Newcastle, Australia
Dr Shu-Hua Chen
National University of Tainan, Taiwan
Dr Svetlana Chevenko
Independent Scholar, New ZealandProfessor Tsai-Ling Chu
National Taiwan Normal University, Taiwan
Dr Yinan Chu
National Taiwan Normal University, Taiwan
Dr Paul Corrigan
City University of Hong Kong, Hong Kong
Dr Robert Deacon
Nagoya University, Japan
Professor Bobby Dexter
Chapman University, USA
Josefin Fajardo
Maritime Academy of Asia & the Pacific,
The Philippines
Dr Juliana French
Monash University, Malaysia
Dr Bruce Gatenby
American University of Sharjah, UAE
Dr Yuwanuch Gulatee
Nakhonphanom University, Thailand

Dr Xiao Han
Asia-Pacific Institute of Ageing Studies, China
Professor Tikiri Nimal HerathUniversity of Sri Jayawardenepura, Sri Lanka
Dr Wendy Hiew
Universiti Malaysia Sabah, Malaysia
Dr Tzu-Ling Hua
Ming Chuan University, Taiwan
Dr Hsun-Chih Huang
University of Wisconsin-Madison, USA
Dr Cheung Hun Ping Rebecca
The Education University of Hong Kong,
Hong Kong
Professor Cecilia Ikeguchi
Tsukuba Gakuin University, JapanDr Hanae Ikeshita-Yamazoe
Sagami Women's University, JapanDr Mohamad Shamsuri Juhari
National University of Singapore, Singapore
Mrs Eva Julianti P
Universitas Negeri Jakarta, Indonesia
Dr Esther Kalnisky
Achva Academic College, Israel
Dr Harumi Kashiwagi
Kobe University, JapanDr Eneli Kindsiko
University of Tartu, Estonia
Dr Nantawarn Kitikannakorn
Naresuan University, Thailand
Dr G.M. Koh Sharon
Monash University, Malaysia
Dr Supornphan Konchiab
Rajamangala University of Technology Lanna,
ThailandDr Amy Lee
Hong Kong Baptist University, Hong Kong
Professor Che-Di Lee
National Taiwan Normal University, Taiwan
Dr Norman Tiong Seng Lee
Singapore University of Technology & Design,
Singapore
Dr Shu-Shing Lee
National Institute of Education, NTU, Singapore
Dr Olivia Legaspi
De La Salle University-Dasmariñas,
The Philippines
Professor Zihua Li
Anhui Normal University, China
Dr Shu-Wen Lin
Sojo University, Japan
Professor Pao-Feng Lo
National Dong Hwa University, Taiwan
Dr Za Manaf
Western Sydney University, Australia

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ACE2018

Reviewers
Professor Raj Mestry
University of Johannesburg, South Africa
Dr Stephanie Meyers
University of Texas at El Paso, USA
Dr Dante Miguel
Benguet State University, The Philippines
Dr Ma. Myra Namit
Department of Education, The Philippines
Dr Thuy Quynh Nguyen
Vietnam Academy of Social Sciences, Vietnam
Dr Jae-Eun Oh
The Hong Kong Polytechnic University,
Hong Kong
Dr Anne Omori
University of Calabar, Nigeria
Dr Jeremy Ortloff
Juniper Education Consulting, USA
Dr Les Pang
University of Maryland University College, USA
Professor Galia Patt-Shamir
Tel Aviv University, Israel
Dr Mathew Martin Poothullil
University of Mumbai, India
Dr Grisana Punpeng
Chulalongkorn University, Thailand
Dr Carla Rudder
Rabdan Academy, UAE
Dr Ghada Salama
Texas A&M at Qatar, Qatar
Dr Maricel San Diego
Bulacan State University, The Philippines
Dr Aisha Sayidina
American University of Sharjah, UAE
Dr Maria Gabriela Schmidt
Nihon University College of Humanities& Sciences, JapanDr Mabatho Sedibe
University of Johannesburg, South Africa
Professor Joseph Shaules
Juntendo University, JapanDr Esther Smidt
West Chester University, USA
Dr Filomachi Spathopoulou
American University of the Middle East, Kuwait
Professor Kazuko Suematsu
Tohoku University, JapanDr Mariko Takahashi
Kwansei Gakuin University, JapanDr Jr., Rolando B. Talon
Department of Education, The Philippines
Professor Rosanna Tammaro
University of Salerno, Italy
Dr Sonia Timog
Paco Catholic School, The Philippines
Professor Patchara Vanichvasin
Kasetsart University, Thailand
Dr Simona Vasilache
University of Tsukuba, Japan
Professor Qiang Wang
Hangzhou Normal University, China
Professor Ting-Ying Wang
National Taiwan University, Taiwan
Professor Jason Hsinchieh Wu
National Dong Hwa University, Taiwan
Dr Jianmei Xu
Hangzhou Normal University, China
Dr Jing Yan
Singapore Centre for Chinese Language,
Singapore
Professor Hsing-Chen Yang
Kaohsiung Medical University, Taiwan
Professor Kun-Yuan Yang
Chung Yuan Christian University, Taiwan
Dr Yi-Fen Yeh
National Taiwan Normal University, Taiwan
Dr Ismail Zain
Utusan Malaysia, Malaysia
Professor Xing Guo Zhou
Anhui Normal University, China

