iafor

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.official@iafor (#iafor)
www.ece.iafor.org / www.ecll.iafor.org

Conference Theme:"Independence & Interdependence"
The 7th European Conference on Education (ECE2019)
The 2019 conference theme for The 7th European Conference on Education is “Independence &Interdependence”, and invites reflections on the desirability, extent and limits of our individual
independence and autonomy, of that of our students, and of the institutions and structures within
which we work, teach and learn. We do not educate, and are not educated in vacuums, but in suchcontexts and constraints as families, 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 enablingand 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 alike navigate and curate the vast information available? How
do we encourage individual growth while also underlining the importance of belonging and of thereciprocal responsibilities and privileges of education? How do we help students build the skills
and attitudes necessary for positive engagement in distributed, globalised communities that so
often lead to polarisation and alienation instead? How do we educate with independence andinterdependence in mind?

IAFOR Journal of Education
ECE/ECLL2019 is associated with the Scopus and DOAJ listed
IAFOR Journal of Education. For more information about the
Journal, please visit: www.iafor.org/journal/iafor-journal-of-education/

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The 7th European Conference on Language Learning (ECLL2019)
The duality of our theme speaks to how each of us as learners, teachers, and researchers – people
curious about the world and our place in it – act together to educate. We each bring our independent
individual variables to any teaching and learning situation, yet work interdependently to learn fromeach other and create new connections and meanings.
Language learning and teaching are at once highly personal and individual while also social andembedded in an ecology of inter-relationships. Independence and interdependence cannot exist
without each other, so how should this tension and integration inform our academic inquiry into
language learning research and practice? Research in self-regulation, self-determination, learner andteacher autonomy, and motivation for language learning is one of several ways to approach thesequestions, and our host country for this conference, England, is a center for such work.
This conference provides opportunities to explore psychological, theoretical and practical aspectsof 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 each other to best serve students and support themin becoming autonomous, independent language learners who can be successful in an increasinglyinterconnected and interdependent world. An international, intercultural, and interdisciplinary
conference such as this brings us together; to surprise, support, and learn from each other.
This European Conference on Language Learning depends upon you – the presenters and participants – tohelp create vital and innovative academic exchange that can sustain us in the future.
ECE/ECLL2019 is organised by IAFOR in association with the IAFOR Research Centre at the Osaka School ofInternational Public Policy (OSIPP) in Osaka University, Japan.

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Letter of Welcome
Dear Colleagues,
Welcome to The International Academic Forum’s 7th European
Conference series in the UK, a sequence of four events in Brightonand London over which some 600 people from more than 50
different countries will come together to share ideas, and search
for the personal, professional and research synergies that drive
new relationships, partnerships, ideas, and knowledge.

London for the first time.

The first three smaller events will take place in the diverse, artistic
and cultural hub of Brighton, nestled between the ever-changing
colours of the sea and the green hills of the South Downs, andour final and largest event will see IAFOR in the great city ofIn the global political context, we are witnessing increasing authoritarianism and nationalism, whereothering, dehumanising, and policies of exclusion abound in countries which have until recently
served as more positive models of inclusion. As individual nations struggle to provide safety andsecurity to their own citizens, identity-based politics thrive, and the international rules-based systemand supranational organisations such as the UN and EU are facing crises of legitimacy, and theUnited Kingdom, with its ongoing Brexit saga has rarely looked so divided. These conferences offer
a timely coming together, underlining the extent to which we are less independent than we mightsometimes think; whether individuals, communities or nations, we are reliant on those that also
share our planet.
For the past ten years, IAFOR has brought people and ideas together in a variety of events andplatforms to promote and celebrate interdisciplinary study, and underline its importance. In the past
twelve months, we have engaged in many cross-sectoral projects, including those with universities(the University of Barcelona, Hofstra University, UCL, University of Belgrade and Moscow State
University), think tanks (the East-West Center, and the Asia Pacific Higher Education ResearchPartnership), as well as projects with the United Nations in New York, and most recently with theGovernment of Japan through the Prime Minister’s office. With the IAFOR Research Centre at the
Osaka School of International Public Policy (OSIPP) at Osaka University in Japan, we have engaged
in a number of interdisciplinary initiatives we believe will have an important impact on domestic andinternational public policy conversations.
It is through our conferences that we expand our network and partnerships, and I have no doubt that
this venue will offer a remarkable opportunity for the sharing of research and best practices, for the
meeting of people and ideas. I would like to thank our global partners, and particularly those in the
UK (Sussex, Birkbeck, UCL and Lincoln universities), the Organising Committees, for their work in
the development of the programme, the Featured and Keynote Speakers who will be sharing theirunique insights with us, and each and every one of you, for taking the decision to come (back) toan IAFOR event.
We have so much to learn from each other, and I expect the resultant professional and personalcollaborations to endure for many years.
I look forward to meeting you all.
Dr Joseph Haldane
Chairman and CEO, IAFOR
P.S. For those of you that are active on social media, please feel free to share your conference
photos and join the conversation on Instagram and Twitter using the hashtag #IAFOR.

4 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Organising Committee

Kwame Akyeampong Anne Boddington
University of Sussex, UK

Kingston University, UK

Steve Cornwell

Jean-Marc Dewaele

Joseph Haldane

Brian Hudson

Barbara Lockee

Zachary Walker

Birkbeck, University of London, UK

Virginia Tech, USA

IAFOR, Japan

IAFOR & Osaka Jogakuin University, Japan

University of Sussex, UK

University College London, UK

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The 11th Asian Conference on Education

ACE2019

October 31 – November 3, 2019 | Toshi Center Hotel, Tokyo, Japan

Join us inCall for Papers: www.ace.iafor.org
Organised by IAFOR in association with the IAFOR Research Centre
at Osaka University and IAFOR’s Global University Partners

Conference
Guide
Directions & Access
Floor Guide
Conference at a Glance
Room Schedule
Lunch & Dinner
General Information
Presentation Guide
IAFOR Membership
Professor Stuart D. B. Picken (1942–2016)
IAFOR Academic Grant & Scholarship Recipients
IAFOR Publications

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Conference Venues

Location Map & Addresses
Day 1 Venue

Days 2 & 3 Venue

Birkbeck, University of London

Institute of Education, University College
LondonMalet Street
Bloomsbury
London WC1E 7HX

20 Bedford Way
Bloomsbury
London WC1H 0AL

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Conference Venues

Directions & Access
Both venues are located in the heart of Bloomsbury – one of the most famous academic and cultural
centres in London offering a wide range of services. In the surrounding neighbourhood you can findcoffee shops, restaurants and some of the most historic pubs in London, along with a variety of shops
including stationery and book shops, chemists and a host of independent and high street clothing
stores. Russell Square tube station is a 5-minute walk away, Euston railway station is a 10-minutewalk, and Kings Cross and St Pancras stations are all within ten minutes walking distance.

London Underground (The Tube)
The closest tube station to the venues is Russell Square, which is just 5 minutes’ walk, but there are
6 more within a 15 minute walk, including: Euston, Euston Square, Goodge Street, Tottenham Court
Road, Holborn and Warren Street, providing excellent access to most parts of the city via the Northern,
Piccadilly, Victoria, and Central Lines. Maps showing the London Underground system (the Tube) can
be found on the Transport For London website.

Train
The closest station to the venues is Euston, which is around a 10-minute walk or a short taxi rideaway. Kings Cross and St Pancras stations are less than a mile away and provide access to national
and international rail links and, because of the excellent tube links, most of London's principal railway
stations are all within a 30-minute journey by bus or tube.

Bus
Bus stops, within a 5- to 15-minute walk, are located on Euston Road, Gower Street, Tottenham Court
Road, Woburn Place and Southampton Row. The closest are on Woburn Place and Southampton
Row. Maps showing the bus routes that serve the Bloomsbury area of London can be found on theTransport For London website.

Aeroplane
London's airports are all within a 1 to 2-hour journey, by bus or tube. The closest is Heathrow Airport.
The Heathrow Express is the fastest link between Heathrow and central London. Non-stop trains run
to Paddington every 15 minutes, and the journey time is 15 minutes from Terminals 2 and 3 (a few
minutes more from Terminals 4 or 5). The London Underground is the most cost-effective rail route to
London. Piccadilly Line trains run from all terminals and the journey time is 50–60 minutes.

Car
There is unfortunately no car parking available on site. On-street parking in the neighbourhood is available
and managed by Camden Council. Private parking is offered within a few minutes’ walk by National Car
Parks (NCP). The conference venue is located within the London Congestion Charging Zone.

BicycleThere is a cycle-hire docking station on the east side of the 20 Bedford Way venue. It is managed byTransport for London. Visitors arriving on their own bikes may lock them to the perimeter railing of theconcourse, on the west side of the main building.

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Day 1 Venue | Birkbeck, University of London

Floor Guide

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Days 2 & 3 Venue | Institute of Education, University College London

LEVEL 1LEVEL 2LEVEL 3

LEVEL 4LEVEL 5LEVEL 6LEVEL 7LEVEL 8LEVEL 9Floor Guide

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July 19, 2019 | Birkbeck, University of London

Friday at a Glance
12:00-13:00		

Conference Registration | Room B30 (B1F)

13:00-13:15
			
			
			

Announcements & Welcome Address | Room B34 (B1F)
Brian Aycock, IAFOR, Japan
Joseph Haldane, IAFOR, Japan
Recognition of IAFOR Scholarship Winners

13:15-13:45
Keynote Presentation | Room B34 (B1F)
			Trandisciplinary Knowledge Ecosystems Can 				
			Advance Interdependence and Agency
			Thanassis Rikakis, Virginia Tech, USA
13:45-14:30
						

Keynote Presentation | Room B34 (B1F)
Education as a Route to Independence and Interdependence
Mary Stuart, University of Lincoln, UK

14:30-15:00		

Coffee Break | Room B30 (B1F)

15:00-15:15

IAFOR Documentary Photography Award | Room B34 (B1F)

15:30-16:00
						

Keynote Presentation | Room B34 (B1F)
Challenges and Solutions to Improving Educational Outcomes
Jo Van Herwegen, University College London, UK

16:00-16:45
Keynote Presentation | Room B34 (B1F)
			The Emotional Rollercoaster Ride of Foreign			Language Learners and Teachers			Jean-Marc Dewaele, Birkbeck, University of London, UK
16:45-17:00		

Conference Photograph | Room B34 (B1F)

17:00-18:00

Conference Welcome Reception | Room B04 (B1F)

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July 20, 2019 | Institute of Education, University College London

Saturday at a Glance
09:30-11:10

Parallel Session I | 7F

11:10-11:25		

Coffee Break | Room 728 (7F)

11:25-12:40

Parallel Session II | 7F

12:40-13:40		

Lunch Break | Room 728 (7F)

13:40-14:55

Parallel Session III | 7F

14:55-15:10		

Coffee Break | Room 728 (7F)

15:10-16:10

Poster & Workshop Sessions

16:15-16:45
						

Keynote Presentation | Room 739 (7F)Interaction in Online Learning: A Design Paradox
Barbara Lockee, Virginia Tech, USA

16:45-17:45
Special Interview Presentation | Room 739 (7F)			Nation-Specific Peculiarities of Language Learning			and Teaching: An Interview
			Svetlana Ter-Minasova, Lomonosov Moscow State University, Russia
			Bruce Monk
19:00-21:00

Official Conference Dinner (optional extra) | Tas Bloomsbury

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July 21, 2019 | Institute of Education, University College London

Sunday at a Glance
09:30-11:10

Parallel Session I 7F

11:10-11:25		

Coffee Break | Room 728 (7F)

11:25-12:40

Parallel Session II | 7F Lecture Rooms

12:40-13:40		

Lunch Break | Room 728 (7F)

13:40-15:20

Parallel Session III | 7F Lecture Rooms

15:20-15:35		

Coffee Break | Room 728 (7F)

15:35-17:15

Parallel Session IV | 7F

17:15-17:30

Conference Closing Session | Room 739 (7F)

14 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Submit your research to the

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

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

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July 19, 2019 | Birkbeck, University of London

Welcome Reception–
17:00-18:00–
Plenary Session
13:00-17:00

Theatre | Room B34

ECE/ECLL 1

Room B04

Friday Schedule

16 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Poster Session––

16:15-16:45

16:45-17:45–

Reading & Writing

Culture & Language

15:10-16:10

14:55-15:10

13:40-14:55

12:40-13:40

11:25-12:40

11:10-11:25

09:30-11:10

Room 731–––

Blended Learning

Primary & Secondary
Education

Inclusion

Room 744–––

Curriculum Design

Grammar & Syntax

Early Childhood

Room 736

Lunch

–

–

Keynote Presentation

Special Interview
Presentation

Workshop Presentation

Professional
Development

Teaching Methods

Coffee BreakPrimary & Secondary
Education

Language Learning
Difficulties–

Teaching Methods

Room 777

Coffee BreakLearning Difficulties

Room 739

ECE/ECLL 2

–

–

–

Communication

Research & Technology

Educational Technology

Room 780–––

Linguistic Research

–

–

–

Adult Education& Lifelong Education

Higher Education

Learning Experience

Professional
Development

Psychology

Room 790

Room 784

July 20, 2019 | Institute of Education, University College London

Saturday Schedule

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Identity and Language
Learning–

Educational Policy

Social JusticeReading & Writing

Policy & PracticeCollaborating at a
Distance

15:35-17:15

15:20-15:35

13:40-15:20

12:40-13:40

11:25-12:40

11:10-11:25

09:30-11:10

Room 744

Room 731–

Multiculturalism &Education

STEM

Teaching Methods

Entrepreneurship &Employment

Room 736

Closing Session–

Innovation &Technologies

Professional
Development

Gender & Identity

Coffee Break

Educational Policy

Innovative
Technologies

Lunch

Language Education

Autonomy

Room 777

Coffee BreakTransnational
Education

Room 739

ECE/ECLL 3–

Educational Research

Culture & Society

Psychology & Identity

Psychology

Room 780–

Leadership

Foreign Language
Learning

Learning Environments

Motivation & Language
Learning

Room 784–

Professional
Development

Language Learningin Tertiary Education

Language Teaching
Methods

English for
Non-Academic
PurposesRoom 790

July 21, 2019 | Institute of Education, University College London

Sunday Schedule18 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Lunch & DinnerIf you registered for the conference lunch on Saturday or Sunday, you can come to the registration
desk in Room 728 (7F) to collect your packed lunch (see below times). Please remember to bring yourname badge with you, as this will act as your lunch ticket.

Lunch Times
Lunch is available between the following times:
Friday, July 19			
Saturday, July 20 		
Sunday, July 21		

No Lunch
12:40-13:40		
12:40-13:40 		

UCL, 20 Bedford Way, Room 728 (7F)
UCL, 20 Bedford Way, Room 728 (7F)

Conference Dinner
The official Conference Dinner is a ticketed optional event (35 GBP). Please remember to bringyour name tag to the Conference Dinner. Conference Dinner attendees should meet in front of theconference venue on Saturday, July 20, by 19:00. The group leaves for the restaurant at 19:00. It takes
approximately 10 minutes to walk to the restaurant.
Restaurant name: Tas Bloomsbury
Restaurant address: 22 Bloomsbury St, Bloomsbury, London WC1B 3QJ, UK

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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 at the following locations
during the conference:
Friday			Saturday		
Sunday		

12:00-17:00		
09:00-17:00		
09:00-17:00		

Birkbeck, Malet Street, Room B29 (B1F)
UCL, 20 Bedford Way, Room 728 (7F)
UCL, 20 Bedford Way, Room 728 (7F)

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 theconference.

Internet Access
There is free Wi-Fi internet connection at the conference venue. However, this can be unreliable so wewould 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 at the
Plenary Session on Friday morning and on the Library Terrace during the rest of the conference. Lightsnacks will be provided once in the morning and once in the afternoon.

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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 either of the conference venues. Please smoke outside of the venues indesignated 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 thearchiving 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 andstakeholders all over the world, as well as to current and potential attendees like you. Some ofthese photos will therefore appear online and in print, including on social media. The above are thelegitimate 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 ofany 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 Presentations are normally scheduled in sessions comprising three presentations, lasting 75
minutes in total. In sessions with two Oral Presentations, the session will last 50 minutes, and in thecase of four Oral Presentations, an extended session lasting 100 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 themknow 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.