214 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEA-Z Index ofPresenters

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A-Z Index of Presenters
Abakah, Ellen				p. 122
University of Technology Sydney, Australia
Adame, Nenita				p. 125
Dr. Juan A. Pastor Memorial National HighSchool - Senior High School, The Philippines
Aguila, Josie				p. 94
Department of Education, The Philippines
Aguilar, Ivan Lawrence			p. 150
Alta Tierra Integrated School, Inc.,
The Philippines
Ahmed, Fethi B Jomaa			p. 156
Hamad Bin Khalifa University, Qatar
Almekhlafi, Abdurrahman Ghaleb		p. 62
United Arab Emirates University, UAE
An, Sofiya				p. 76
Nazarbayev University, Kazakhstan
Andi Merra Pasanrang, Aminah		p. 93
Tadulako University Palu Central Sulawesi,
Indonesia
Aptarashvili, Ia				p. 155
Tbilisi State University, Georgia
Aqeel, Muhammad				p. 110
Foundation University, Rawalpindi Campus,
Pakistan
Arboleda, Pia				p. 172
University of Hawaii at Manoa, USA
Arias, Marian				p. 157
Department of Education, The Philippines
Arunrat, Pongsilp				p. 147
Silpakorn University, Thailand
Bacasmot, Jocelyn				p. 61
University of Mindanao, The Philippines
Baird, Pauline Felicia			p. 115
Kanazawa Technical College & ICT, Japan
Balakrishnan, Suseela			p. 108LeapEd Service Ltd, Malaysia
Banzragch, Otgontugs			
p. 138National University of Mongolia, Mongolia
Barredo, Kristine Joan			p. 176
Tunasan Elementary School, The Philippines
Basilio, Marivic				p. 148
The National Teachers College, The Philippines
Bautista, Lilia Dino				p. 146
Multiple Intelligence Nurturing Discovery
School-Minds, The Philippines
Beeman, Mark				p. 128
Northern Arizona University, USA
Belobrovy, Anna				p. 60
Reitaku University, Japan
Bentoy, Joseph Michael			p. 108
St. Michael's College, The Philippines
Berberovic, Vahida				p. 47
University of Technology Sydney- Insearch, Australia
Bertulfo, Donald Jay			p. 116
University of the Philippines-Diliman,
The Philippines
Bhushan Gupta, Deepti			p. 95
Tata Institute for Fundamental Research, India
Black, Grant				p. 163
Black Inc. Consulting, Japan
Bosio, Emiliano				p. 64
Yokohama City University, Japan
Botor, Nephtaly Joel			p. 94
University of the Philippines Los Banos,
The Philippines
Brodeth, Don				p. 116
Ateneo de Manila University, The Philippines
Brooks, Mikio				p. 99
Asia University, Japan
Brown, Delindus				p. 121
South Carolina State University, USA

Buela, Mabel				p. 151
University of the Philippines Los Baños,
The Philippines
Cabral, Cristina				p. 173
University of Santo Tomas, The Philippines
Calvo, Luis Fernando			p. 95
University of Leon, Spain
Cardoso, Clementina			p. 163
CIHRC, Hong Kong
Chambers, Jeremy				p. 106
Advan College of Languages, Japan
Chamni, Supakarn				p. 78
Chulalongkorn University, Thailand
Chan, Eddie				p. 100
Hong Kong Design Institute, Hong Kong
Chan, Ming Yin				p. 98
Hong Kong Polytechnic University, Hong Kong
Chang, Chun-Chi				p. 74
National Chung Hsin University, Taiwan
Chang, Daniel				p. 125
Simon Fraser University, Canada
Chang, Jen-Chia				p. 71
National Taipei University of Technology, Taiwan
Chang, Joel Ginj				
p. 73
University of Canterbury, New Zealand
Chang, Pei-Fen				p. 164
National Central University, Taiwan
Changlai, Miao-Li				p. 76
China University of Technology, Taiwan
Chantarasompoch, Veena			p. 53
Suan Sunandha Rajabhat University, Thailand
Chen, Li-Yueh				p. 118
Weixin Shengjiao College, Taiwan
Chen, Pei-Hsiu				p. 90
National University of Tainan, Taiwan
Chen, Peichen				p. 140
National Tsing Hua University, Taiwan
Chen, Peilan				p. 160
Tzu Chi University, Taiwan
Chen, Shen				p. 107
University of Newcastle, Australia
Chen, Shu-Hua				p. 78
National University of Tainan, Taiwan
Chen, Shu-Hua				p. 90
National University of Tainan, Taiwan
Chen, Szu-Yu Ruby				p. 124
Chung Yuan Christian University, Taiwan
Cheng, Louis				p. 155
The Hong Kong Polytechnic University,
Hong Kong
Cheung, Alan				p. 144
The Chinese University of Hong Kong,
Hong Kong
Cheung, Hun Ping Rebecca			
p. 66
The Education University of Hong Kong,
Hong Kong
Cheung, Ling Jenny			p. 123
Technological and Higher Education Instituteof Hong Kong, Hong Kong
Chiang, Tien-Hui				p. 130
Zhengzhou University, China
Chigaeva-Heddad, Svetlana			p. 138
Independent Consultant, Hong Kong
Chou, Tung-Yen				p. 91
National Chung Hsing University, Taiwan
Christianto, Samuel Michael			p. 91
National Taiwan University of Science& Technology, Taiwan
Chu, Tsai-Ling				p. 150
National Taiwan Normal University, Taiwan
Chu, Yinan				p. 61
National Taiwan Normal University, Taiwan

216 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEA-Z Index of Presenters
Chua, Joanne				p. 50
National University of Singapore, Singapore
Chua, Joanne				p. 104
National University of Singapore, Singapore
Chueinwittaya, Kasidit			p. 138Eastern Asia University, Thailand
Chung, Chun Kin				p. 72
Caritas Fanling Chan Chun Ha Secondary
School, Hong Kong
Chung, Edsoulla				p. 105
University of Cambridge, UK
Claesson, Silwa				p. 105
IDPP, Sweden
Clamor-Canlas, Ma. Louren			p. 157
Escuela de Sophia of Caloocan, Inc.,
The Philippines
Co, Jr., Gregorio A.				
p. 157
Department of Education Imus City,
The Philippines
Comerio, Giovanna				p. 128
The University of Nottingham Ningbo China,
China
Corrigan, Paul				p. 165
City University of Hong Kong, Hong Kong
Cozens, Elizabeth				p. 142
United Mission to Nepal (UMN), Nepal
De Castro, Myrna				p. 167
Dr. Juan A. Pastor Memorial National HighSchool - Senior High School, The Philippinesde Viana, Augusto				p. 116
University of Santo Tomas, The Philippines
Deacon, Robert				p. 55
Nagoya University, JapanDel Rosario, Melchor			
p. 151Don Jesus Gonzales High School,
The Philippines
Desaki, Akihito				p. 79
Waseda University Junior and SeniorHigh School, Japan
Dewi, Intani				p. 161
Bogor Agricultural University, Indonesia
Dexter, Bobby				p. 65
Chapman University, USA
Djoric Francuski, Biljana			p. 97
University of Belgrade, Serbia
Domenach, Florent				p. 166
Akita International University, Japan
Estipular, Ma. Kristine			p. 127
De La Salle University, The Philippines
Fovet, Frederic				p. 146
University of Prince Edward Island, Canada
Foxwell, Anda				p. 70
Christian Academy in Japan, JapanFriedrich Nishizaka, Tracy			p. 111
Kansai Gaidai University, Japan
Fujiwara, Yujiro				p. 70
Texas Tech University, USA
Furse, James				p. 72
Miyazaki International College, Japan
Gao, Jinghui				p. 119
Zhengzhou University, China
Gao, Zhenyu				p. 96
Hangzhou Normal University, China
Garcia, Riza C.				
p. 112
Department of Education Imus City,
The Philippines
Gong, Botao				p. 119
Nanjing Normal University, China
Grande, Per Bjørnar			
p. 158Western Norway University of Applied
Sciences, Norway
Gregory, Natalie Ann			
p. 57
University Malaysia Sabah, Malaysia

Gulatee, Yuwanuch				p. 164
Nakhonphanom University, Thailand
Gurawa, Anju				p. 126
Delhi University, India
Gurung, Min Prasad			
p. 168
Melbourne Institute of Technology, Australia
Guziak, Milena Agnieszka			
p. 128
Doshisha Women's College of Liberal Arts,Japan
Hadi, Rukminingsih			
p. 129STKIP PGRI Jombang, Indonesia
Hadsamad, Suwanna			p. 139Suan Sunandha Rajabhat University, Thailand
Haque, Subrina				p. 148
University of Malaya, Malaysia
Har, Frankie				p. 67
Hong Kong Polytechnic University, Hong Kong
Hayakawa, Takashi				p. 100
Ritsumeikan University, Japan
Herath, Tikiri Nimal				p. 167
University of Sri Jayawardenepura, Sri Lanka
Hernandez, Christian Mespher A.		
p. 112
Department of Education Imus City,
The Philippines
Herrera, Rebecca				p. 92
Jose Corazon de Jesus Elementary School,
The Philippines
Hiew, Wendy				p. 122
Universiti Malaysia Sabah, Malaysia
Ho, Yan Yin				p. 62Singapore University of Social Sciences,
Singapore
Horita, Yuki				p. 91
Sophia University, Japan
Hosaka, Hanako				p. 60
Tokai University, Japan
Hua, Tzu-Ling				p. 162
Ming Chuan University, Taiwan
Huang, Chia-Kai				p. 107
National Taiwan Normal University, Taiwan
Huang, Hsun-Chih				p. 94
University of Wisconsin-Madison, USA
Huang, Pohua				p. 77
Taipei Municipal Songshan High Schoolof Agriculture and Industry, Taiwan
Huber, Elaine				p. 127
University of Technology Sydney, Australia
Hugaas, Jon V.				
p. 117
Western Norway University of Applied
Sciences, Norway
Husein, Imelda Wahyuni			p. 149Indonesia University of Education, Indonesia
Iftikhar, Naima				p. 172
Queensland University of Technology, Australia
Ikeguchi, Cecilia				p. 99
Tsukuba Gakuin University, Japan
Ikeshita-Yamazoe, Hanae			p. 70
Sagami Women's University, Japan
Ikoma, Maki				p. 111
Ritsumeikan University, Japan
Inoue, Minako				p. 62
Health Science University, Japan
Inshakova, Natalia				p. 65
Moscow State University, Russian Federation
Inugai-Dixon, Carol				p. 63
University of Tsukuba, Japan
Itoi, Kiyu					p. 64
Simon Fraser University, Canada
Izzah, Navisatul				p. 97
Monash University, Australia
Jang, Hari				p. 113
National Institute of Education, Nanyang
Technological University, Singapore