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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 published in the
online Conference Proceedings.
Full text submission is due by August 21, 2019 through the online system. The proceedings will be
published on September 21, 2019. Authors will have PDF copies of their offprints emailed to them by
October 21, 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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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics and scholarsof all ages and backgrounds to come together and exchange the latest ideas, and inform eachother’s perspectives through their own cultural and disciplinary background and experiences.
We are able to do this thanks to the exceptional network of individuals and institutions aroundthe 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 mutualadvice and guidance, and offer 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, andpolitical posturing frequently seeks to ostracise and demonise, IAFOR is committed to working
across cultural and national borders, and to work to bring people together. We believe that mature
human interaction and academic and cultural exchange are essential to offering positive versions of
the future, where cooperation happens with individuals and institutions who share a commitment tobridge divides, to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission of facilitatinginternational exchange, encouraging intercultural awareness, and promoting interdisciplinary
discussion in the hope and expectation of generating and sharing 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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The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia as a
Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself to religious
studies, he immediately became fascinated by Japanese culture and the practice of Shinto. He wasparticularly drawn to the parallels and differences he saw in Western pedagogy compared to that of
the East and began a lifelong mission to bridge the communication and knowledge gap between thetwo 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 the Second WorldWar.
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 of Japan’slargest 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 betterintercultural and international awareness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of supporters.
In honour of Professor Picken and his dedication to academia, the ideals of intercultural understanding
and the principles of interdisciplinary study, IAFOR has created the Stuart D. B. Picken Grant and
Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards are made to PhD
students and early career academics who are in need of funding to complete their research, andwhose work demonstrates excellence in the core values of academic rigour, intercultural sensitivity
and interdisciplinarity.
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IAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Jowita Wilk, Puskar Joshi, Simao Elias Luis, Sara Senobari, Rhenan
Estacio and Giuseppe D'Orazzi, who have been selected by the conference Organising Committee toreceive grants and scholarships to present their research at ECE/ECLL2019.
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

Jowita Wilk | Stuart D. B. Picken Grant and Scholarship Recipient
51655 (ECLL)
The Stimulation of Cognitive Functions in Teaching English to Dyslexic Children
Jowita Wilk, Pedagogical University of Cracow, Poland
Ms Jowita Wilk is currently a PhD student at the Pedagogical University of Cracow, Poland. Born in
Cracow, Jowita was educated at the English Teachers Training College at the Pedagogical University
in Cracow, before she studied at Silesian University, Katowice, and graduated with a master’s degree
in English Philology. Before starting her postgraduate studies in Speech Therapy, Ms Wilk gained
ten years experience in teaching English as a foreign language. Following her graduation frompostgraduate studies, Ms Wilk embarked on a doctorate. Her professional career embraces working
as an English teacher and a speech therapist. She is doing research on teaching English to children
with dyslexia with the perspective of writing a dissertation on the subject.

Puskar Joshi | IAFOR Scholarship Recipient
50623 (ECE)
Differences in Achievement Gap in Nepal: Analysis of Teacher-Student Ethnic Match
Puskar Joshi, Texas A&M University, United States
Before becoming a PhD student at the Department of Curriculum and Instruction at Texas A&M
University, USA, Mr Puskar Joshi led a multi-year project to improve the educational quality, relevancy,
accessibility and equity situation at Chandra Jyoti School in Everest Region in Nepal. Previously, he
had worked as an academic coordinator in a private school in the ancient town of Bhaktapur. Earlier,
he had worked as a primary school teacher, secondary school Vice-Principal, and a TEFL trainer within
the Ministry of Education in Nepal. During his career, Mr Joshi emphasised curriculum planning,
instructional clarity, organised lessons and activities, student creativity and independent learning,
peer observation and feedback, and balancing classroom equity to improve the effectiveness oflearning in a multifaceted classroom. Mr Joshi now aims at conducting a qualitative study on the
lived experiences of South Asian parents in the US school system for his doctoral dissertation.

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Simao Elias Luis | IAFOR Scholarship Recipient
51709 (ECLL)
Attitudes Towards Portuguese and Indigenous Varieties Among Multilingual Teachers in Mozambique
Simao Elias Luis, The Hong Kong Polytechnic University, Hong Kong
Simao Elias Luis is a PhD student in the Department of English at the Hong Kong Polytechnic University.
His research interests include language attitudes and classroom discourse analysis, educational
linguistics and sociolinguistics, bilingualism and biliteracy, multilingualism and language education
policies, and individual differences in L2 learning: motivation, learning strategies and styles. He holds
an MA in Education Economics (University College London) and MSc in Educational Sciences (Vrije
Universiteit Brussel). He also holds numerous academic awards: Hong Kong PhD Fellowship, British
Chevening Scholarship, Erasmus Mundus Scholarship, Mandela Washington Fellowship and theCommonwealth Scholarship.

Sara Senobari | IAFOR Scholarship Recipient
51904 (ECLL)
Emotional Experience in Language Learning: Study of EFL Students in France
Sara Senobari, University of Sorbonne Nouvelle- Paris 3, France
Sara Senobari is currently working on a thesis on psycholinguistics. She has always been interested
in this domain, undertaking two master's degrees on the influence of emotions on language learningin the last few years. Senobari has a master’s degree from the University of Sorbonne Nouvelle in
Language Didactics. She teaches French and English language at the same university and University
Nanterre-Paris 10 as a senior lecturer. She looks forward to taking part in more international
conferences all around the world to augment her knowledge on different topics related to teaching
and learning languages.

Rhenan Estacio | IAFOR Scholarship Recipient
51914 (ECLL)The Factors of Compassion Fatigue among Guidance Counselors: A Mixed Method Study
Rhenan Estacio, Centro Escolar University, Philippines
Mr Estacio is a registered guidance counselor and a registered psychometrician in the Philippines. He
is currently the Head of College Guidance and Formation Office at City College of Angeles, Angeles
City, Philippines, holding the post since June 2012. He has vast experience in conducting counselingover a 12-year period in elementary, high school, and college. Currently, he is a PhD candidate studying
Guidance and Counseling at Centro Escolar University, Manila, Philippines. He finished his masters
degree in Guidance and Counseling at Holy Angel University, Angeles City, Philippines. His researchinterests are Counseling, Psychology, and Education.
(Continued on the following page.)

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IAFOR Academic Grant& Scholarship Recipients
Giuseppe D'Orazzi | IAFOR Scholarship Recipient
50075 (ECLL)
University Students’ Demotivation in Learning Second Languages in Australia
Giuseppe D'Orazzi, University of Melbourne, Australia
Giuseppe D’Orazzi is a PhD candidate in applied linguistics, a teacher, and a research assistant at
the University of Melbourne, Australia. He obtained his BA and MA in Italy and completed his second
language teaching training in the UK, sponsored by the British Council, and in the USA with theFulbright FLTA program. After having taught several European languages in different countries aroundthe world, he started his PhD research on motivation and demotivation in studying French, German,
Italian and Spanish at Australian universities.

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www.iafor.org/publications

IAFOR Publications

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

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories, which
act as a permanent record of the research generated at IAFOR conferences. All of our Conference
Proceedings are freely available to read online. Papers should be uploaded through the submission
system before the Final Paper Submission Deadline, which is one month after the end of theconference.

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

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

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

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal. (continued on the following page).
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What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge and without
delay or embargo. Authors are not required to pay charges of any sort towards the publication of
IAFOR Journals and neither editors nor members of the editorial boards are remunerated for theirwork.

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

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education (Indexed in Scopus)
IAFOR Journal of Language Learning
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

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

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Friday
July 19
Plenary Session
Birkbeck, University of London

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Keynote Presentation: Thanassis Rikakis

Trandisciplinary Knowledge Ecosystems Can
Advance Interdependence and Agency
Friday, July 19 | 13:15-13:45 | Birkbeck, Malet Street, Room B34 (B1F)

This paper proposes that transdisciplinary knowledge ecosystems will take a lead role in theknowledge innovation economy of the 21st century. These ecosystems will leverage interdependencesof the five components of the “Quintuple Helix model of knowledge innovation”: academia, industry,
government, civil society and the general circumstances of democracy conditioned by culture
and the media. The ecosystems will be inclusive of all disciplines and diverse in perspectives andparticipants. They will embrace an expanded notion of expertise and advance multi-perspective
reflective praxis. The paper reviews the theoretical foundations of these ecosystems and identifies
the successes and challenges of early exemplars. These exemplars point to the potential of academia
being able to gain agency and flexibility as well as increased sustainability and independence, byintegrating with Quintiple Helix ecosystems. The paper uses mixed methods to analyze the relativeslow pace of embrace of the Quintiple Helix ecosystems by academia. The analysis proposes thattransdisciplinary experiments that span all five components of the Helix may be best positioned toaddress some the core challenges that are frustrating this integration. These challenges include: i)the rapid expansion of adaptive teaching so as to addresses standardised and emergent knowledge
and advance the discovery process of the learner; ii) the promotion of lifelong learning realized
through diverse knowledge ecosystems; iii) the coexistence of deep expertise and transdisciplinary
practice within individuals and groups and iv) the embrace of inclusive notions of excellence andintelligence.

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

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Keynote Presentation: Mary Stuart CBE

Education as a Route to Independence
and Interdependence
Friday, July 19 | 13:45-14:30 | Birkbeck, Malet Street, Room B34 (B1F)

Learning is only of any relevance if it is contextualised both within students’ personal and individual
experiences but also within the wider theoretical and cultural environment in which they are developing.
This keynote will explore how the educational sector as a whole needs to respond to the changing socialand economic environment that we find ourselves. It will draw on the specifics of the impact of the fourthindustrial revolution and how our world is changing in the 21st century and how education needs to
respond to it to ensure future generations are prepared for the new environment that is emerging.

Mary Stuart
Professor Mary Stuart is Vice Chancellor of the University of
Lincoln. She is a graduate of the University of Cape Town, and theOpen University, where she obtained her Doctorate in Social Policy
in 1998. Her research interests are focussed on life histories, social
mobility, higher education policy and students, leadership in 21st
century organisations, place-making, and economic and community
development. Mary has a strong track record in all aspects ofuniversity management, having worked in senior roles in threedifferent universities. Since joining Lincoln she has established andgrown the first new Engineering School to be created in the UK for
more than 20 years (in collaboration with Siemens plc). Mary has also successfully led the developmentof Science provision at Lincoln (including the Schools of Chemistry, Pharmacy, Physics and Mathematics)
and has established the Lincoln Institute of Agri-Food Technology, to develop the future of farming
and grow our food industry’s competitiveness. Passionate about the student experience, Mary seeks tocontinually drive change and improvements in partnership with students and the academic community,
working closely with the Students’ Union at Lincoln.

National Commitments
Mary is currently a member of the Student Information Advisory Group (SIAG), Trustee of the Universities
Partnership Programme (UPP), and a Fellow of the Bridge Group. Mary is also a Commissioner on the Civic
University Commission, and Director of ±21st century Lab, examining the future of Universities in our world.

Regional And Local Business Community Groups
Mary is committed to working to support the region where her University is located. This includes
pro-bono work for the arts and culture locally, economic and community regeneration and workwith Schools and Colleges. She is Chair of the Lincoln Cultural and Arts Partnership (LCAP) and theFounding Director of the Greater Lincolnshire Local Enterprise Partnership (GLLEP). She is a memberof the Greater Lincolnshire Leaders Board, Director of Lincoln Science and Innovation Park (LSIP),
Director of Lincolnshire Economic Action Partnership (LEAP), Chair of the Members of Lincolnshire
Educational Trust (LET) and member of the Lincoln UTC.
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Keynote Presentation: Jo Van Herwegen

Challenges and Solutions to Improving
Educational OutcomesFriday, July 19 | 15:30-16:00 | Birkbeck, Malet Street, Room B34 (B1F)

We all aim to provide the best possible education and strive for the highest outcomes of our students.
But how easy is it to change classroom practice? This talk will discuss some of the barriers to
improve educational outcomes as well as propose solutions, using examples from mathematics.

Jo Van Herwegen
Dr Jo Van Herwegen is an associate professor in developmental
psychology at UCL Institute of Education. Her research focuseson improving educational outcomes of children, especially thosewith special educational needs. She has examined mathematicalabilities, language abilities, transitions and the impact andquality of Education, Health, and Care plans for a wide range ofneurodevelopmental disorders. She is an associate editor for
Research in Developmental Disabilities, and educational needs
advisor for the Williams Syndrome Foundation.

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Keynote Presentation: Jean-Marc Dewaele

The Emotional Rollercoaster Ride of Foreign
Language Learners and Teachers
Friday, July 19 | 16:00-16:45 | Birkbeck, Malet Street, Room B34 (B1F)

Recent research has shown that learner emotions, both negative and positive, are the fuel for foreign
language learning and teaching (Dewaele et al., 2018) and they are linked to both learner-internaland learner-external factors (Dewaele et al., 2019). Emotions are at the heart of learner and teacher
engagement and they can fluctuate wildly over different time scales (Gkonou, Dewaele & King, toappear). Teachers have to be able to handle their own emotions and to feel the emotional temperaturein the class in order to create an environment where linguistic experimentation and play is possible. As
such, the teacher plays the role of the discrete but competent conductor helping learners to sharpen
their linguistic and communicative skills in the foreign language.

References
Dewaele, J.-M., Franco Magdalena, A. & Saito, K. (2019) The effect of perception of teacher
characteristics on Spanish EFL Learners’ Anxiety and Enjoyment. The Modern Language Journal,
103(2), https://doi.org/10.1111/modl.12555
Dewaele, J.-M., Witney, J., Saito, K. & Dewaele, L. (2018) Foreign language enjoyment and anxiety in
the FL classRoom the effect of teacher and learner variables. Language Teaching Research, 22(6),676–697.
Gkonou, C., Dewaele, J.-M & King, J. (to appear) Language Teaching: An Emotional Rollercoaster.
Bristol: Multilingual Matters.

Jean-Marc Dewaele
Jean-Marc Dewaele is Professor of Applied Linguistics andMultilingualism at Birkbeck, University of London, UK. He
does research on individual differences in psycholinguistic,sociolinguistic, pragmatic, psychological and emotional aspects
of Second Language Acquisition and Multilingualism. He has
published over 250 papers and chapters, seven books and sevenspecial issues. He is the author of the monograph Emotionsin Multiple Languages in 2010 (2nd ed. in 2013). He is former
president of the European Second Language Association and theInternational Association of Multilingualism. He is former General
Editor of the International Journal of Bilingual Education and Bilingualism and current General Editor of
the Journal of Multilingual and Multicultural Development. He won the Equality and Diversity ResearchAward from the British Association for Counselling and Psychotherapy (2013) and the Robert C.
Gardner Award for Outstanding Research in Bilingualism (2016) from the International Association of
Language and Social Psychology.

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Friday, July 19 | 17:00-18:00 | Birkbeck, Malet Street | Room B04 (B1F)

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 each other.
All registered presenters and audience members are welcome to attend. Admission is
included in the conference registration fee.

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The IAFOR
Documentary
PhotographyAward 2018
Join us as we celebrate the winners of this year's IAFOR Documentary Photography Award –an international 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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Friday, July 19 | 15:00-15:15 | Birkbeck, Malet Street, Room B34 (B1F)

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 objectiveof 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 medium that canbe 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 andrecognise best practices and excellence. In support of up-and-coming talent, the IAFOR Documentary
Photography Award is free to enter.
Now in its fifth 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 last year's winners will be screened at ECE/ECLL2019.
Image by Ezra Acayan | 2018 Grand Prize Winner

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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 the former
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) andPhotography and Conflict. His most recent books include Photography Masterclass published byThames and Hudson, and Understanding Photojournalism, co-authored with Dr Jenny Good, publishedby 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 andpublications around the world in its aim to promote and recognise best practice and excellence in documentary
photography and photojournalism. These partnerships are a testament to the high regard in which the award isheld 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 the experienceof these emerging professionals while showcasing the authenticity and responsibility of your brand. Throughsocial media, product integration, logo placement, potential press coverage, promotion at the award ceremonyand subsequent exhibitions in Japan, Spain, USA and UK, you have the opportunity to help bring attention to
the work of highly talented photographers.
For information on sponsorship opportunities or becoming a supporter of the IAFOR Documentary PhotographyAward, please contact Thaddeus Pope, Creative Director, IAFOR Documentary Photography Award (tpope@
iafor.org).

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Saturday
July 20
Parallel Sessions
Institute of Education,
University College London
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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09:30-11:10 | Room 731 (7F)

Saturday Session I
Culture & Language
Session Chair: Xiaoling Liu
52521

09:30-09:55 | Room 731 (7F)

Stories and Cultural Based Reading by Arabic, Chinese and English College Students: A Schema Analysis
Maha Alhabbash, United Arab Emirates University, United Arab Emirates
Xu Liu, United Arab Emirates University, United Arab Emirates
Najah Al Mohammadi, United Arab Emirates University, United Arab Emirates
Safa AlOthali, United Arab Emirates University, United Arab Emirates

It is well documented in the research that background knowledge and familiarity of text play a pervasive role in comprehension andmemory of schemata embodying knowledge of the content of discourse. However, no study dealt with using stories in different language
backgrounds. This study used schema analysis by means of experiments, interviewing and analyzing metaphors. The participants ofthis study were college students and native speakers of Arabic, Chinese, and English. The participants were exposed to cultural familiar
and unfamiliar stories represent the three languages (Arabic, Chinese, and English). The preliminary results revealed cultural semantic
networks, and similarities and differences of cultural thought patterns.
50895

09:55-10:20 | Room 731 (7F)

Learning Reading Comprehension From the Formulation of Questions on Narrative Texts
María-Teresa del-Olmo-Ibáñez, University of Alicante, Spain
Raúl Gutiérrez-Fresneda, University of Alicante, Spain

Learning to read requires the active participation of the reader. For this reason, the search for strategies, which encourage involvement
and reflection on written information, is of great relevance in the literacy process. The formulation of questions from a text is a practicewidely used in the classroom as a means of exercising and evaluating the understanding of written information. However, other types ofpractices aimed at the formulation of questions by students about textual content are less common resources for improving the reading
process, especially when reading competence has already been acquired. The purpose of this research was to compare the degree ofreading comprehension of two groups of students. The first one worked with the answer to written questions on different narrative texts.
With the second group we worked from the collective reading of the same texts, and the students formulation of questions about theircontent was powered through cooperative dynamics. 102 students between the ages of 6 and 7 participated in the study. The results
allow us to value this type of didactic practices as an excellent pedagogical resource in the classroom to facilitate the learning of reading
comprehension.
51263

10:20-10:45 | Room 731 (7F)

Culturally Appropriate Pedagogy on L2/FL Learning for Confucian Heritage Culture (CHC) Influenced Students
Edward Y.W. Chu, The Open University of Hong Kong, Hong Kong

English is learnt as a second (L2) or foreign language (FL) among Asian students such as Japanese, Chinese and Vietnamese. They growup under the implicit influence of Confucius, who postulated, among other things, that societal stability is based on unequal relationships(Scollon, Scollon & Jones, 2011). In educational setting, it manifests itself in adherence to the hierarchical face relationship between theone on top (i.e. teacher) and those at the bottom (i.e. students). As a result, Asian learners are typically quiet in the language classroom, amanifest as a respect to the teacher in Confucian heritage culture (CHC). This is problematic, as contemporary research pointed out that
second language acquisition is very much dependent on the interaction among students and teacher when they use the L2 as an authentic
communication tool (See Watanabe & Swain, 2007). As such, how do we reconcile the gap? One possible solution will be to adopt ‘culturally
appropriate pedagogy’ (See Nguyen, Terlouw & Pilot, 2006). In this presentation, relevant empirical and theoretical works in the field will beconsolidated and reported, in the hope to arrive at an L2/FL pedagogy which promotes mutual collaboration and maximizes L2 acquisitionon the one hand, and respects students’ inherited culture on the other hand.
52509

10:45-11:10 | Room 731 (7F)

A Pragmatic Study of Euphemisms in A Dream of Red Mansions with a Rapport Management Approach: Cultural
Independence and Interdependence
Xiaoling Liu, Beijing Union University, China
Fang He, Beijing Union University, China

As a social and cultural phenomenon, euphemism helps lubricate interpersonal relations and maintain the face of interactants. So
euphemism relates closely to face and politeness. Built upon notions of face and politeness, Helen Spencer-Oatey’s rapport management(2000) is a theoretical framework for interpersonal relations with face and rights as core components. As facework is typically Chinese
conflict-preventive mechanism, the theoretical foundation and core components of rapport management happen to be in concert with
Chinese attachment to interpersonal relations and face. As a world-famous classical literary masterpiece, A Dream of Red Mansions
unfolds a panoramic picture of a highly ritualized and strictly hierarchical feudal society, highlighting the role the traditional Chinese
idea of ‘harmony and integrity’ assumes in interpersonal relations. The complexity of the social and familial relations in the novel lends
abundant resources to the study of euphemisms. The present research takes Spencer-Oatey’s rapport management as theoreticalframework and investigates euphemisms in the character utterances of the novel. Considering the complexity and rigidity of social andfamilial hierarchy, the study takes power as a major variable. The study has implications in that it has proved a new western theory’s
capability in governing and explaining the use of euphemisms in a classical eastern novel, which significantly indicates its possible
application to the pragmatic analysis of other texts in both English and Chinese languages. Culture, carried and reflected by language,
has remained both national and international. A perfect combination of cultural independence and interdependence is what the worldis glad to embrace.

42 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 744 (7F)

Saturday Session I
Inclusion
Session Chair: Mindy Carter
52782

09:30-09:55 | Room 744 (7F)

Who Cares? On the Role of Caring in Teaching and Learning with Students with SENDCharlotte Williams-Foster, Notting Hill and Ealing High School, United Kingdom

What does caring mean within the role of an educator of students with special educational needs and disabilities (SEND)? Considering
care, not as physical assistance or support with personal tasks, but as a part of the ways in which teacher and student work with one
another in learning. To care for another is to hold them under your protection, but also to connect with them in a meaningful way. This
paper explores how a reconsideration of the nature of this connection can open new perspectives on what it means to care and be
cared for. Cavell, drawing on Thoreau and Emerson, proposes estrangement and even confrontation as the characterising qualities ofhuman relationships. How is it possible to care across such boundaries, both for learner and teacher? What might such perspectives
reveal about our daily work with students, our tailored group interventions, our individualised strategies? This leads to an examinationof what kinds of power are inherent in caring; does protection imply control or even inflict inability? We explore the implications of thesereassessments of what it means to care for teaching students with SEND, drawing on new work in Deleuzian theory, to propose a caringthat embraces the full extravagance of difference and even challenges our sense of self. Perhaps it is only through an examination how
we try to know others, by exploring and experiencing the nature of the disconnection between us, that we can truly begin to understandwhat it means to care.
52694

09:55-10:20 | Room 744 (7F)

Promoting Independence in Students With Mental Health Challenges Through Identifying Existing Resources
That Promote Inclusion Through Interdependence
Jennifer Ann Barnett, Nipissing University, Canada

The Canadian Mental Health Association (CMHA) has observed an increase in the inability of young adults to have “normal” face-to-faceinteractions and conversations (Goodger, 2018). It also noted an increase in mental health conditions such as anxiety and depression.
In April 2019, to deal with the increased number of post-secondary students experiencing mental health issues, the Canadian Mental
Health Commission (MHCC) began to collect data at universities as a first step in developing a mandatory Standard on Psychological
Health and Safety for Post-Secondary Students. After participating in the university faculty data gathering meeting, the presenter
conducted a literature review and developed the hypothesis: in order to meet duty of care and promote mental health, the university
must provide students with resources and opportunities for inclusion. Though this is based on a current Canadian initiative, Canada
is not alone in its concern for the acceptance and inclusion of individuals with invisible disabilities. Academia may pride itself on
inclusivity, but the presence of ableism can lead to disbelief and exclusion (Fink, 2018; Leigh & Brown, 2018). University students canfeel “alone and attacked by society, who question the nature of their conditions(s) and can make insensitive comments suggestingthat their complaints are not valid” (University College London, 2018, //4). According to the United Nations, invisible disabilities such as
mental and psychosocial disabilities are often neglected (UNDESA, nd). In order to create a viable framework to promote mental health,different university websites were reviewed to determine possible existing resources that could be adopted.
52760

10:20-10:45 | Room 744 (7F)

Finding Success in College: Myanmar Refugee Women Students’ Experience in Higher Education
Win Min Thant, State University of New York, United States

Xiong and Lam (2013) identified that Hmong American students depend on various supportive factors—such as relationships with professors,financial aids, support networks, mentorships, and cultural appreciations—in order to succeed in the college. Likewise, Stebleton, et al. (2014)
argue that culturally appropriate campus climate and academic programs that are structured to promote sense of belonging among immigrantstudents are interdependent in ultimate success of these students. Built on Stacey Lee’s (1997) socio-economic, racial, and cultural factors in
immigrant students’ college success, this qualitative research examines how socio-economic, racial, and cultural factors intersect in college
experience of refugee women students from Myanmar, and how they narrate and reflect upon their success in college. In addition, this study
explores interdepending challenges and opportunities that they encounter during their college career.
50034

10:45-11:10 | Room 744 (7F)

Imagining the Unimaginable: An autophenomenological exploration of indigenous topics with in- and pre- service
teachers through drama education and theatre
Mindy Carter, McGill University, CanadaThis research explores the way(s) that the arts (drama and theatre) can be used with in- and pre-service teachers in Canada to learn
about, reflect on, embody, explore and struggle with Canadian Indigenous topics in order to “imagine an unimaginable collective
shared future”. These topics include, but are not limited to residential schools, post-colonial and institutional racism (Talaga, 2017),
Indigenous way(s) of knowing (Kovach, 2009; Smith, 1999), becoming an ally (Kim, 2018; Wiseman, 2016 ) and using drama and theatre
to become open to embodied way(s) of understanding and being (Mrewied, Carter & Shabtay, 2017). The specific funded researchstudies that will be used to exemplify these topics include: • a one year internally (McGill) funded study at Dennis Franklin Cromarty
School in Thunder Bay, ON (also the site from “Seven Fallen Feathers” (Talaga, 2017)); • a three year FRQSC study at McGill University(“The Pre-service teacher monologues”, Carter, 2015-2018) in which pre-service teachers used drama and theatre to learn about andrepresent their understandings of Canadian Indigenous topics; • the process of creating and performing “Sing the brave song” (a play
exploring Indigenous topics in Canada, such as the Missing and Murdered Indigenous Women and Girls, and how theatre can open up
conversations for education) (Carter & Mreiwed, 2017; Kolodziechuk, 2017) • and a two year SSHRC IDG funded study “Mapping thetechniques used by drama professors across Canada” (2017-2019) to use drama and theatre to teach Indigenous topics to in-service
teachers through play building.

Like us on Facebook at www.facebook.com/iaforjapan | ECE/ECLL2019 | IAFOR.ORG | 43

09:30-11:10 | Room 736 (7F)

Saturday Session I
Early Childhood
Session Chair: Shuk-kwan S. Leung
51791

09:30-09:55 | Room 736 (7F)

The Comparative Study for Professional Competencies of the Elementary Teachers Between Professional
Teachers and Unprofessional Teachers Under the Office of Basic Education Commission
Theeraphab Phetmalaikul, Srinakharinwirot University, Thailand
Kittichai Suthasinobon, Srinakharinwirot University, Thailand

This research objectives: 1) to study level of teacher professional competencies at elementary level under the Office of the Basic Education
Commission (OBEC) 2) to compare teachers' professional competencies between professional and unprofessional teachers 3) to propose
suggestions for developing teacher’s competencies. Respondents were 135 elementary teachers under OBEC in Bangkok by purposive
sampling. Data analysis used descriptive statistics, compared competencies difference using t-test and one-way ANOVA. Focus group
discussions, in-depth interviews were implied to discuss for suggestion. Research Findings: 1. The professional competencies level of primaryteachers under OBEC were at moderate level. 2. The professional competencies comparison between professional and unprofessional
teachers under OBEC were found significantly different all competencies at level .05. While professional teachers had a higher competencies
than unprofesessional teachers. There were significant differences at the level of .05 when compared core competencies and functional
competencies by analysis of variance. 3. Suggestions guide for developing competencies of both professional and unprofessional teachers
to cope with dynamic change and technology advancement affecting human learning in the 21st century. Teacher education institutes andfaculties have to set the standards for preparing competencies readiness before graduation, be modernized, serve country developing
strategies, learning in digital world. Teachers production and development agents have to implement both knowledge and competencies,
raise up values, ideology, spirit, emphasized on quality manpower, intelligence, morality, competitiveness, innovation-driven, modern andinternational curriculum- courses, applying new instructional media for digital environment, encourage management skills to administratecurriculum, prepare qualified professional teachers with competent characteristics as desired.
52043

09:55-10:20 | Room 736 (7F)

Promoting Self-regulated Learning in Primary School Students Through After-school Tutoring: A Case Study inHong Kong
Huixuan Xu, The Education University of Hong Kong, Hong Kong

Self-regulated learning (SRL), defined as a capacity for autonomy and control exhibited by individuals who direct, monitor, and regulateactions towards certain learning goals (Paris & Paris, 2001), has received much research attention over the past four decades (Panadero,2017). Students’ SRL capacity can be developed in various settings (Kim, 2015) and this paper will report on how a group of primaryschool students who are from families with a low socioeconomic background have enhanced their SRL capacity through participating
in an after-school tutoring program provided by university students. Key influential factors, in the design and delivery of the program,are identified. The study collected data in a youth community center in Hong Kong. The center has provided tutoring service for school
students over years. The center has a need to improve their service for students who attend their after-school programmes. Theintervention was designed according to Zimmerman's (2000)three phases model. Both implicit and explicit teaching of SRL strategies
were incorporated. 18 university students, serving tutors received training before the beginning of the intervention. Twenty three primaryschool students participated in the programme, completed pre-post questionnaires on self-regulated learning capacity, and attended
interviews at the end of each of eight sessions throughout the programme. As the data analysis is on going, more details about thefindings will be reported in the conference, if the paper is accepted.
51995

10:20-10:45 | Room 736 (7F)

Fundamental Foundations in Early Childhood Development
Prem Dean, National University, United States
Jonathan Roloff, National University, United States

At its core, there are three pillars critical to support this foundation. First, ethics – development of personality and values; a vital element tohelping a child learn their role within society and culture. Secondly, innovative pedagogy – captivating a child’s mind through curriculum andactivities built for specific learning styles. Language, sensory, and social interactions with both adults and children, along with warm, loving,
and consistent care, are the keys to making it possible for children to form secure attachments to those who care for them and help them growinto curious, confident, and competent learners. Education addresses the physical, mental, social, emotional, and moral training of the child.
Thirdly, the educational environment provides that platform from which all aspects of development are nourished. The education environment
encompasses more than just the classroom. Unique family, socio economic, and culture differences of each child’s situation should be
acknowledged and celebrated. Education is, therefore, absolutely indispensable in shaping the personality and building the character of thechild. Education undoubtedly plays a pivotal role in producing the well-rounded, productive, and decent citizens of a nation.
51716

10:45-11:10 | Room 736 (7F)

Parents as Learners, Teachers and Facilitators in an Intervention Program for Enhancing Children’s Math Learningin Taiwan
Shuk-kwan S. Leung, National Sun Yat-sen University, Taiwan

Parents who are involved in their children’s education contribute not only to higher academic achievement, but also to positive behaviors andemotional development (Stevenson & Lee, 1990). In this paper, I will share qualitative analyzes on data from an intervention project conductedin Taiwan. It is on parental involvement with a goal to enhance children’s learning in mathematics. In an elementary school near my university,
I offered bi-weekly Friday Math Camp for parent-child year round for each grade over time. Preliminary results for grade 1-4 were reported anda book was published (Leung, 2015, in Chinese). The project was extended to kindergarten and grade 5/6. The research questions are: Whatroles do parents assume as they attend this Math Camp over time? What exemplars can be collected as evidence of roles that carry potentials
in enhancing parents and children’s math learning? Data sources are questionnaire, diaries, focus group interviews, worksheets and videos.
Results indicated that research-based tasks in math camp engaged parents as learners, teachers and facilitators (Civil and Bernier, 2006).
Such roles also enabled them to take charge of children’s math learning in school and at home.