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A-Z Index of Presenters
Jasuwan, Sansanee			p. 145
Suansunandha Rajabhat University, Thailand
Jeannette, Angela				p. 60
Chosun University, Republic of Korea
Jeenkram, Apiradee			p. 169Lampang Rajabhat University, Thailand
Jennings, Stephen				p. 155
Tokyo University of Science, Japan
Jeoffrey Pudin, Chelster Sherralyn		p. 92
University Malaysia Sabah, Malaysia
Jia, Luo					p. 109
The Yunnan Normal University, China
Johnson, Christopher			p. 72
Miyazaki International College, Japan
Ju, Fasheng				p. 119
Zhengzhou University, China
Juhari, Mohamad Shamsuri			p. 117National University of Singapore, Singapore
Julianti Pramudya, Eva			p. 75
Universitas Negeri Jakarta, Indonesia
Kalnisky, Esther				p. 70
Achva Academic College, Israel
Kaminskiene, Lina				p. 95
Vytautas Magnus University, Lithuania
Kanderzhanova, Akbota			p. 76
Nazarbayev University, Kazakhstan
Kannappan, Vinayak Teoh			
p. 171
Nanyang Technological University, Singapore
Kashiwagi, Harumi				p. 67
Kobe University, Japan
Kharabi-Yamato, Lana			p. 74
University of Houston, USA
Khong, Lana				p. 153
Nanyang Technological University, Singapore
Kitikannakorn, Nantawarn			p. 139Naresuan University, Thailand
Koshy, Shubha				p. 97
West Island School, Hong Kong
Krsmanovic, Bojana			p. 150Concordia University, Canada
Kultsum, Ummi				p. 167
University of Canberra, Australia
Kusumawardani, Irene			p. 55
Universitas Brawijaya Malang, Indonesia
Lactao, James				p. 140
University of Asia and the Pacific,
The Philippines
Lan, Kun-Chan				p. 75
National Cheng Kung University, Taiwan
Landsbergiene, Austeja			p. 66
Vaikystes Sodas, Lithuania
Le, Van Thinh				p. 67
The University of Canterbury, New Zealand
Lee, Amy					p. 158
Hong Kong Baptist University, Hong Kong
Lee, Che-Di				p. 77
National Taiwan Normal University, Taiwan
Lee, Hyunkyung				p. 60
Hankuk University of Foreign Studies,
Republic of Korea
Lee, Norman Tiong Seng			
p. 140Singapore University of Technology
and Design, Singapore
Lee, Norman Tiong Seng			
p. 160Singapore University of Technology
and Design, Singapore
Legaspi, Olivia				p. 106
De La Salle University-Dasmariñas,
The Philippines
Lerdkochasri, Wimonchat			p. 147
Suan Sunandha Rajabhat University, Thailand
Leung, Karen				p. 73
University of Alberta, Canada