44 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 739 (7F)

Saturday Session I
Learning Difficulties
Session Chair: Maha Arslan
52544

09:30-09:55 | Room 739 (7F)

Teachers’ Voice About Their Experiences and Perceptions with Attention Deficit Hyperactivity Disorder Student
Iriani Indri Hapsari, Padjadjaran University, Indonesia
Aulia Iskandarsyah, Padjadjaran University, Indonesia
Poeti Joefiani, Padjadjaran University, Indonesia
Juke R Siregar, Padjadjaran University, Indonesia

Student with ADHD (Attention-Deficit/Hyperactivity Disorder) often experience academic and social problems at school because of their
behaviour problems. The teacher becomes one of the main figures who can help student with ADHD learn more independently and socialize
better in school by helping ADHD student control their behaviour. However, it is not easy for teachers to do this. This study aims to determine
the experiences and perceptions of teachers in dealing with student with ADHD at school. Design and method; Semi structured interviews withpurposive sampling technique in 38 elementary school teachers in Indonesia. The audio-recorded interview process was then analysed into
several themes through NVivo 12. Results; based on teacher perceptions and experiences in the school, it is known that most teachers do not
fully understand about ADHD because of they still lack information about ADHD, student with ADHD have several behavioural problems thatmake them have problems social relations with peer, teacher and family, academic problems, negative behaviour, label negative from others, andlow self concept. Teachers methods still based on their instincts without any prior knowledge in dealing with student with ADHD. Conclusion;
Teachers need to develop themselves more by seeking information about ADHD more independently from various sources, support from family
schools and the government in providing knowledge and training in dealing with ADHD student, Teachers need to develop more care for ADHD
student so they can provide the best services for student ADHD even though there is still minimal information.
52351

09:55-10:20 | Room 739 (7F)

Listening, Learning and Literacy: Auditory Processing Capacity and Its Impact on Literacy Outcomes
Elizabeth Fear, Excelsior Education and The University of Melbourne, Australia
Katherine Rowe, Royal Children's Hospital, Melbourne, Australia

The relationship between literacy development and disruptive behaviour is well and documented, and within the myriad factors that havebeen identified as contributing to disruptiveness in the classroom is a student’s auditory processing capacity (APC). APC can be defined as
the capacity to hold, sequence and process process accurately what is heard, it increases throughout childhood and is measured througha standardised protocol, using recorded voice to measure digit span and sentence length recall. Students assessed for poor literacy orinattentive or disruptive behaviour in the classroom commonly have auditory processing difficulties. In a 2008 study, a strong association
between APC, literacy achievement and inattentive behaviour was identified for primary students and was confirmed in a subsequent study of
800 students in their 1st year of secondary school. It is crucial that teachers are aware of this aspect of development and take it into accountwhen teaching, so that classroom communication is improved and learning and behaviour are optimised.
52319

10:20-10:45 | Room 739 (7F)

Art on Saturdays: A Community Approach to Teaching Students with ASD
Camille Brandt, University of Minnesota Bemidji State, United States

Autism spectrum disorder is an umbrella term encompassing aspects such as high and low function and various degrees of difficulty in social
interaction, verbal and nonverbal behaviors and repetitive behaviors. One in 59 children is identified with autism, and it is five times more common
in boys than in girls. Using a community inclusion philosophy based upon research, collaborative efforts to develop an inclusive experience withina teaching and gallery museum created a highly successful and accessible art experiences for children with autism spectrum disorder and theirfamilies. Parents often experience a lack of community opportunities for students on the spectrum. Oftentimes, families with ASD children feel
isolated. The inclusive collaborative project has resulted in on- going grant-funded workshops and classes for children with ASD and their peers,siblings, and caregivers focused on how art can both soothe and evoke the five senses through hands-on activities in the gallery and multimedia
projects. Research in Autism is yielding promising information for parents, caregivers, and educational practitioners regarding alternative andcreative educational approaches. This engaging presentation will highlight some of the most recent discoveries in the field of ASD, centering on an
inclusive community project designed to meet social, emotional, behavioral, sensory, and communication needs.
52755

10:45-11:10 | Room 739 (7F)

The Characteristics of Arab Parents’ Orientation Regarding the Future of Their Children with Developmental
Intellectual Disability
Maha Arslan, Sakhnin College, Israel

Future orientation focuses on the image an individual constructs regarding their future; including future goals and courses of action they
set for themselves in order to realize these goals. The present study discusses the consolidation of the orientation of parents in the Arabic
society regarding the future of their children with developmental intellectual disability who learn in special education schools in northern
Israel. In this study, both qualitative and quantitative research methods were used. 80 parents (mothers and fathers) between the ages
34 and 69 participated in the study. All parents were interviewed in order to examine the three components of future orientation for future
life domains (education -acquiring a profession (employment); social contacts, marriage and family), in addition to their hopes and fears
regarding their children’s future. The study drew upon original questionnaires which were adapted for the population of Arab parents.
In addition to the demographic questionnaire, parents had to fill future orientation questionnaires: “Future Life Domains” questionnaire,“Hopes and Fears” questionnaire, “My Future” questionnaire, and “Future Perception” questionnaire. The results of the study showed thatthe future orientation of the parents regarding their children with developmental intellectual disabilities was obscured, pessimistic, andpassive. The results also showed that parents’ orientation perpetuated the division of social role of the two genders. To conclude, theorientation of parents preserves the existing state of social rejection of people with disabilities. It also influences the future orientation of
their children with developmental intellectual disability and increases their dependence on their parents.

Like us on Facebook at www.facebook.com/iaforjapan | ECE/ECLL2019 | IAFOR.ORG | 45

09:30-11:10 | Room 777 (7F)

Saturday Session I
Teaching Methods
Session Chair: Tingting Liu
52842

09:30-09:55 | Room 777 (7F)

Age of Exposure to English Medium Instruction: Effects on Grammar and Vocabulary Knowledge
Muhammad Qureshi, Zayed University, United Arab Emirates

Although several studies have reported restrictive effects of age of exposure (AoE) on L2 grammar acquisition (Abrahamsson, 2012; Qureshi,2018), there is lack of similar research with regard to vocabulary knowledge (i.e., size & depth). Similarly, no prior study has explored the effects of
AoE on L2 learning by Arabic L1 speakers. The current study examined differences in morphosyntactic and lexical knowledge of Arabic learners
who were exposed to English medium instruction (EMI) at different educational levels (i.e., elementary, secondary, and territory). The grammar
assessment involved a grammaticality judgment task (GJT) and an editing task, while lexical examination included a vocabulary size task and a
vocabulary depth task. Participants also completed a background questionnaire (BQ). Considering the large size of the data-collection battery,
participants were split into two groups – those who completed the grammar tasks only (n = 93), and those who accomplished the vocabularytasks (n = 90). Based on the BQ, participants who completed the grammar tasks were divided into early learners - those exposed to EMI at theelementary level, and late learners - those exposed to EMI at the undergraduate level. For the lexical analysis, a middle group - those exposed to
EMI at the secondary level - emerged. A one-way MANOVA showed a significant multivariate main of AoE for grammar knowledge.
51558

09:55-10:20 | Room 777 (7F)

The Teacher’s Educational Style as an Important Factor of Interaction and Discourse in ELTLucie Betakova, University of South Bohemia, Czech Republic
Petr Dvorak, University of South Bohemia, Czech Republic

The cognitive strategies in the target language interactions are closely linked to social functions and social milieu, in this case the classroom
environment. The teacher’s professional skills, mainly his/her social-psychological skills, play a crucial role in the classroom environment
where foreign language teaching and learning take place. The wide range of teacher’s social skills is reflected in his/her educational style.
Wright (1987) defines educational style as a whole complex of teacher’s attitudes and behaviour used to create best possible conditions
for learning. He emphasizes that educational style lies at the heart of the interpersonal relationship between teacher and learner. The paper
presents findings of the research focusing on analyzing the role of the teacher’s educational style within the foreign language interactions
and discourse implemented by secondary school teachers of English. The research was of a qualitative/quantitative character with the dataacquired with the help of a questionnaire and a structured observation. First, the teacher-student interactions were analyzed on the basis of
two dimensions forming the teacher’s educational style: the educational management and educational relationship between the teacher andthe students. The second part of the research concentrated on verbal communication and discourse within the English language interactions.
The results have consequently shown that the teacher’s educational style has a direct impact on the target language interaction and discourse.
Further, it influences the effectiveness of learning and acquisition processes.
51908

10:20-10:45 | Room 777 (7F)

Using Model Texts as a Corrective Feedback Technique With Young EFL Learners
Hanne Roothooft, Public University of Navarre, Spain
Amparo Lázaro, Public University of Navarre, Spain

Among the many studies on the effects of written corrective feedback (Bitchener & Storch, 2016), the few studies investigating the useof model texts as a written feedback technique have yielded promising results. Models are texts tailored to students’ needs and when
adults (Hanaoka, 2007) and children (Coyle & Roca de Larios, 2014) compare their drafts to them they are able to notice and incorporate
linguistic features into their subsequent writings. The present study expands this research by comparing child EFL learners (age 9-11)
writing through models with a control group. In session one, learners in the models group (n=13) wrote a composition based on a picture
prompt while noting down the problems they encountered. In session 2, they compared their draft to two models and reported thedifferences; finally, in session 3, they wrote the composition again. The control group (n=14) simply wrote the same composition in eachof the sessions. The initial and final drafts were compared quantitatively (complexity, accuracy, fluency) and qualitatively (holistic scale).
The noticed features in the models group were analyzed in terms of their quantity and typology and of whether they were incorporated
or not in the final drafts. Results show that only the models group produced a qualitatively better draft in session three although noquantitative differences were found in either group. Also, in line with previous research, the children in the models group mainly noticed
and incorporated lexical aspects, although they also incorporated a large proportion of content features.
51007

10:45-11:10 | Room 777 (7F)

A Study of the Impact of Vocabulary Teaching Behavior in Class on Students’ Vocabulary Acquisition Strategies
After Class
Tingting Liu, Tianjin University of Finance and Economics, China
Yanhui Yang, Tianjin University of Finance and Economics, China

The impact of vocabulary teaching behavior in class on the students’ vocabulary acquisition strategies after class has been explored throughcombination of quantitative analysis of a survey of 748 Chinese EFL students and qualitative analysis of interviews of the teachers, the lattercomplementing and help explaining the results of the former. The survey questions concerning vocabulary teaching behaviors and vocabularyacquisition strategies were sub-grouped into four modules of context, form, sound and meta-cognition. Through descriptive statisticalanalysis, the most frequent vocabulary teaching behaviors and the most commonly-used vocabulary acquisition strategies were obtained,
and independent sample T tests were conducted to study the specific behaviors and strategies that show significant differences between
different genders, grades, English proficiency levels and English learning experiences. The results of factor analysis and multivariate linear
regression show that students’ vocabulary acquisition strategies are significantly correlated with the teachers’ vocabulary teaching behaviors,
the students’ English proficiency and the students’ language learning experiences. Besides, the teachers’ vocabulary teaching behaviors havesignificant positive effects on students’ vocabulary acquisition strategies. The qualitative data collected from interviews help explained thequantitative results. The research results provide implications for teachers’ vocabulary teaching behaviors in EFL classroom.

46 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 780 (7F)

Saturday Session I
Educational Technology
Session Chair: Christy Kou
51180

09:30-09:55 | Room 780 (7F)An Empirical Study of Teachers’ Roles in English Learning Moocs in China
Xinxin Zhang, Tianjin University of Finance and Economics, China

Teachers’ roles in cMoocs (connectivism-based) and xMoocs (behaviorism-based) differ in many ways. However, only five of the 146 empiricalstudies from 2014 to 2016 are instructor-focused (Meina Zhu, Annisa Sari, Miyoung Lee,2018). This study explores teachers’ roles in English
learning Moocs in China by using a mixed method, with a survey and an interview as the data collection methods. The questionnaire includes
four parts, course design, teachers’ instruction and participation, students’ contribution, and teachers’ evaluation of the course. Interviews
were conducted to have a more thorough investigation of teachers’ roles, the difficulties and challenges in developing a language Mooc. To
complement and help explaining the data, the author studied the course design and discussion forums of these Moocs. The results show thatmost universities in China fail to give adequate money, policy and technique support to a language Mooc except top universities or Foreign
Studies Universities. Language teachers are especially highly in need of technique training. Teachers make tremendous efforts in designing
the course and giving instructions, but most of them fail to have in-time and effective interaction with learners, which is unfavorable for
language learning. Based on the quantitative and qualitative data, the author analyzes the ways teachers design the course, promote thinking,provide guidance and support for learners and how teachers interact and collaborate with massive language learners. Instead of a teacherdominated or a student-centered pedagogy, language Mooc requires teachers and students’ contribution and collaboration. The study has
implications for language Moocs as well as face-to-face and online hybrid course.
52762

09:55-10:20 | Room 780 (7F)

English Speaking and Pronunciation Practices Through eLearning Platforms
Miranda KY Lee, The Chinese University of Hong Kong, Hong Kong

Applying technology in learning becomes a trend because of changes in learning attitudes and needs of the new generation. eLearning
tools and applications and online independent learning micro-modules are therefore encouraged within higher institutions in Hong Kong topromote language learners‘ autonomy. In light of the situation, “ uReply Lingua” is developed to enable teachers’ ease in building speaking
and pronunciation exercises for learners to complete anytime and anywhere on their own mobile devices. Learners will practice speaking
through listening to and recording short scripts. Then, they choose to their best recoding for submission to the system for preliminary
assessment with an instant automatic computer-estimated score. Teachers (the administrators) could also provide prompt feedback
to learners after the exercise sessions are closed. Currently, this system supports English and Chinese (Cantonese and Putonghua/
Mandarin). In this session, the speaker will share users’ experience and teachers’ observations on how the system could motivate learners’
engagement in practicing speaking and completing their English speaking tasks using uReply Lingua Apps.
52324

10:20-10:45 | Room 780 (7F)

Designing a Business Meeting Platform with ADDIE

Thian Huat Goh, The Chinese University of Hong Kong, Hong Kong
Connie Ng, The Chinese University of Hong Kong, Hong Kong
Kitty Szeto, The Chinese University of Hong Kong, Hong Kong
With the current trend of using technology in language learning, flipped lessons are highly encouraged within higher institutions in Hong
Kong to promote independent learning. Combining with limited teaching time, the researchers have built the Business Meeting Platform(BMP) based on ADDIE (Analysis, Design, Development, Implementation and Evaluation) for Business Communication lecturers so thatthey can spend more time teaching and guiding students the language of business meetings in English instead of focusing on the format
and skills in conducting a successful business meeting. In this platform, the researchers use Design Instructional model as the research
design. The researchers have gone through some steps in creating the platform: Expert Validation, Design, Development, Try Out, Revision,and Final Product. As a result, BMP has been successfully applied to Year 3 business students of The Chinese University of Hong Kong, andthis is reflected in the quantitative research conducted by one of the researchers. BMP has three micro-modules: Introduction to BusinessMeetings, Common Business Meeting Expressions, and Sample Video with Evaluations from Business Experts.
51715

10:45-11:10 | Room 780 (7F)

Training Pre-service Putonghua Language Teachers to Design Computer-assisted Assessment Tasks
Christy Kou, The Chinese University of Hong Kong, Hong Kong

In Hong Kong, Putonghua is a core course in primary and secondary schools. Putonghua assessment tasks cover four categories:
listening, speaking, recitation, and pinyin spelling. Putonghua Language teachers need to use appropriate methods to assess thelearning of students, including direct observation, group discussion, oral presentation, and written work. In recent years, mobile phones
and tablets have been widely used by students. Teacher educators have promoted the use of educational technologies to help students
learn a language anytime and anywhere. Because teaching hours are limited, Putonghua Language teachers are encouraged to design
online assessment exercises and flipped classroom courses to save time. However, Putonghua Language teachers are rarely offeredrigorous and useful training in computer-assisted assessment. This paper focuses on the design of a course to train Hong Kong preservice Putonghua teachers to design computer-assisted assessment exercises. Some common network platforms and tools wereintroduced, such as KAHOOT and GOOGLE FORM. KAHOOT can be used for designing flipped classroom activities, and GOOGLEFORM can be used to practice Putonghua pinyin and language knowledge. Scoring rubrics were constructed to assess the quality of
online assessment exercises and learning activities in flipped classrooms designed by the pre-service teachers. Specific criteria were
included to assess the appropriateness of the design formats and levels of difficulty. The pre-service Putonghua Language teachers’
performance, confidence, and attitudes toward the use of computer-assisted assessment tools are discussed. Their needs are also
analysed to explore where and how the effectiveness of the training course can be.

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09:30-11:10 | Room 784 (7F)

Saturday Session I
Professional Development
Session Chair: Shinian Wu
51163

09:30-09:55 | Room 784 (7F)

English as a Foreign Language Faculty Mentorship at Higher Education Institutions in the Mekong River Deltaof Vietnam
Hung Tran, University of Alberta, CanadaThis interpretive qualitative study employed three theoretical lenses: Bronfenbrenner’s (1979) Ecological System of Human Development,
Vygotsky’s (1978) Sociocultural Theory of Development, and Knowles’s (1970) Adult Learning Theory as the theoretical framework in connection
with the constructivist research paradigm to investigate into positive and negative aspects of the extant English as a foreign language (EFL)
faculty mentoring programs at four higher education institutions (HEIs) in the Mekong River Delta (MRD) of Vietnam. Four apprentice faculty
members (mentees), four experienced faculty members (mentors), and two associate deans (administrators) from these HEIs participated in
two tape-recorded individual interviews in the Vietnamese language. The interviews were transcribed verbatim and translated into English withverification. The initial analysis of data reveals that the mentoring program which is mandated by Vietnam’s Ministry of Education and Training
has been implemented differently at these HEIs due to a lack of an officially-documented mentoring guide. Other emerging themes include
mentors’ and mentees’ development, mentoring styles, the mentee – mentor relationship, mentoring management, and support beyond thementoring program. Practically, this study offers stakeholders in the mentoring cycle a description of benefits and best practices of tertiary EFL
mentorship and a suggested mentoring program metaphorically depicted as “a lifebuoy” for its current and potential administrators and mentors
to help their mentees survive in the first years of teaching. Theoretically, this study contributes its findings to the world’s growing knowledge ofpost-secondary mentorship by enriching the modest literature on Asian tertiary EFL professional development.
52706

09:55-10:20 | Room 784 (7F)Pre-service EFL Teacher Education: The Challenges and Opportunities
Marta Dick-Bursztyn, University of Rzeszów, Poland

The presentation entitled Pre-service EFL Teacher Education: the Challenges and Opportunities aims at addressing some of the issues
related to the education of prospective Primary and Secondary School English language teachers in Polish universities - with a particularfocus and evaluation of the procedures used in one of them. Among the numerous areas that the complex nature of EFL/SL teacher
education entails, there is one that is of particular interest for this study - that is - pre-service teaching practicum. In our small-scale
study, the primary aim was to give the under-graduate and graduate pre-service teachers the opportunity to reflect on their time spent at
Primary and Secondary Schools doing their teaching practicum (TP). The subsidiary aim was to discover the level of difficulties of theselected ELT areas encountered by these students during their TP. In short, this presentation will address the following objectives: givinga brief overview of pre-service teacher education programmes in general and in Polish higher education in particular, investigating thechallenges that some Polish student teachers of EFL face during their practicum, discussing the results of a study on the teaching areas inpre-service teacher education programmes indicated by students as demanding and, finally, providing solutions and recommendations
for changes in some aspects of the existing pre-service teacher education programmes.
50915

10:20-10:45 | Room 784 (7F)

Effective Professional Learning for Teachers of Modern Foreign Languages: What does it look like?
Laura Molway, University of Oxford, United Kingdom‘Generally it is recognised that teachers are not teaching languages the way they would like to and do not feel that they have the scope to innovate’(Ipsos Mori, 2014, p.42) This paper aims to investigate the professional learning (PL) opportunities and engagement of teachers of Modern
Foreign Languages (MFL). It asks the questions: What does high quality MFL teaching look like and how can teachers effectively develop theirclassroom practice? Self-report data were collected via online surveys from 57 MFL teachers located in 14 secondary schools in England.
Teachers reported their recent PL experiences, their sense of self-efficacy for classroom teaching (assessed via the short-form Teacher Sense of
Efficacy Scale (TSES) designed by Tschannen-Moran & Hoy, 2001) and the extent to which they felt their practice aligned with research-informed
principles about languages teaching. The principles used in this study are drawn from the Second Language Acquisition literature and have been
recently and extensively researched and developed with 241 MFL teachers (Macaro, Graham, & Woore, 2016). Survey data were followed up within-depth semi-structured interviews with six Heads of MFL Departments. Implications of the study for teacher educators, faculty leaders andpolicy makers seeking to bolster MFL teachers’ expertise, engagement and efficacy will be discussed.
51714

10:45-11:10 | Room 784 (7F)

A Comparative Study of Curricular Models in English Teacher Training in International Contexts
Shinian Wu, Grand Valley State University, United States
Paul Booth, Kingston University London, United Kingdom

Educational systems around the world differ in their scope and focus as they are designed to meet country-specific educational challenges
for their learners. Second language education programs that train language teachers are no exception. The study reported here compares
three postgraduate applied linguistics programs that each train ESL/EFL teachers in the UK, the US, and China in their unique curricular
setups: the UK’s one-year integrated module-based curriculum, the US’s two-year theory-driven pedagogy type curriculum, and China’s
three-year comprehensive knowledge-based curriculum. The intellectually curious question then becomes “Are they equally effective intraining English teachers for the kinds of English learning populations they serve?” This question is addressed in a survey comprised ofquestionnaires for teacher educators, postgraduate students, and follow-up interviews with both teacher educators and students. Three
perspectives are discussed: 1) teacher educators’ perspective on the effectiveness of their curriculum, 2) students’ perspective on the
rigor and usefulness of their program, and 3) students’ self-perception of their readiness to enter the “real world” as ESL/EFL teachers. The
preliminary survey data suggest that while there is a common thread of what an effective curriculum should entail in terms of the important
knowledge and skills it should impart, programs can also learn from each other the best practices in teacher training in this increasinglyinterconnected world in which learning objectives and learner needs may very well overlap.

48 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 790 (7F)

Saturday Session I
Learning Experience
Session Chair: Chris Burgess
50969

09:30-09:55 | Room 790 (7F)

Achievement Motivation of Millennials in Higher Education: New Avenues to Promote Learning
Florentina Halimi, Gulf University for Science and Technology, Kuwait

In today’s environment of convenience and consumption, educators have an important role in inspiring students to improve their levels ofachievement motivation. To better understand this latest generation achievement motivation, this study investigates the Millennials’ common
academic characteristics and achievement motivation. A qualitative survey was conducted among the English Education students at a private
university in Kuwait, designed to get answers on what they consider the best approaches to get students achievement motivation. The resultsof this study indicate that generally the students are peer-network oriented, preferring to work and socialize in groups. They are extrinsicallymotivated seeking for the educators to provide praise and constructive feedback. Students look for interactive classroom environment todemonstrate their competencies, and prefer to drive their own learning through technology that enables everywhere and continuous learning.
Following the findings from this study, future research could explore the peer-network role of student team members, including how jigsaw
group work strategy influences millennial generation students’ achievement motivation in higher education.
52743

09:55-10:20 | Room 790 (7F)

Bringing Books Back: Supporting Therapeutic Skills Development in Psychology Students Through Book Club
Participation
Olga Khokhlova, Middlesex University Dubai, United Arab Emirates
Aditi Bhatia, Middlesex University Dubai, United Arab Emirates

One of the greatest purposes of higher education in psychology is to encourage independent learning, enable students to think critically
about human interactions and to apply this knowledge in clinical settings. However, greater access to digital learning materials combinedwith the swift decline in ‘reading for pleasure’ amongst the millennial generation (Hanson et al., 2010), means that students are becoming
passive consumers of information, less proactive and poor in academic self-regulation (Zimmerman, 2011). Engagement strategies suchas book clubs, can allow for independent construction of knowledge by providing discourse opportunities (Daniels, 2002) and developmentof interpersonal skills (Polleck, 2010). Therefore, this study aimed to evaluate the utility of book clubs as a supportive teaching tool for
fostering counselling skills in Psychology Students. The study was conducted at a branch campus of an international university in Dubai,
UAE. Students were assigned a psychotherapy-related book as prior reading, which was then discussed in the monthly group meetings
that were facilitated by clinically-experienced psychology lecturers. Fifteen semi-structured interviews were carried out and analyzed using
thematic analysis, which generated four primary themes (a) learning through sharing of opinions (diversity in perspectives) (b) differentiatedlearning environment as a facilitator (stepping outside the classroom) (c) exposure to the practical aspects of being a psychotherapist(reality orientation) (d) evaluating oneself and personal experiences (sparking self-insight). Students described their participation as
purely self-motivated and the experience as thoroughly enjoyable. The findings highlight the usefulness of book clubs to foster deeper
conceptualizations of therapeutic relationships and self-generated knowledge.
50028

10:20-10:45 | Room 790 (7F)

The Game of Brainy Roles

Maria Larriva Hormigos, University of St Andrews, United Kingdom
Jose Angel Martinez Gonzalez, Rutherford Appleton Laboratory, STFC, United Kingdom
Paul Gardner, University of St Andrews, United Kingdom
In this communication we will present “The game of brainy roles”, will share what we have learnt so far from our experience running this activity
at Secondary Schools across Fife (Scotland) and Madrid (Spain) since May 2018, and will explore further directions to improve and expand
the learning experience considering two key dimensions of the game: the neuroscience related content and the acquisition/ reinforcementof further language skills in a second language (Spanish or English). Briefly, “The Game of Brainy Roles” has been created to get teachersand secondary students together to learn - by playing– how brilliant thinkers might collaborate to come up with innovative research ideas.
This is a science & humanities themed role card-game to play in groups, in which a variety of professional and real people-inspired roles are
represented: international, races diverse men and women, pioneers in their scientific fields along with well-recognised artists to highlightthe existence of absolutely NO BOUNDARIES between scientific disciplines and to remark the strong connection between art and science.
Furthermore, the multilingual challenge expansion of the game brings basic neuroscience and language learning aspects together tackling
not only the aspect of the necessity to wok across disciplinary fields but also the importance to overcome language barriers in successful
research collaborations. We hope our work would inspire new affordable tools that don't necessarily required expensive devices but creativity,
passion, a strong scientific knowledge and a good story to tell (in several languages) from the teachers and educators involved.
52037

10:45-11:10 | Room 790 (7F)

‘Passive’ Japanese Students as Independent/Autonomous Learners: The Challenges facing the Adoption of
Active Learning in Japanese Classrooms
Chris Burgess, Tsuda University, Japan

In 2017 the Japanese Ministry of Education (MEXT) unveiled new teaching guidelines to be implemented at elementary schools beginning in2020 and at junior high schools in 2021. The key goal of the reforms is ‘active learning’, defined as the promotion of ‘in-depth learning’ through‘independent/proactive’ (shutai-teki) efforts and ‘interaction/dialogue’(taiwa). Fostering students’ ability to digest and acquire information fromtext and graphs on their own is one example given. However, in a country where deference to authority and passive rote-based learning has
been the norm, many teachers and students are unfamiliar with the notion of active learning. While MEXT hopes that the ‘new’ teaching style
will encourage students to discuss their opinions, engage in problem solving, and take the initiative in coursework this is a tall order in a system
in which active skills, such as speaking and writing, are not encouraged. Indeed, in international surveys, Japanese students have consistently
been shown to be the most passive towards their studies. This presentation will analyse the new government teaching guidelines and look at
the prospects for introducing ‘active learning’ in Japanese classrooms. In conclusion, I argue that the adoption of ‘Western’ individual-centred
teaching methodologies will not be successful unless the broader social, cultural, and national context is properly taken into account.

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11:25-12:40 | Room 731 (7F)

Saturday Session II
Reading & Writing
Session Chair: Angel Garralda
51912

11:25-11:50 | Room 731 (7F)

Bridging Students’ Out-of-School Literacy Practices through Multimodal Composition: Reimagining Academic
Writing in Tertiary EFL Classroom
Dian Marissa, Yanbu English Language Institute, Saudi Arabia
Shazia Hamid, Yanbu English Language Institute, Saudi Arabia

This study examines the process of multimodal academic composing and how it affords opportunities to develop learner agency anddeeper textual engagement. It involved seven EFL students who had pre-basic and basic proficiency (CEFR: below A1 and A1-A2) and wereenrolled in two preparatory English courses in a Saudi Arabian university. Using New Literacy Studies as a theoretical framework (NewLondon Group, 1996), this study reveals the complex ways low proficiency students composed multimodal descriptive texts while relying
on their agency to utilize the digital tools. Various data sources were used to gather information on the students’ composing process.
These data sources included stimulated recall interviews with the students, teacher-researcher reflections on the learning process, andlinguistic analysis of the the students’ multimodal texts. The data reveal that through three distinct bridging practices that the teacher
designed, the students skillfully navigated the different reading sources and digital tools when they composed their multimodal texts(technological bridging), thus affording the opportunities for them to express themselves authentically (identity bridging) and to engage
with the text that they composed meaningfully (semiotic bridging). However, there was an observed trade-off in terms of teacher’srole in encouraging autonomy and linguistic accuracy. Focus on content lowered the students’ bar on acceptable grammar mistakes.
These findings corroborate existing literature on the need for a balanced pedagogical focus on content and accuracy in multimodal
composition. This study has implications for teachers who seek new ways to reimagine academic writing by connecting it to students’digital literacy practices.
52628

11:50-12:15 | Room 731 (7F)

Enabling Translanguaging in the EFL ClassRoom The Case of Collaborative Reading Tasks
Nada Bin Ghali, Newcastle University, United Kingdom

Translanguaging is a rapidly developing concept in bilingual education. Yet, the pedagogical aspects of translanguaging are relatively
underdeveloped and much debated in the foreign context of English teaching and learning. This study applies a translanguaging
theory lens to reflect how EFL learners in a collaborative reading task draw on their full linguistic repertoire and make sense of theirbilingual worlds. The study proposes a qualitative inquiry with an ethnographic approach where learners are provided with a strategictranslanguaging space to scaffold bilingually as an aim to progress from their actual level of development to their proximal level. The
study adds to understanding the practices of bilingual scaffolding in reading lessons of mainstream education. Classroom observations
and interviews are conducted with beginner and Intermediate English proficiency level learners to reflect their practices and views whenenabled to translanguage.
51708

12:15-12:40 | Room 731 (7F)

Determining Text Accessibility in Academic Reading through Blended Learning

Angel Garralda, Technological and Higher Education Institute of Hong Kong, Hong Kong
Michelle Fong Yuen Shan, Technological and Higher Education Institute of Hong Kong, Hong Kong
Abel Cheung Hon Man, Technological and Higher Education Institute of Hong Kong, Hong Kong
Alex Tsang Pak Lik, Technological and Higher Education Institute of Hong Kong, Hong Kong
Determining text accessibility thoroughly and systematically can provide useful input for the design of academic reading tasks thatmeet the needs of students with varying degrees of language proficiency and reading ability. Based on an understanding of academic
literacy as “situated learning practice” (Gee 2013) and considering the basic components and processes associated with fluent reading(Grabe & Stoller 2013), text accessibility can be explained by considering our target readership, the levels of text complexity and thespecific reading demands associated with each text. A target reader profile was obtained after diagnosing over 1,400 students andsurveying over 650 of those students, indicating that we were mainly dealing with inexperienced readers with an average IELTS readingscore of 5, arguably below the CALP threshold (Cummins 1983). Based on this insight, text complexity and the specific reading demandsof two types of academic texts are explained using a range of quantitative and qualitative approaches: standard readability indexes,
lexical density, lexical complexity analysis based on well-known vocabulary lists, lexico-grammatical complexity analysis using SFL
concepts such as nominalisation, grammatical metaphor (Halliday 2004) and theme-rheme structure (Halliday & Matthiessen 2004),
as well as pragmatic complexity in terms of the rhetorical structure, generic conventions and readers’ background knowledge (Swales
1990). Comparisons among the three texts with respect to these approaches are made using descriptive as well as inferential statistics.
Conclusions for the design of EAP and CLIL reading programs delivered through blended learning are drawn.

50 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 744 (7F)

Saturday Session II
Primary & Secondary Education
Session Chair: Lenka Janosova
51772

11:25-11:50 | Room 744 (7F)

The Way of Interdependent and Independent Trends in the Tibetan Village Children’s Spiritual Growth
Luo Jia, Yunnan Normal University, China
Xue Zhang, Yunnan Normal University, China

Spirituality has attracted much scientific attention in the field of neuroscience, while also being relevant to multidiscipline such asteaching, psychology, epistemology, medical studies, sociology, workplace learning, friendship studies, and religion. Many argue that
research on Interdependent and Independent trends of spirituality need to take a comprehansive perspective. This paper aims to explore
an experience of how the Tibetan children's spirituality grows in their villages. The experience not only reveals three holistic premises:
connectedness, inclusiveness, and balance but also exhibits how villages have been satisfying a child’s comprehensive spiritual needs.
Particularly, this paper argues that spiritual growth in Tibetan villages is developed by having complete free play-time with the naturalenvironment, participating in the village performing arts, as well as making pilgrimages with parents and community members as a
spiritual journey. These activities have been supporting a child’s spiritual growth in terms of extending cultural connections, deepening
the understanding of life and envisioning the persisting connection from self to the broader social-cultural context. This paper has
five subcomponents. The first one is to provide a cultural context of the Tibetan village; the second one is a descriptive and narrative
part that the content of the spiritual activities and Journey in the village as a. making pilgrimages; b. participating village drama; c.
participating village ritual activities; d. Self-challenging as a completely free time play; the third one is a technical part that articulates
how Tibetan children independently watching the interconnected spiritual ceremony as a learning process; the fourth one is theconclusive implication for the spiritual growth.
52903

11:50-12:15 | Room 744 (7F)

Financial Literacy at the Lower Secondary Schools in the Czech Republic
Lenka Janosova, Masaryk University, Czech Republic
Josef Nesleha, Masaryk University, Czech Republic

Importance of financial literacy among the population is permanently increasing. The number of financial products on the market
is growing, and the age at which people start to use these products is decreasing. This is also related to the negative impacts ofinsufficient financial literacy in this area - rising household indebtedness, the high number of executions, or the inability to manage abalanced household budget. That is why government institutions, banks and other financial market actors have been actively engaged
in increasing the level of financial literacy recently. Although financial education bears on all age groups, the Ministry of Finance focuses
mainly on primary and secondary schools and the integration of financial literacy in the school curricula. For this purpose, financial
literacy standards have been drawn up, where the Ministry of Finance sets the output level of financial education in different areasfor each educational level. So far, no testing of compliance of these requirements with the real state of financial literacy of pupils
has been conducted. The aim of this research is, therefore, to find out, on a selected sample of lower secondary schools, what is thelevel of financial literacy of pupils in a selected region of the Czech Republic and what factors influence this level. For this purpose, aquestionnaire survey will be conducted among pupils aged 11-15. The questionnaire is based on financial literacy standards set by the
Ministry of Finance. Mathematical-statistical methods will be used for the analysis of obtained data.
52464

12:15-12:40 | Room 744 (7F)

Decreased Motivation and Increased Mental Illness Among Young People – A Need for Teaching Life Mastery
Skills in School
May Olaug Horverak, Birkenes Kommune, Norway
Mariette Aanensen, University of Agder, Norway

Student evaluations in Norwegian schools over the last years have shown that students lack motivation for learning, and at the sametime, more and more young people struggle with mental illnesses and quite many drop out of school. To meet these challenges, westarted a research project called “systematic work with motivation” where we have developed a five-step motivation model to support
students in developing life mastery skills. We will present findings from a study carried out in four lower secondary schools and one
primary school, showing how systematic work with motivation can be applied in the classroom to support students in becoming more
motivated and self-regulated learners. The essence of the project is teaching the students a strategy for taking control of their own life
and their own learning, and they do so by identifying and discussing goals, success factors, hindrances and possible solutions or actions.
The students write down individual goals and plans which the teacher collects. Examples are brought to the next class to discuss more
ways of reaching the goals. The method builds on theories of self-regulated learning and Ryan and Deci’s Self Determination Theory(SDT), which emphasizes the importance of meeting the basic needs of autonomy, competence and relatedness to achieve intrinsic
motivation. By using the five-step motivation method, the students do not only learn to take control of their own lives and learning, butthey learn to cooperate and help each other as well, and thereby create a good learning environment.