Li, Chen-Mei				p. 129
WeiXin College, Taiwan
Li, Li					p. 142
Singapore Centre for Chinese Language,
Nanyang Technological University, Singapore
Li, Zihua					p. 101
Anhui Normal University, China
Liao, Pei Wen				p. 152Hsiuping University of Science & Technology,
TaiwanLiao, Yi-Hung				p. 154
Wenzao Ursuline University of Languages,
TaiwanLiew, Lewis Teo Piaw			
p. 159
Politeknik Kuching Sarawak, Malaysia
Lin, Tzu-Bin				p. 107
National Taiwan Normal University, Taiwan
Lintangsari, Alies Poetri			p. 92
Universitas Brawijaya, Indonesia
Litz, David				p. 142
Emirates College for Advanced Education, UAE
Liu, Lihong				p. 109
Yin Chuang San Sha Yuan High School, China
Liu, Zhaoping				p. 159
Singapore Institute of Technology, Singapore
Liu, Zhaoping				p. 165
Singapore Institute of Technology, Singapore
Lo, Pao-Feng				p. 72
National Dong Hwa University, Taiwan
Loh, Sau Cheong				
p. 141
University of Malaya, Malaysia
Loyola, Leandro				p. 118
De La Salle-College of Saint Benilde,
The Philippines
Lubis, Lahmuddin				p. 108
Universitas Islam Negeri Sumatera Utara,
Indonesia
Ma'ruf, Ahmad				p. 127
Bandung Institute of Technology, Indonesia
Manaf, Za				p. 118
Western Sydney University, Australia
Manorom, Arnunnit				p. 154
Nakhon Phanom University, Thailand
Markovic, Ljiljana				p. 97
University of Belgrade, Serbia
Masters, Yvonne				p. 59
University of New England, Australia
McEwan, Dave				p. 49
King's School Auckland, New Zealand
McHenry, Darleana				p. 120
St. Carries Center SMART Academy, USA
Meenanan, Chananart			p. 145
Suansunandha Rajabhat University, Thailand
Mejia-Acevedo, Cristina			p. 152
Universal American School, Dubai, UAE
Meyers, Stephanie				p. 58
University of Texas at El Paso, USA
Miller, Lisa				p. 56
Melbourne Grammar School, Australia
Miller, Lisa				p. 111
Kansai Gaidai University, Japan
Miller, Paul				p. 117
Akita International University, Japan
Mizusawa, Ken				p. 115
National Institute of Education, Singapore
Mobtada, Marziye				p. 176
Science and Research Branch, IranMontoneri, Bernard				p. 121
National Chengchi University, Taiwan
Moreno Vera, Felipe Adrian			p. 75
National University of Engineering, Peru
Mori, Carolyn				p. 60
Tokyo International University, Japan218 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEA-Z Index of Presenters
Morien, Roy				p. 159
Naresuan University, Thailand
Mostajo, Susan				p. 106
De La Salle University-Dasmariñas,
The Philippines
Mou, Leping				p. 107
University of Toronto, Canada
Mukti, Nissa Ilma				p. 149The University of Sydney, Australia
Murayama, Taku				p. 61
Tokyo Gakugei University, Japan
Nakata, Shunsuke				p. 166
Akita International University, Japan
Narayan, Swati				p. 52
WeCAN Resource Center for Autism, India
Ngardita, I Rai				p. 110
Health Polytechnic of Jayapura, Indonesia
Nguyen, Nhung				p. 154
Monash University, Australia
Ninmote, Chinnawat			p. 166
Silpakorn University, Thailand
O'Mochain, Robert				p. 112
Ritsumeikan University, Japan
Oh, Jae-Eun				p. 168
The Hong Kong Polytechnic University,
Hong Kong
Olipas, Christopher Estibar			
p. 139OLM Institute and Skills Training Center
for Allied Courses, Inc., The Philippines
Ong, Kiah Ju				p. 64Tunghai University, Taiwan
Oracion, Carmela				p. 148
Ateneo de Manila University, The Philippines
Oracion, Vivencio III			
p. 93
Ateneo de Manila University, The Philippines
Oustamanolakis, Michail			p. 176
Hong Kong Polytechnic University, Hong Kong
Owada, Kazuharu				p. 100
Ritsumeikan University, Japan
Oya, Yoshihiko				p. 164
Nagoya University of Foreign Studies, Japan
Ozawa, Kayo				p. 67
Kyoritsu Women's College, Japan
Paik, Eunhee				p. 61
Kongju National University, Republic of Korea
Palacios, Anecita				p. 170
St. Michael's College, The Philippines
Palmer, Kristin				p. 59
University of Virginia, USA
Panapinun, Sirima				p. 145
Suansunandha Rajabhat University, Thailand
Pang, Kelvin				p. 100
The Hong Kong Polytechnic University,
Hong Kong
Panlilio, Jesus				p. 51
Holy Angel University, The Philippines
Panrat, Tanate				p. 171
Prince of Songkla University International
College, Thailand
Parkman, Scott				p. 141
Emirates College for Advanced Education, UAE
Pascual, Elymar				p. 127
Talangan Integrated National High School,
The Philippines
Patt-Shamir, Galia				p. 66
Tel Aviv University, Israel
Perbawaningsih, Yudi			p. 51
Atma Jaya Yogyakarta University, Indonesia
Perez, Jesusa				p. 156
Department of Education, The Philippines
Phensit, Thassanai				p. 143
Suansunandha Rajabhat University, Thailand

Phumpuang, Kittipong			
p. 144
Naresuan University, Thailand
Poole, Adam				p. 177
University of Nottingham Ningbo China, UK
Pramitasari, Gusti Agung Ayu		
p. 126Charles Darwin University, Australia
Promnitz-Hayashi, Lara			p. 98
Kanda University External Language
Consultancy Centre, Japan
Punpeng, Grisana				p. 46
Chulalongkorn University, Thailand
Qian, Xuyang				p. 96
Hangzhou Normal University, China
Rajput, Manju				p. 126
Raghubir Singh Junior Modern School,
New Delhi, India
Ravhuhali, Fhatuwani			p. 161
University of Venda, South Africa
Reyes, Jaime				p. 93
Universidad Distrital Francisco José de Caldas,
Colombia
Ritthipruek, Jaiake				p. 162
Prince of Songkla University, Thailand
Ritual, Rodelio				p. 146
Marcela Agoncillo Elementary School,
The Philippines
Rodrigo, Abegaile				p. 79
District Learning Center V, The Philippines
Romana, Antonio				p. 122
Southern Luzon State University,
The Philippines
Romero Osma, Gloria Patricia		
p. 93
Politécnico Internacional, Colombia
Romerosa, Peter				p. 147
Arellano University, The Philippines
Roonkaseam, Nitta				p. 168
Phranakhon Rajabhat University, Thailand
Roxas, Emiliana				p. 105
Department of Education, The Philippines
Ruaro, Bruce Marvin			
p. 74
Urdaneta City National High School,
The Philippines
Rumpanpetch, Tirush			p. 144
Silpakorn University, Thailand
Sadang, Jenielyn A.			
p. 157
Department of Education Imus City,
The Philippines
Salama, Ghada				p. 171
Texas A&M at Qatar, Qatar
Salles, Elizabeth				p. 141
Jorel Information and Education Services,
Australia
Salvo, Debbie Kate				p. 124
University of Sussex, UK
San Miguel, Nilda				p. 93
San Juan Elementary School, The Philippines
Sanders, Justin				p. 63
Osaka University, Japan
Sandu, Roxana				p. 114
University of Tsukuba, Japan
Sangway, Satsayamon			p. 142
Valaya Alongkorn Rajabhat University, Thailand
Sarikkaganon, Yutakorn			p. 145
Suansunandha Rajabhat University, Thailand
Sauz, Ma. Corazon				p. 54
University of Santo Tomas, The Philippines
Say, Jeffrey				p. 172
Lasalle College of The Arts, Singapore
Schmidt, Maria Gabriela			p. 48
Nihon University, Japan
Seran, Maria				p. 169
Macquarie University, Australia

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A-Z Index of Presenters
Setteechaichana, Patcharin			
p. 90
Valaya Alongkorn Rajabhat University
under the Royal Patronage, Thailand
Sham, Diana Po Lan			p. 114
Hong Kong Chinese Institute of Engineers,
Hong Kong
Shao, Qing				p. 116
The University of Hong Kong, Hong Kong
Shaules, Joseph				p. 102
Juntendo University, Japan
Sheu, Jen Jang				
p. 151
National Chung Hsing University, Taiwan
Shi, Lin					p. 92
Singapore Centre for Chinese Language,
Nanyang Technological University, Singapore
Shimizu, Yuko				p. 100
Ritsumeikan University, Japan
Shintan, Prem Singh			p. 142
United Mission to Nepal (UMN), Nepal
Shy, Haw-Yaw				p. 123
National Changhua University of Education,
TaiwanSikhwari, Tshimangadzo			p. 161
University of Venda, South Africa
Sio Jyh Lih, Jarrod				p. 54
Sultan Idris Education University, Malaysia
Siriwongsuwan, Rungkiat			p. 143
Suansunandha Rajabhat University, Thailand
Sit, Helena				p. 65
The University of Newcastle, Australia
Smidt, Esther				p. 62
West Chester University, USA
Sozen, Ayse Ilgin				p. 99
Okayama University, Japan
Spathopoulou, Filomachi			
p. 65
American University of the Middle East, Kuwait,
KuwaitSrikanth, Gita				p. 52
WeCAN Resource Center for Autism, India
Stringer, Thomas				p. 104
Konan University, Japan
Sudsawart, Jirawat				p. 53
Suan Sunandha Rajabhat University, Thailand
Suematsu, Kazuko				p. 102
Tohoku University, Japan
Sung, Rou Rou				p. 90
National University of Tainan, Taiwan
Sutanonpaiboon, Janejira			p. 144
Sonoma State University, USA
Takahashi, Mariko				p. 166
Kwansei Gakuin University, Japan
Talon Jr., Rolando B.			
p. 112
Department of Education Imus City,
The Philippines
Tammaro, Rosanna				p. 176
University of Salerno, Italy
Tampinco, Maria Louella			p. 129Miriam College, The Philippines
Tan, Aaron				p. 106
Singapore Institute of Management Global
Education, Singapore
Tan, Yan Ni				p. 125Singapore Centre for Chinese Language,
SingaporeTan, Yu					p. 158
Singapore Centre for Chinese Language,
Singapore
Tangphijarn, Kullasup			p. 152
Institute of Physical Education Chiang Mai,
ThailandTeng, Jane				p. 156
Universiti Pendidikan Sultan Idris Malaysia,
Malaysia