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11:25-12:40 | Room 736 (7F)

Saturday Session II
Grammar & Syntax
Session Chair: Elisabet Murtisari52339

11:25-11:50 | Room 736 (7F)

L1 Syntax may still be Working in L2 Sentencing Processing
Shiao-hui Chan, National Taiwan Normal University, Taiwan

Past empirical research has shown that the first language (L1) is still activated while the second language (L2) is being used, but the focus
has mostly been on the lexical level of language. The present study aimed to use the event-related brain potential (ERP) technique, whichmeasures participants’ brainwave response to linguistic materials in real time, to investigate whether L1 syntax is also accessed while
L2 sentential material is being processed. Twenty-one English learners of Mandarin Chinese (L1 English, L2 Mandarin) were recruited
to judge the grammaticality of the following three conditions in Mandarin presented visually: congruent classifier-noun combinations(numeral + specific classifier + noun: “seven-Classifier(head) + cow”), incongruent GE-noun combinations (replacing a specific classifier
with the meaning-devoid general classifier, GE: “seven-GE + cow”) and outright grammatical mistakes (missing a required classifier: “seven+ cow”). The critical manipulation was the outright grammatical mistakes (e.g. “seven + cow”), which are ungrammatical in Mandarin but
grammatical in English. The results revealed that, although the behavioral accuracy was comparable with that in Mandarin native speakers,
the ERP data demonstrated that the L2-ungrammatical/L1-gramatical structure induced a strong negative-going brainwave between thevisual presentations of the numeral (e.g. “seven”) and the noun (e.g. “cow”) in learners, which was absent in native speakers. The strong
negativity suggested that L1 syntax may still operate online even when it is not needed.
50154

11:50-12:15 | Room 736 (7F)Role of Progressive Aspect in the Definitions of Stative and Dynamic Verb
Imran Muhammad, Govt. Postgraduate College, Burewala, Pakistan
Mamuna Ghani, The University of Bahawalpur, Pakistan

This experimental study aims to find out reasons behind scanty knowledge of stative and its dynamic counterpart among the EFL learners.
Firstly, it is focused on to what extent the definitions of stative and dynamic posted in Oxford Advanced Learner’s Dictionary, which thecollege students studying at secondary and tertiary level in Pakistan put to good use, are debunked by the clauses, incorporated therein,
inclusive of ‘progressive tense’; and resultant impact on learners’ understanding of these two types of main verb. Secondly, it stipulates
how the exclusion of impetuous clauses and expansion in requisite details of pertinent terms can produce proliferated results. Finally,
the results were reached through the data collected via a language proficiency test and two handouts: the one wielded as a control
parameter and the other designed as experimental intervention. The study culminated in that certain modifications in the definitions ofibid. verbs seem prerequisite to successful learning.
51710

12:15-12:40 | Room 736 (7F)

Translation in Language Focus: Enhancing Conventional Grammar Learning
Elisabet Murtisari, Universitas Kristen Satya Wacana, Indonesia

After decades of marginalization of translation in language learning and learning (TILT), recent studies have shown that negative claims
towards it are mostly unsubstantiated. However, while attempts have been made to re-advocate TILT, research on the developmentof translation as a method to enhance language learning is still limited, especially in grammar learning. To fill in this gap, this present
study seeks to explore how translation may be combined with a conventional isolated language focus to assist grammar learning.
With the translation component employed at the sentence and discourse level at the end of the practice session, the participants'
reflections reveal that translation tasks may provide opportunities for students to consolidate their knowledge of grammar for use incommunicative contexts and deal with L1 interference.

52 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 739 (7F)

Saturday Session II

Language Learning Difficulties
Session Chair: Abosede Adebola Otemuyiwa
51655

11:25-11:50 | Room 739 (7F)The Stimulation of Cognitive Functions in Teaching English to Dyslexic Children
Jowita Wilk, Pedagogical University of Cracow, Poland

Dyslexia is the most common form of learning difficulties among school-age children. Recent studies have shown that children withdyslexia demonstrate impairments not only in reading abilities. Dyslexia is characterized by specific linguistic problems, which areconnected with impairments of cognitive functions. Substantial evidence has established that neurobiological disorders, responsiblefor deficiencies in cognitive functions, are caused by functional disorders of the left hemisphere which is responsible for language
operations. The neurobiological therapy is a widely used method in the language therapy of dyslexic children. The method is based on
the stimulation of cognitive functions such as: visual and auditory perception, thinking by analogy and categorizing to build the child’s
language system. The paper is a description of an attempt to adapt and apply elements of the above-mentioned method to stimulate
the English language development of a dyslexic child. It combines the areas of two professions, speech therapy and teaching English as
a foreign language. The presentation of the theoretical framework for using the neurobiological therapy in teaching English to dyslexicchildren will be followed by a discussion of the positive results of the study in which specific exercises aimed at stimulating particularcognitive functions responsible for language learning were adopted. The aim of the paper is to present an interdisciplinary approach toteaching students with dyslexia with the prospect of developing new concepts to address the problem.
52656

11:50-12:15 | Room 739 (7F)

Expressive Language Performance of Students with MID (with and without co-morbid ASD) on the Singapore
English Action Picture Test
Wendy Su Fen Yeo, Association for Persons with Special Needs, Delta Senior School, Singapore
Elizabeth Yee Yen Mui, Association for Persons with Special Needs, Tanglin School, Singapore
Danielle Seen Yeng Chin, Association for Persons with Special Needs, Chao Yang School, Singapore
Ruchi Agarwal, Association for Persons with Special Needs, Katong School, Singapore

Background: Standardised assessments normed on monolingual English-speaking populations have normative distributions that are
not reflective of performance standards of bilingual students in Singapore with different local linguistic and cultural backgrounds. A
common limitation faced by Speech and Language Therapists (SLTs) in Singapore is the scarcity of assessments designed and normedon local populations, as well as the absence of local data for the language skills of people with intellectual disability. Purpose: This pilot
study provides a sample of the performance of students aged 7 to 21 years old with Mild Intellectual Disability (MID), with and without
Autism Spectrum Disorder (ASD), on the Singapore English Action Picture Test (SEAPT). Method: Spoken language samples from 150
bilingual students from four special education schools were elicited using the SEAPT. The data obtained was systematically analysedby whole group samples and for groups categorised by language dominance and age. Outcome: Results showed that students in thesample performed poorly on the SEAPT relative to English-Mandarin bilingual pre-schoolers in Singapore. 93% of students in the sample
aged between 7 and 8 years old with English language dominance scored within the 1st percentile for information scores, and 67% scoredwithin the 1st percentile for grammar scores relative to 6 year olds in the SEAPT norms. Further studies could investigate alternative
assessment measures and/ or their correlation with the SEAPT as a predictive measure of students’ ability to acquire language skills
necessary for academic and vocational learning.
51219

12:15-12:40 | Room 739 (7F)

Speech Production and Language Learning of Special and Normal Children in Two Primary Schools in Osun State
Abosede Adebola Otemuyiwa, Joseph Ayo Babalola University, Nigeria

Human development begins through the vast pool of transmitted experiences by care-givers and parents, hence, pass down socioculturalvalues to the younger generation. This study will explore psychological and practical aspects of language learning by children withspeech impairments and normal children in other to do a comparative analysis in Osun State, SouthWest Nigeria. Learner/teacher
autonomy and motivation for language learning will be considered since independence and interdependence cannot exist without
each other. The source of data for this study will be 40 voice recordings of speech impaired students and normal students from 1
handicapped school and 1 normal Primary school in Osun State, Southwest Nigeria. Two schools (1 handicapped school and 1 normalchildren school) from each state and 5 participants from each school will be randomly selected. Literary texts, pictorial books andflannel graphs, tape recorder will be used to examine the participants using both the qualitative and quantitative descriptive approaches.
This study will reveal significant roles played by social interaction (interdependence), level of integration of emotions into the classroom
and the impact of technology on both sets of learners. The power of collaboration and comprehension ability level of the two sets ofchildren will also be revealed.

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11:25-12:40 | Room 777 (7F)

Saturday Session II
Teaching Methods
Session Chair: Russell Hazard
52362

11:25-11:50 | Room 777 (7F)

Supporting 21st Century Skills in Language and Literacy Classrooms with a Multiliteracies Approach
Russell Hazard, Beijing Aidi Teaching, Learning, & Innovation Center, China

Educational leaders, governments and international organizations have responded to the combined forces of globalization and sociotechnological transformation by formulating new education frameworks to attempt to equip young people with an education relevant to
the needs of today. Some of these initiatives, such as the United Nations Educational, Scientific and Cultural Organization’s Educationfor Sustainable Development (ESD) program have their emphasis on the healthy development of the individual within the context ofsustainable community. Others, such as Partnership for 21st Century Skills (P21) focus more on individual competition with wellness
and community being important but secondary motives. Many of the 21st century skill models that have been developed display
progressive attributes. However, there is potential for criticism of them as well. For example, the basis of these reforms can be taken
by some as stemming from neo-liberal trends that are commodifying education and people instead of supporting more cooperativemindsets such as those found in ESD. Also, the prioritization of traditional text types and registers within the classroom may be ignoring
the potential to help contribute to a more engaging and authentic education for many students by recognizing the diversity of modes ofcommunication through a multiliteracies approach. Another point for critique in this presentation relates to how assessment washbackfrom standardized testing could actually be diluting the time spent to train the most important components of 21st century skills in theclassroom, and how incorporating more process-oriented assessment that takes multiliteracies into account could be helpful in thisregard.
52234

11:50-12:15 | Room 777 (7F)

Differentiated Instruction to Accommodate Variances Among ESL Learners
Rana Khan, Algonquin College, Kuwait

Differentiation in instruction helps teachers in responding to variance present among learners in the classroom to reach out to anindividual or small group to adjust his or her teaching in order to create the best learning experience possible in ESL classes. Differentiatedinstruction has been defined “as the outcome of a continuous decision-making process where teachers look and listen for academic
diversity that will either strengthen or impede effective and efficient learning. Then teacher adjusts instruction to increase Clarity,
Access, Rigor and Relevance for all students within a learning community.” (Bondie, R, Zusho, A, 2019) Differentiated Instruction has
been considered as a powerful organizing strategy in the language arts classes. This presentation focuses on ways to apply and practicedifferentiated instruction in ESl classes. The attendees will be shown the critical importance of implementing differentiation to attend to
the needs of the diverse learners present in classes. Participants will be given a brief overview of the differentiated learning strategy andan insight into various techniques that can be adopted in classes to help motivate and engage our students. The session will also focus
on demonstrating how scaffolding and differentiation go hand in hand to improve language learning environment. Through examplesof various engaging and tested activities attendees will learn how to apply differentiated instruction easily in their day today teaching tobenefit students.
52780

12:15-12:40 | Room 777 (7F)Students into Schools: Promoting Interdependent Learning Through Language Pedagogy Training
Helen Sadig, University of Leeds, United Kingdom
Cecile De Cat, University of Leeds, United Kingdom

Classrooms across the UK are becoming increasingly diverse, multicultural and multilingual learning environments with approximately
one in five pupils speaking English as an additional language (EAL). In many schools in the Leeds area, the proportion of EAL pupils is
between 50% and 90% (Strand et al, 2015). The University of Leeds operates a successful Students into School scheme, in which students
can either participate on a voluntary basis or for academic credit on their programme of study. This is a well-established scheme, whichplaced approximately 400 students in over 70 local primary and secondary schools last year. Students provide literacy, numeracy anddiscipline-specific support across the curriculum. However, the vast majority are unprepared to support EAL pupils, and lack awarenessof the importance of language for learning. This presentation reports on an innovative scholarship project, funded by the Leeds Institutefor Teaching Excellence, to develop language pedagogy training to support students on school placements. Initial findings from datacollected from individual teacher interviews, along with online teacher and student surveys, indicate that students and EAL pupils work
interdependently to learn from each other in a variety of ways. Students facilitate learner autonomy in pupils through the developmentof metalinguistic awareness strategies, and exploit scaffolded communicative activities which promote intercultural awareness andmultidisciplinary learning. They also represent academic role models, which can raise pupil aspirations and engagement. Students canlikewise benefit from increased multicultural awareness, and the development of enhanced interpersonal and communication skills.

54 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 780 (7F)

Saturday Session II
Research & Technology
Session Chair: Fang He
52066

11:25-11:50 | Room 780 (7F)

Learner Motivation: Taming the Trojan Horse with Tech-tools – Pains or Gains?
Saima Nomaan, Higher Colleges of Technology (HCT), United Arab Emirates

Research establishes that using digital linguistic resources and learning environments to enhance students’ learning experience
positively affects their performance and subsequent educational achievement (McCombs et al., 2006; Lacina, 2008; Moran et. al., 2008;
Corbeil & Valdes-Corbeil, 2007; Shohel & Power, 2010; Malehorn, 1994). Therefore, various instructional technological interventions arebeing utilised to engage struggling learners, to enhance their linguistic performance and improve their metacognitive skills. Likewise,
motivating learners, empowering them in taking control of their own learning and producing autonomous learners is crucial for a healthy
and productive learning institution (Henry et al., 2012). Although English-rich environment provides excellent opportunities for UAE
learners of English to develop their competence in the language, the reality of the classroom demonstrates several issues concerningteaching/learning process and learner motivation. Despite English as a means of communication locally, numerous UAE students
struggle in learning English language. The commonly shared experience of English instructors here is that these “struggling readers
are struggling writers too” (Tomkins, 2011). This small-scale study broadly aims at addressing the “Reading Deficit” (O’Sullivan, 2004:
3) and motivation crisis (Engin & McKeown, 2017) at the tertiary level EFL learners in the UAE and explores the extent to which digital
tools enhance their motivation and educational achievement. Following the interpretive-constructivist paradigmatic traditions and amixed-method case-study approach, the study utilised the pre/post-tests, formative-assessment checklists and class-observations forinvestigation. Five standardised state exam (EmSAT) results were compared, and a remarkable improvement was found in the learner
reading grades and motivation.
51607

11:50-12:15 | Room 780 (7F)

Translation of Terms in the Area of Education and Research for Websites
Renata Šimůnková, Technical University of Liberec, Czech RepublicWith the increasing focus on internationalization there has been an increasing demand for the amount of information educational andresearch institutions translate into English. As translation is a decision-making process (e.g. Levý 1967), different translators may apply
different solutions, yet in the international environment of education and research, consistency is important. The presentation is part ofa larger project focusing on the ways research and educational content is presented on webpages in English, the aim being an insight
into how selected terms and concepts (considered challenging based on our experience) are translated or presented on the webpagesof a number of leading educational and research institutions in Central Europe and England. The terms and concepts first selected in
the target language (Czech) have been manually searched for on English webpages of the selected institutions and categorised basedon the ways of translation applied (transliteration/ transcription, calque, gloss translation). Then their meaning and use have beenchecked against the British National Corpus. The results have been quantitatively and qualitatively analysed, quality being understoodas the degree to which the translation corresponds to the expressed or implied expectations of the recipients (cf. ISO 9000:2015). The
presentation will introduce the quantitative results (the most frequent way, the way resulting in the biggest differences …) and thenon selected examples possible reasons for the choices of the particular ways of translation (consistency, accuracy, clarity, language
constrains) will be discussed together with their suitability for the webpages of our university.
52408

12:15-12:40 | Room 780 (7F)A Teacher Community of Intelligence Research and Training: A Case Study
Fang He, Beijing Union University, China
Xiaoling Liu, Beijing Union University, China
Dianen Zhang, Beijing Union University, China

EFL Teacher Research and Training Workshop of Beijing Union University (BUU), with which the present researchers are working, aims
at a teacher community of intelligence research and training via collaboration with Unipus (a prestigious online platform tailored foruniversities across China) in research and training programmes for its EFL teachers to promote research and teaching. Since 2015,
more than 20 Unipus online courses have been introduced to over 100 EFL teachers of the community, involving educational theory,
teaching methodology, research methodology, specific study, testing and evaluation, and educational technology. Follow-up activities
include online submission of course reflections (in GPS format: gains, problems and suggestions) and off-line discussions and idea
exchange among the teachers. The present paper is a case study that categorizes and analyzes the above-mentioned data, highlighting
independence in terms of individual growth of a teacher, teacher community and Unipus, as well as interdependence in terms of teachercommunity, teacher-Unipus, and community-Unipus relations. It is found that the collaboration benefits both parties. For one thing,
the courses keep the teachers well-informed with the latest academic development, enhance their research and teaching ability, andfacilitate their lifelong learning, which are all pivotal to an even stronger teacher community that will contribute to the competitive
foothold and sustainable growth of BUU. For another, the timely collection of course-related feedbacks assists Unipus in its online
course design optimization, course expansion and market competitiveness. The results have implications to the construction of teacher
community of intelligence research and training as well as school-enterprise partnership.