Thammachard, Patommavat			p. 143
Suansunandha Rajabhat University, Thailand
Thongkaw, Benjaporn			p. 170Maejo University, Thailand
Tibok, Rose Patsy				p. 126
Universiti Malaysia Sabah, Malaysia
Timog, Sonia				p. 153
Paco Catholic School, The Philippines
Toh, Chaiwei				p. 119
Zhengzhou University, China
Toom, Anna				p. 65
Touro College, USA
Trinidad, Matea-Alvyn H.			
p. 157
Department of Education Imus City,
The Philippines
Tuaynak, Anupong				p. 123
Demonstration School of Silpakorn University,
ThailandTzeng, Hui-Yun				p. 141
National Changhua University of Education,
TaiwanUlveland, Randall				p. 104
Western Oregon University, USA
Utami, Athifah				p. 98
Jakarta Multicultural School, Indonesia
Vandee, Pansak				p. 143
Suansunandha Rajabhat University, Thailand
Vanichvasin, Patchara			p. 57
Kasetsart University, Thailand
Vasilache, Simona				p. 103
University of Tsukuba, Japan
Velasco, Daniel				p. 103
Rikkyo University, Japan
Vitor, Bernadeth				p. 170
Shitara Board of Education, Japan
Wang, Jian				p. 109
Yunnan Normal University, China
Wang, Lizheng				p. 109
Yin Chuang San Sha Yuan High School, China
Wang, Luxi				p. 101
Anhui Normal University, China
Wang, Qiang				p. 160
Hangzhou Normal University, China
Wang, Yijie				p. 94
Beijing Normal University, China
Wang, Ying-Feng				p. 125
National Taichung University of Education,
TaiwanWaterfield, Marc				p. 111
Kumamoto University, Japan
Watson, Cate				p. 63
University of Stirling, UK
Wechsumangkalo, Siriluck			
p. 124
Dhurakij Pundit University, Thailand
Weerakanto, Pornnicha			p. 124The University of Arizona, Thailand
Welch, Verity				p. 56
Fieldwork Education, UK
Weng, Shihju				p. 140
National Tsing Hua University, Taiwan
Werba, Susan				p. 78
Department of Education Queensland, Australia
Wicaksono, Bintarto			p. 165
Budi Luhur University, Indonesia
Wong, Jessie Ming Sin			
p. 115The Open University of Hong Kong, Hong Kong
Wong, Ka Fai				
p. 73
The Open University of Hong Kong, Hong Kong
Wong, Kit Yin Emmy			p. 138
Technological & Higher Education Instituteof Hong Kong, Hong Kong
Wong, Pui Tat Terence			p. 64Hong Kong Design Institute, Hong Kong

220 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACEA-Z Index of Presenters
Wong, Tina
Hong Kong Polytechnic University, Hong Kong
Wu, Jason Hsinchieh			
National Dong Hwa University, Taiwan
Xu, Jianmei
Hangzhou Normal University, China
Xu, Liangyuan
Beijing Normal University, China
Yabuki, Rie
Tokyo City University, Japan
Yam, Min-Yee Angeline			
Nanyang Technological University, Singapore
Yamada, Aki
University of Tsukuba, Japan
Yamamoto, Yoshihiko			
Shizuoka University, Japan
Yan, Jing
Singapore Centre for Chinese Language,
Singapore
Yang, Hsing-ChenKaohsiung Medical University, Taiwan
Yang, Kun-Yuan
China University of Technology, Taiwan
Yang, Ruiqian
The Education University of Hong Kong,
Hong Kong
Yang, Xin
The Northwest Normal University, China
Yao, Hao
Fudan University, China
Yeh, Yi-Fen
National Taiwan Normal University, Taiwan
Yeo, Eun-Young
Singapore University of Social Sciences,
Singapore
Yeo, Wendy
Association for Persons with Special Needs& Delta Senior School, Singapore
Yu, Pei-Hsin
National Taiwan Normal University, Taiwan
Yuan, Rui
The Hong Kong Institute of Education,
Hong Kong
Yulianto, Yulianto
Bandung institute of technology, Indonesia
Zafra-Kasala, Verna			
University of Guam, Guam
Zain, Ismail
Utusan Malaysia, Malaysia
Zammit, Annette
LeapEd Service Ltd, Malaysia
Zamora, Juan Carlo			
De La Salle University, The Philippines
Zhang, Hua
Hangzhou Normal University, China
Zheng, Qiao
Beijing Normal University, China
Zhou, Xing Guo				Anhui Normal University, China
Zhu, Jiacun
Anhui Normal University, China
Zydziunaite, Vilma
Vytautas Magnus University, Lithuania

p. 63
p. 71
p. 96
p. 77
p. 74
p. 66
p. 95
p. 121
p. 123
p. 112
p. 76
p. 113
p. 109
p. 76
p. 78
p. 62
p. 146
p. 149p. 114
p. 173
p. 169p. 113
p. 108p. 71
p. 96
p. 138
p. 101
p. 101
p. 95

Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 221

Call for Peer Reviewers

IAFOR Journal of Education
Editor: Dr Yvonne Masters, University of New England, Australia
ISSN: 2187-0594
Contact: publications@iafor.org

Now Accepting Applications
Approaching the publication of its seventh volume in 2019, the IAFOR Journal of Education
is an internationally reviewed and editorially independent Open Access interdisciplinary
journal associated with IAFOR’s international conferences on education.
The journal’s Editor, Dr Yvonne Masters, is calling for reviewers to assist with the peer
review process for upcoming journal issues.

How to Apply
Candidates for the role of Peer Reviewer should have:
•
•
•
•
•
•

•

a PhD in a relevant field;a faculty position;
an emerging publication record in academic journals;
demonstrable excellent English language skills;
strong critical assessment abilities;
a sound understanding of academic ethics in publishing (particularly in regards
to plagiarism);excellent communication and time management skills.