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11:25-12:40 | Room 784 (7F)

Saturday Session II
Psychology
Session Chair: Wafa Alamri
50075

11:25-11:50 | Room 784 (7F)

University Students’ Demotivation in Learning Second Languages in Australia
Giuseppe D'Orazzi, University of Melbourne, Australia

Students may be demotivated to learn a second language (L2) for different reasons which may vary across space and time. This
paper focuses on the demotivation of students who choose to stop learning French, German, Italian and Spanish at Australian
universities. Due to the large amount of factors involved in the decision to quit the L2 learning process, numerous studies explore
distinctive motivational and demotivational patterns (e.g. Boo, Dörnyei and Ryan 2015). Internal and psychological variables but also
external and contextual variables influence students’ perceptions of a L2 learning experience. Therefore, this study aims to provide
a clear picture of what demotivates students when they learn a L2. Variables are here structured into three levels (micro, meso andmacro) of analysis to facilitate our understanding of the phenomenon. The data for this paper have been collected and analysed using
a mixed methods approach. 728 students completed a survey during their first semester of L2 studies and 298 of this initial cohort
then filled in a follow-up survey after their second semester. Some of the same students were subsequently interviewed twice tocomment on the survey findings. In this presentation of results, I identify the most frequently occurring demotivating factors whichhamper students’ interest in learning L2s in Australian universities, including anxiety (Dewaele and Alfawzan 2018). It is hoped that
language teachers might find it beneficial to discover the reasons why students discontinue learning a L2, particularly in a country
where English is the L1 (Ushioda 2017).
52773

11:50-12:15 | Room 784 (7F)

Analysing Affective Factors in Relation to Students’ Achievement and Behaviour in EFL in Saudi Arabia
Aeshah Alnemari, Cardiff University, United Kingdom

Considerable amount of research has been carried out to investigate language learning variables, but little attention has been paid to
examining the correlation among language learning variables. In this regard, Gardner et al. (1997, p.347), pointed out that “it seems
obvious that variables do not operate independently of one another”. Therefore, my study focuses on the correlation of several ‘affective’language learning factors (attitudes, motivation and anxiety) in the process of learning English as a foreign language (EFL), and therelation of each of these variables to secondary school students’ level of achievements and behaviour (year 10, 11 and 12, aged 16,
17 and 18, respectively) in the Saudi context. 133 students participated in this study. This issue is addressed on the basis of Deci and
Ryan’s (1985) Self Determination Theory of motivation. This work is likely to have an impact on reforming education policies in Saudi
Arabia since the implementation of this study coincides with an era of reform. This study is based on mixed methods approach using
questionnaires and semi-structured interviews. In this talk, I will present the findings of the quantitative part of my study, based on thedata collected from the questionnaires, which explain the correlations among the study’s variables.
52227

12:15-12:40 | Room 784 (7F)

A Mixed Methods Investigation of Foreign Language Anxiety and the Anxiety-reducing Strategies in the Saudi
Context
Wafa Alamri, University of Essex, United Kingdom

Horwitz, Horwitz, and Cope (1986) conceptualized Foreign Language Anxiety (FLA) as a “distinct complex of self-perceptions, beliefs,
feelings, and behaviours related to classroom learning arising from the uniqueness of the language learning process” (p. 31). FLA holds
great significance in the field of applied linguistics since learning a new language is the integration of body, mind, and emotions; focusing
on one part only would never offer a full understanding of the learning process (Damasio, 2006; Young, 1999). The current study’s aim
is to advance understandings of FLA within the Saudi context and how FLA functions among undergraduate English major students,
by empirically testing – unlike much of the previous FLA research – the practicality of implementing FLA-reducing strategies andmeasuring their effect through a quasi-experimental design with an intervention and a control group. Moreover, the study explores bothlearners and teachers’ viewpoints about FLA, and examines the relation between learner FLA and teacher FLA. The findings showed thatthe students experienced moderate anxiety and that the teachers demonstrated low anxiety. The sources of learner anxiety were mainly
traced back to the learner, the teacher and the instructional practices utilized in the classroom. The relationship between teacher anxiety
and learner anxiety was mostly negative. The participants all suggested different strategies to reduce FLA, which were implemented
during the intervention stage. The intervention led to a decreased level of FLA among learners in the experimental group compared withthose in the control group.

56 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 790 (7F)

Saturday Session II
Higher Education
Session Chair: Margarita Georgieva
51856

11:25-11:50 | Room 790 (7F)Students’ Perceptions of Team-based Learning in an Undergraduate Optics Module
Marta Vianya-Estopa, Anglia Ruskin University, United Kingdom

Team based learning (TBL) uses collaborative learning to engage students with course material and has been adopted in health related
courses such as Pharmacy resulting in an improvement in marks and positive student perceptions (Hasan 2011; Parmelee et al 2009;
Nation et al 2016). Although TBL is increasingly been used in medical and nurse education, to date very few studies have reported on
the preferred teaching methods in optics courses. This study, evaluated students’ experiences with TBL using the Team-based Learning
Student Assessment Instrument (TBL-SAI, Mennenga 2012) in an optics module within an Ophthalmic Dispensing undergraduate degree.
The questionnaire contains 33 items in 3 sub-scales: accountability, preference for lecture or team-based and student satisfaction.
Two-consecutive cohorts (2017/18 and 2018/19) taking this module were invited to complete the questionnaires. In both cohorts,
students reported a more favourable experience with team-based learning compared to traditional lectures. Students also reported
higher accountability and satisfaction with team-based learning. Based on these findings, team-based learning approaches should be
encouraged in optics related courses.
51790

11:50-12:15 | Room 790 (7F)

Acquiring Evidence-based Practice (EBP) Knowledge, Skills, Attitude and Behavior: A Survey of Undergraduate
and Graduate Health Science Students
Shermeen Nizami, Carleton University, Canada
Flavia Renon, Carleton University, CanadaThis is a sequel to the integration of Evidence-Based Practice (EBP) instruction in undergraduate and graduate health sciences
programs that was presented at ICEHAWAII 2019. In this research, we explore learning outcomes based on the first three steps of
the EBP model. We demonstrate how these learning outcomes can better prepare students to evaluate and utilize health research intheir future careers. EBP learning outcomes were associated with conducting a literature review in the term project. We conducted
brief intermittent open-ended audits to collect student responses to these learning outcomes. These responses helped us to observechanges in the students’ knowledge, skills, attitude and behavior towards these learning outcomes. The audits checked whether thiswas the first time the students were exposed to the theory and application of the EBP model. The audits queried the students about
their experience of formulating a PICO(T) question for conducting the literature review; about their literature search methodology forbest available evidence; and about their experience of using the Critical Appraisal Skills Programme (CASP) checklists and evaluation
worksheets accompanying the textbook to evaluate validity and clinical relevance of the research articles. The audits asked students
what future career they wished to pursue and if they could foresee utilizing the EBP knowledge, skills, attitude and behavior developedin these courses in their career. For this study, anonymized data were analyzed from a pool of responses given by eighty second year,
sixteen fourth year and seven graduate students.
50769

12:15-12:40 | Room 790 (7F)

STEM Women in College and Their Support Networks

Margarita Georgieva, Blackpool & The Fylde College, United Kingdom
This paper results from a study of women across 3 years of their higher education in engineering between 2016 and 2018. The paper
examines the profiles of women enrolling in engineering and their aspirations from the outset of their degree to their graduation.
Subsequently, it looks at their achievement and success, the numbers of women leaving and their reasons for dropping out of study, as
well as their job profiles after graduation. Examined are a range of factors that drive women and make them successful in engineering
higher education in particular, e.g. soft skills and support networks. The paper also compares the profiles of these graduating womenwith those of the generation who teaches them, looking at STEM women on the teaching side to draw parallels and examine thedifferences (if any). The conclusions provide some insight in why women chose to leave STEM and why others chose to stay andexamines the interdependence of personal and professional factors that present challenges but also can become opportunities foryoung women today.

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13:40-14:30 | Room 744 (7F)

Saturday Session III
Blended Learning
Session Chair: Kabaly P Subramanian
52740

13:40-14:05 | Room 744 (7F)

A Comparison of Four Common Blended Learning Approaches for Resume Writing Skills: The More is Not the Better
Alexandra Zakharova, National Taiwan University of Science and Technology, Taiwan
Katerina Evers, National Taiwan University of Science and Technology, Taiwan
Sufen Chen, National Taiwan University of Science and Technology, Taiwan

This paper investigates four blended learning approaches, namely, video lecture followed by writing (comparison video group), video
lecture followed by a quiz and writing (quiz group), video lecture followed by a self-check writing rubric (writing rubric group), andvideo lecture followed by writing, peer-feedback and revision (peer-feedback group), and their effects on the students’ ability tofollow resume standards, called genre adherence, course satisfaction and engagement. The data analysis of four treatment groups
consisting of 69 undergraduate students who received four different online supports or tests outside the classroom revealed such
issues as poor genre adherence with poor knowledge of organizational and structural parameters of resume parts. Among thefour groups, the peer-feedback group made significantly fewer mistakes in the organization and was more familiar with the genre
standards than the other groups, reporting, nevertheless, significantly lower levels of engagement compared with the quiz andcomparison video groups. The quality of the quiz group resumes was considerably higher than that of the comparison video group,
exhibiting higher engagement than the peer-feedback group, while the writing rubric group showed low engagement and poor resume
quality. Finally, all groups expressed high satisfaction with the course. Based on the results, the implications are discussed, and theareas for future research are pointed out.
52784

14:05-14:30 | Room 744 (7F)

Teachers’ Perceptions of Blended Learning Programs in Higher Education Institutions (HEI’s) of Gulf Region
Kabaly P Subramanian, Arab Open University, Oman

In recent years, researchers and educators have been discussing the benefits of blending online and traditional face-to-face learning.
Blended learning has moved into the center stage of higher education. Blended learning addresses the way e-learning is combined withtraditional teaching method and independent study approach to create a new, hybrid teaching methodology which has been increasingly
applied in teaching courses today. However, it requires a fundamental change in the way teachers’ approach the teaching methods
which, in turn, could bring about expected or unexpected results. To seek further understanding of these issues, I am proposing to study
the Teachers ‘perspectives of blended learning in Gulf region (Oman, UAE, Bahrain, Kuwait,Qatar and Saudi Arabia) which was not very
well explored, so far.
To guide this study, the following research questions are explored from the perspectiveof the Teacher:
1. What are the challenges for using blended learning methodology in their courses?
2. What are the suggestions by the Teachers for making Blended learning, successful?

58 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-14:55 | Room 736 (7F)

Saturday Session III
Curriculum Design
Session Chair: Ya-Hsuan Wang
51866

13:40-14:05 | Room 736 (7F)The Knowledge Development Model for Virtual Learning Environments
Nan Adams, Southeastern Louisiana University, United States

Society’s relationship to knowledge and what is considered to be factual is changing. Effective teaching models focused onleveraging strategic control of the knowledge from teachers to learners in virtual learning environments are critical to insuring a
positive path is charted. The Knowledge Development Model serves as the guide for determining how to move learners throughstages of knowledge acquisition to knowledge application and ultimately to knowledge generation in virtual settings. Instructional
strategies for fostering student engagement in a virtual learning environment are identified as critical, and a number of relevant
theories focusing on student learning, affect, needs and adult concerns are presented to provide a basis for transfer of knowledge
from teacher to learner. The validated (2009, Adams, DeVaney & Sawyer) Knowledge Development Model combines the dimensionsof knowledge approach, knowledge authority and teaching approach to demonstrate the recursive and scaffolded design for creationof virtual learning environments.
52744

14:05-14:30 | Room 736 (7F)

True Interdisciplinary Curriculum in the Age of Industry 4.0
Kamaran Fathulla, University of Lincoln, United Kingdom

The fuel on which Industry 4.0 runs is data. This gives interdisciplinary approaches to learning and teaching practices fit for the 21stCentury a new purpose. Traditionally, interdisciplinary teams are driven by delineated skills sets of team members. This lack of aunifying language limits the scope for delivering innovation and true progress. Data is an intuitive and natural language understood byeveryone thus breaking barriers of communication and understanding. True interdisciplinary curriculum is now a real possibility withthe potential for ground breaking progress in sight. The photo of a black hole is a perfect example of date underpinned interdisciplinary
teams can achieve. Designing curriculum fit for this 21st Century revolution needs to have data embodied in and a rethink of learningand teaching strategies need to be worked out to give graduates the best chance of being leaders and innovators of the future. This
paper introduces a potential approach of creating a data centric curriculum and sets out the core triangular digital skills needed tomake it happen.
52848

14:30-14:55 | Room 736 (7F)

Transcultural Knowledge Reform: Immigrants-Based Curriculum Between Globalization and Localization
Ya-Hsuan Wang, National Chung Cheng University, Taiwan

This project of intercultural education is focused on knowledge reform for pluricultural people and transnational communities. Basedon transnationalism and transculturalism, this study concerning the human right issues for immigrants and pluricultural people will
explore the negotiation of cross-border identity under ambivalent attitudes within globalization era and localization contexts. This paper
based on the third year project is to explore the knowledge reform of transcultural curriculum within globalization era and localization
contexts. Research participants include 16 key informants of immigrants, 10 scholars, and 6 educational practitioners. They will be asked
about what knowledge immigrants need to succeed in terms of transnational behaviors, transnational thinking, collective memories,
transnational community and identity politics. Based on these experiences, this project aims to explore the possibility, depth and width ofdeveloping transcultural knowledge in textbook reform on History in K-12 schools. It is to transform cross-border identity into knowledge
embedded with local culture in response to globalization and localization. This paper is based on the cross-border identity politics aswell as the cross-cultural practice of transnational community for Taiwan’s immigrants within the external and internal contexts in orderto understand their expectations for cross-border identity curriculum; to understand their expectations for transnational community
curriculum; and to construct a glocalized transcultural knowledge within Taiwan context.