Peer reviewers are expected to review at least 2–3 papers across the two issues of
the journal each year.
If you are keen to gain review experience and to work with highly capable colleagues
to further your own academic publishing career, then please contact Dr Yvonne
Masters via publications@iafor.org with your CV and cover letter. Please include"Peer Reviewer Application: Education" in your email subject line.
The closing date for applications is 31 December, 2018.
If you have any questions, please don’t hesitate to get in touch at publications@iafor.org.
Indexed in: DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR, TROVE, SHERPA/RoMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
222 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE)

NotesLike us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 223

Notes224 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

NotesLike us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 225

Notes226 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

NotesLike us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 227

Join us in Virginia for The IAFOR Conferenceon Educational Research & Innovation 2019
ERI2019 is organised by IAFOR in partnership with Virgina Tech and
IAFOR’s Global University Partners.
Conference Theme: "Learning Beyond Boundaries"
Dates: Monday, May 6, 2019 ​to Wednesday, May 8, 2019
Location & Venue: Virginia Tech, Blacksburg, Virginia, USA
Early Bird Abstract Submission Deadline: December 20, 2018
Final Abstract Submission Deadline: February 28, 2019
Registration Deadline: March 29, 2019
Discovery is sparked through opportunities to examine contemporary knowledge
and practices from differing perspectives, beyond well-defined areas of expertise.
In educational research, the opportunity to explore current educational issues andchallenges through a different lens can serve as a valuable catalyst for innovationsin teaching and learning. Toward this goal, the International Academic Forum isproud to partner with Virginia Tech to examine the latest research and innovationsin education, with a specific focus on perspectives that cross the traditionalboundaries of disciplines, geographies, contexts, and cultures to inform the next
generation of teaching and learning. Leveraging IAFOR’s globally-renowned
offering of international, intercultural, and interdisciplinary scholarly exchanges, the“Learning Beyond Boundaries” conference organisers welcome original researchand best practices related to the following trends and issues in education that movebeyond traditional paradigms and practices.
Held at Virginia Tech, Blacksberg, Virginia, USA, The IAFOR Conference on
Educational Research & Innovation (ERI) is a multidisciplinary conference organisedby The International Academic Forum (IAFOR). In conjunction with IAFOR's Global
Partners, we look forward to welcoming you to Virginia Tech!
IAFOR offers a 10% discount on ERI2019 registration fees to all ACE2018 delegates.
IAFOR Members get 15% off all registration fees.

www.eri.iafor.org
Held at Virginia Tech, USA – an IAFOR Institutional Partner#IAFORACE
228 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE)ERI2019 Keynote Speakers

Amy Azano

Steve Harmon

Virginia Tech, USA

Georgia Tech, USA

Rich Ingram

Mark Pegrum

James Madison University, USA

The University of Western Australia, Australia

Keynote Speakers will provide a variety of perspectives from different academic andprofessional backgrounds on the conference theme, "Learning Beyond Boundaries".
For their biographies, please visit the following page on the conference website:www.eri.iafor.org/speakers
Like us on Facebook at www.facebook.com/iaforjapan | ACE2018 | IAFOR.ORG | 229

www.iafor.org/conferences

Upcoming Events

Hong Kong, 2018

Tokyo, 2019

October 19–21, 2018

March 21–23, 2019

The IAFOR Conference for Higher Education
Research – Hong Kong(cher-hongkong.iafor.org)

The Asian Conference on
Psychology & the Behavioral Sciences(acp.iafor.org)

New York, 2018

The Asian Conference on
Ethics, Religion & Philosophy(acerp.iafor.org)

November 7–9, 2018

March 25–27, 2019

The IAFOR Conference on Heritage & the City –New York(hcny.iafor.org)

The Asian Conference on
Education & International Development(aceid.iafor.org)

Hawaii, 2019
January 3–5, 2019
The IAFOR International Conference on
Education – Hawaii(iicehawaii.iafor.org)
The IAFOR International Conference on
Sustainability, Energy & the Environment – Hawaii(iicseehawaii.iafor.org)

March 29–31, 2019
The Asian Conference on Arts & Humanities(acah.iafor.org)

May 16–18, 2019
The Asian Conference on Language Learning(acll.iafor.org)

May 20–22, 2019
The Asian Conference on the Social Sciences(acss.iafor.org)
The Asian Conference on
Sustainability, Energy & the Environment(acsee.iafor.org)
The Asian Conference on Aging & Gerontology(agen.iafor.org)

May 24–26, 2019
The Asian Conference on Cultural Studies(accs.iafor.org)
The Asian Conference on Asian Studies(acas.iafor.org)
230 | IAFOR.ORG | ACE2018 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR and #IAFORACE

www.iafor.org/conferences

Upcoming Events

Virginia (USA), 2019

London, 2019

May 6–8, 2019

July 19–20, 2019

The IAFOR Conference on
Educational Research & Innovation(eri.iafor.org)

The European Conference on Education(ece.iafor.org)

Brighton (UK), 2019
July 5–6, 2019
The European Conference on
Psychology & the Behavioral Sciences(ecp.iafor.org)
The European Conference on
Ethics, Religion & Philosophy(ecerp.iafor.org)

July 9–10, 2019
The European Conference on the Social
Sciences(ecss.iafor.org)
The European Conference on
Sustainability, Energy & the Environment(ecsee.iafor.org)

July 12–13, 2019
The European Conference on Arts & Humanities(ecah.iafor.org)
The European Conference onMedia, Communication & Film
(euromedia.iafor.org)

The European Conference on Language
Learning(ecll.iafor.org)

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