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13:40-14:55 | Room 739 (7F)

Saturday Session III
Primary & Secondary Education
Session Chair: Kakoma Luneta
52245

13:40-14:05 | Room 739 (7F)Engaging Student Teachers in Learning Multiple Intelligences with the use of Location-based Technology: An
Action Study
Sally Wai-Yan Wan, The Chinese University of Hong Kong, Hong Kong
Paula Hodgson, Centre for Learning Enhancement and Research, The Chinese University of Hong Kong, Hong Kong

Due to the constraints of a traditional classroom teaching, there have been urgent needs for exploring innovative pedagogical designs inaddressing the needs of Generation Z university learners. One of the possible solutions is to create a discovery approach for engaging
learners in learning with mobile devices as supported with location-based technology. The study investigated the learning experiencesof a group of 43 Hong Kong student teachers engaging in learning about differentiated instruction by multiple intelligences. In thesession, student teachers had to complete a collaborative task and one extended learning task on their smartphones at different
locations in the learning space, where they were exposed to how multiple intelligences can be applied in supporting differentiatedinstruction. Quantitative data were initially collected using a time record about the duration of student engagement in augmented
reality (AR) views during the task. Two clusters of students were identified: high and low engagement groups. Using purposive sampling
method, taking students’ level of engagement into account, qualitative data were then gathered through six individual interviews as wellas two focus group interviews with four students. Students’ written feedback on the experiences were also collected for further analysis.
Students were generally positive towards the use of AR with location-based technology and found this learning experience stimulating
to their own learning and future curriculum planning. This study is important for teachers and teacher educators where teaching withtechnology potentially lead to meeting the needs of learners and preparing for teachers in the 21st century.
52553

14:05-14:30 | Room 739 (7F)

Constructing and Studying in eAudio Book of Indigenous Language
Tzu Hua Huang, University of Taipei, Taiwan
Yu Sheng Hsieh, University of Taipei, Taiwan

Pupils learning are often intimate with teaching materials, however, these teaching materials, reflecting cultural backgrounds, social
environments, thinking patterns and learning points, merely connect with Han Taiwanese learning experiences which differ considerablyfrom those of the indigenous. Therefore, it is difficult for indigenous students to make a connection with Han Taiwanese students’learning patterns and make sense of their teaching materials. Lacking connection with their cultural background, Indigenous students
are gradually losing their learning interest. Consequently, in this research, we combine indigenous students' culture with popular science
texts and math texts. These texts will be written in the indigenous language and transfer to eAudio Book. The feature of these eAudio
Books was that they were mainly written in Sao Kelic and in order to inspect students learning results, the design of these eAudio
Books test questions were based on the learning competence benchmarks of the Ministry of Education (Taiwan). In this study, teachingactivities have a close relationship with indigenous students’ culture and living environment. On top of that, these activities are also
tailored with indigenous students’ habitus which was learning through practical operation in order to comprehend abstract concepts.
Teachers can rely on indigenous students’ prerequisite knowledge to design all kinds of curriculums. The result of this study indicatesthat utilizing eAudio Books in teaching can enhance indigenous students’ reading comprehension effectiveness. Further suggest thatwhen processing indigenous students’ reading comprehension teaching, using eAudio Book as a teaching tool could escalate theeffectiveness of reading comprehension.
52863

14:30-14:55 | Room 739 (7F)

Why the Teaching of Mathematics in Current Paradigm in Sub-Saharan Africa Continues to be Decontextualised
and Ineffective
Kakoma Luneta, University of Johannesburg, South Africa

Conversation about the mathematics curriculum and its relevance to the current discourse and positive contribution to the Fourth
Industrial Revolution (4IR) appear to take momentum but predominantly still more classroom based mathematics rather than place
based. For the mathematics curriculum to be place based and relevant to the African context and paradigm, there is need for a shift
in both its content as well as it dissemination. Place-based mathematics education is an approach to critical mathematics educationthat engages students, teachers, and communities around interests of importance to students and their communities. While the4IR describes the exponential change to the way the communities will live and communicate due to the internet of things and thecyber physical systems, its direct impact on education its influence on mathematics curriculum is yet to be debated and realised. The
mathematics curricula if place based may have to conform and adopt to the influence of 4IR. The challenges fronting the proponents
of mathematics curriculum reform and effective mathematics instruction are that the subject continues to be underperformed and the
instructions are flawed and ineffective. The resulting effect is that the students produced in current mathematical curricula perpetuate
the impact of ineffective mathematics instructions and content acquisition. While the Fourth Industrial Revolution (4IR) with it primarycharacteristics of Internet of Things, 3-D printing, virtual reality, Artificial intelligence, robotics and cloud computing will be very pivotal
to the next mathematics classrooms, the challenges are that majority of mathematics classrooms in Sub Saharan Africa are barely
operating on the Third Industrial Revolution (3IR) – Communication, technology and information revolution.

60 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-14:55 | Room 777 (7F)

Saturday Session III

Professional Development
Session Chair: Suzannie Kit-Ying Leung
51175

13:40-14:05 | Room 777 (7F)

Pathways to Professions (P2P): MicroCredentials in Teaching EffectivenessYi Huang, Coppin State University, United States

The Pathways to Professions (P2P) initiatives aim to build capacities for inclusive excellence through competency-based e-credentialing
for career advancement. P2P MicroCredentials in Teaching Effectiveness are issued and validated through the P2P Consortium led by
Coppin State University with partnerships from various agencies within the University System of Maryland, USA. Integrating evidencebased pedagogies, high-impact field experiences, and performance-based assessments, the P2P MicroCredentials in Teaching
Effectiveness are designed for participants to demonstrate competencies and achievements as knowledge generators in classrooms
and change makers in their professions and our communities. The principal investigator will share insights on theoretical foundations formodel development, implementation and improvement processes; and will discuss early results and implications of the P2P initiatives
funded by state, federal, and private agencies.
52792

14:05-14:30 | Room 777 (7F)‘Collaborative Colleague Scheme’ for Continuous Professional Development of School Teachers in India
Sandeep Kumar, University of Delhi, India

Professional development of teachers in India and across the world is considered important but largely based on ‘deficit model’,
where it is considered that school teachers have to be trained or prepared for enhancing their capabilities. This deficit model
works on hierarchy model where university teachers are accepted more knowledgeable in compare to school teachers, whichmake school teachers stand at receiving end. The continuous professional development (CPD) programmes are made on the
weaknesses of teachers and not on their strengths. This whole idea has not contributed much in school life i.e. Learner, Learning
and Knowledge and professional development of school teachers. This has also made CDP of school teachers vulnerable whichneeds an intense and sound intervention that based on ‘growth model’. To address the concerns and issues of (CPD) of school
teachers, a scheme is developed by author called ‘A Collaborative Colleague Scheme (CCS)’ and implemented with school teachers
to facilitate their CPD. The proposed scheme is school based and has very minimum external interventions. Paper presents thebasic ideas of the scheme, practices based on it, experiences of school teachers and developmental outcomes of the scheme withreference to CPD of school teachers.
52366

14:30-14:55 | Room 777 (7F)

A Systematic Review of Applying Drawing Methods in Studying Teacher Leadership
Suzannie Kit-Ying Leung, The Chinese University of Hong Kong, Hong Kong
Sally Wai-Yan Wan, The Chinese University of Hong Kong, Hong Kong

Purpose. Drawing method is a visual research methodology in exploring how people make sense of the world. Rare studies weredone to inquire how well it is used in studying teacher leadership. This paper targets to: (1) examine the research papers inteacher leadership studies (2007-2017), (2) evaluate the feasibility of the drawing method in teacher leadership studies; (3) makerecommendations for the application of drawing method to improve teacher leadership. Method. A systematic literature search in
the 11 SSCI journals specialized in the field of teacher education and educational leadership was done with the inclusion criteria,
namely (a) keywords containing: ‘drawing method’ or ‘drawing’ or ‘graphic narrative’ or ‘visual method’ or ‘qualitative narrative’;(b) available English-written full-text papers published during 2007-2017; (c) published in SSCI journals; (d) teacher leadershiprelated. Findings. Content analysis of the identified teacher leadership research papers involving the use of drawing method wasdone. Five papers were identified: two in pre-service teacher education, two in secondary education, one in the primary education
sector. Findings reveal drawing method is effective in helping teachers understand the world around them through their drawings
where layers of rich ‘facts’ represented worlds with strong associations that released voices to tell stories that bridged between
what the subjects are doing and what is hidden behind and around the scene. Implications. There are still rooms for further
explorations of how schools and teacher education institutions apply the drawing method in assisting schools and teachers inbuilding capacity for school development and student learning.

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13:40-14:30 | Room 780 (7F)

Saturday Session III
Communication
Session Chair: Licia Masoni
51145

13:40-14:05 | Room 780 (7F)

The Impact of the Communicative Language Teaching Method on Students Performance in English in Some
Selected Schools in Rural Areas
Akachinyere Achufusi, Institute of Management and Technology, Nigeria

English is learnt as a second language in Nigeria and therefore does not come as easily to the learners as the first language. The teachingof a second language must be facilitated to help the learners. English is a universal language, our students need to be communicatively
competent in its use to survive both in national and international relations. This study investigates the differences in performanceof students in English with the CLT methods. It has been found that language teachers in these areas lean very heavily on traditional
methods. The reasons for this may not be far fetched as it lays no burden on them.The objectives of this study include determining if
the CLT methods improve the performance of students in English both in writing and in speech. Five schools used in this study provided
two arms of the same class for experimental and control groups. Pre test and post tests were administered in the study to determinechanges in performance if any after the intervention. Data was collected using English Achievement Test. The study lasted for six
months. Statistical analysis was done using the Mean, Standard Deviation and simple percentages for ease of interpretation. Analysisof class room interactions was also done. Findings show that the Communicative Language Teaching method has communicativeadvantages as it improved the communicative ability of the students. Language teachers and program planers will find the results ofthis study beneficial.
52778

14:05-14:30 | Room 780 (7F)

Personal and Collective Narrative Meaning Making in the EFL Classroom
Licia Masoni, Universita' di Bologna, Italy

Personal experience narratives are among the dominant forms of folklore. Through these stories, we make individual meaning andnegotiate collective meanings simultaneously. Such a pervasive narrative practice should find a prominent role in FL teaching andlearning. In order to feel a foreign language, we must first of all feel it as a genuine means of personal expression, somehow filtering
our L1 self through the new words, thus beginning a process whereby the new language becomes part of who we are. Low proficiency
sometimes prevents students from feeling entitled to engage in such process, but the benefits of narrating do not depend solely on
linguistic correctness. This paper asserts the importance of employing personal experience narratives with university trainee language
teachers, with a view to encouraging them to use English in the process of narrative meaning making. Narratives collected fromindividual trainee teachers will be analysed, as well as collective co-narrations, and peer-to-peer interviews. The focus will be on narrative
structures (e.g. ‘turning point’ narratives), narrative competence and students’ reported levels of satisfaction with their stories ( i.e. how
faithfully do they feel represented by their own narratives, regardless of potential low proficiency?). The result is a collective narrative
woven through individual stories negotiated in performance during classroom interaction. This narrative practice can represent a mosteffective source of motivation during their training and a way into developing a sense of authenticity when teaching the language in the
future.

62 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-14:30 | Room 784 (7F)

Saturday Session III
Linguistic Research
Session Chair: Roopa Suzana
52788

13:40-14:05 | Room 784 (7F)“As We Know That”: Rechecking Interference

Yazid Basthomi, Universitas Negeri Malang, Indonesia
Maria Hidayati, Universitas Negeri Malang, Indonesia
Achmad Effendi, Universitas Negeri Malang, Indonesia
Corpus research in Indonesia has started to show its existence (e.g., Arka, Simpson, Andrews, and Dalrymple, 2007), but to the best of
our knowledge, corpus-based research on undergraduate theses and thesis-based articles has not widely come to the fore, except for
example, those done by Arsyad and Arono ( 2016), and Arsyad and Adila (2017), whereas this kind of research has been widely carriedout in developed countries. Such a situation has not been able to illustrate the possible problems faced by Indonesian students in theactivities of thesis/article writing, including that written in English. Our observations thus far as undergraduate thesis supervisors haveshown the tendency among the students to frequently write “as we know that” and “according to” and we are somewhat suspiciousof the interference of the Indonesian academic culture to that practice in English writing. Drawing on about 20 million-word-corpus ofundergraduate theses and articles written in English and the would-be 16 million-word-corpus of undergraduate theses and articles
written in Indonesian, we seek to check the possible interference through comparative analysis of both corpora. The results of theanalysis will provide stronger basis for our hypothetical belief in the interference as well as basis for better materials for the teaching ofacademic writing and thesis supervision in the Indonesian context particularly and other similar contexts outside of Indonesia.
52520

14:05-14:30 | Room 784 (7F)

The Change in Accentual Patterns in Certain English Words – A Diachronic Study
Roopa Suzana, The English and Foreign Languages University, India

All languages tend to change in certain respects over a period time. These changes become perceptible only when they remain in vogue
for a period of twenty five to thirty years. In English it is noticed that changes take place in the pronunciation of certain words with time,leading to two alternative pronunciations for the same word resulting from a shift in the position of the word accent. This is evident when
we notice the speech of older people, which is significantly different from that of younger people. The present study examines changes
in the accentual patterns of English words over a time period. An attempt has been made to identify the changes in pronunciations
diachronically. Some words having alternative pronunciations were noted down from the Fourteenth edition (1987) of the ENGLISHPRONOUNCING DICTIONARY by Daniel Jones. In order to study the alternative pronunciations of such words over a period with a time
lapse of at least thirty years, the Eleventh edition of the EPD (1956) was chosen for reference. The same words were also looked up in
the Eighteenth edition of the EPD (2011), after a time period of 24 years. The changes were noted. The findings of this study proved thatindependence and interdependence in language learning are indeed synergistic.

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13:40-14:30 | Room 790 (7F)

Saturday Session III
Adult Education & Lifelong Education
Session Chair: Hepi Wachter
52467

13:40-14:05 | Room 790 (7F)

The Roles of Civil Society Organizations and Public Education Centers in Adult Education
Dilsad Bakır, Ege University, Turkey
Esen Altunay, Ege University, Turkey

One of the most important factors that will enable the development of countries is the human factor, in other words human capital.
Due to technological advances, almost all of the societies progressing day by day owes this situation to their investments to increasehuman capital. If there is insufficient development in a society, it is thought that there is a problem in the education of that society. Oneof the institutions that conduct adult education is the Public Education Centers. These centers, although supported by the state, haveproblems in financing. It is important for all institutions and organizations related to adult education to cooperate with each other inorder to fulfill the educational function of educational institutions in the society. In this context, Civil Society Organizations may be oneof the organizations to be cooperated in carrying out the educational function of Public Education Centers. In this study, it is aimed todetermine the roles of Civil Society Organizations and Public Education Centers in adult education. This research was carried out froma qualitative perspective and a case study was used as the research method. Semi-structured interview technique was used as datacollection technique. The universe of the study consists of the representatives of Civil Society Organizations and the administratorsof Public Education Centers in Izmir. The sample of the study consisted of 10 people including 5 representatives who have a say in the
management of various Civil Society Organizations and 5 administrators working in Public Education Centers.
52799

14:05-14:30 | Room 790 (7F)

Cognitive Health, Education and Adult Educational Development
Hepi Wachter, University of North Texas, United States

In this paper I will discuss selected literature on older adult cognitive development, the engagement of older adults in education andlearning and the obstacles older adults face in the current and traditional life-long learning models. I will in particular address literatureand study findings that discuss how educational activities shape older adults development, considering cognitive reserve, resilienceand normative aging related decline. I will address studies that report on the impact of early life-span education on older adult cognitive
development and how such educational activity may create lifelong advantages to cognitive health and well-being. A systematic search
was conducted between January and April 2019. I first organized databases and domains (Figure 1). The reasoning for databasesearches across domains (e.g. geriatric, gerontology, psychology and education) arrives from a general consensus in the literature thatthe field of educational and environmental gerontology is multi-disciplinary. New domains emerge and are indicated in domain mergers(e.g. educational gerontology, psychological gerontology, educational psychology). I selected and present the three databases withmost promising results for my final article search and selection.

64 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:10-16:10 | Room 731 (7F)

Saturday Poster Session
52456

15:10-16:10 | Room 731 (7F)

A Pedagogical Approach to Teaching Pragmatics in EFL Classroom
Jee-Won Hahn, Pukyong National University, South Korea

Research on L2 pragmatics demonstrated that pragmatic failures among non-native speakers may come from the lack of knowledge on
language use rather than specific pragmatic features of the target language (Bouton 1996; Ishihara 2012; Kubota 1995). These studies
argue that pragmatic knowledge in linguistics serves as a tool of developing awareness and as a prerequisite in language teaching. This
study examines the role of linguistic theory and metalanguage in Korean EFL classroom using the framework of pedagogical pragmatics(Murray 2010; 2011) which started to train language teachers through awareness-raising activities that draw on authentic materials.
From this approach, pragmatics is not taught as rules of a particular language; it is taught as explaining general principles which
explains the relationship between what we say and what we meant and the relationship mediated by context. The goal of pedagogicalpragmatics is to presents the process of discovering such principles which we unconsciously apply when we acquire our first language;
however they never been brought to consciousness. Awareness-raising activities suggested in pedagogic pragmatics consist of threestages where students make a self-discovery. First, the students are asked to answer a set of questions by attending the differences inthe data. They also discuss their responses by considering their own experiences in using the language. The second is to look at sample
dialogues to apply what the students noticed in the first step. Results confirm that teaching conversational implicature through explicit
explanations of rules and consciousness-raising tasks is highly facilitative and it may be advantageous for learners to process languageon their own through consciousness-raising tasks. We also conclude with a set of suggestions for those who may also be interested inteaching students about pragmatics.
51903

15:10-16:10 | Room 731 (7F)

The Influence of Curriculum and Student–teacher Relationships on Academic Writing
Misa Otsuka, Jissen Women's Junior College, Japan

Many professors note a decline in students’ comfort with and proficiency in academic writing. Students are certainly comfortablecommunicating via mobile tools or social media networks, but they tend to find academic writing more difficult. To analyze the root of
this issue and possible solutions, this study collected data on the following hypotheses: students gain a sense of self-efficacy throughpositive reinforcement of their writing attempts, writing improves when writing concepts are introduced gradually and students performbetter when they repeatedly see evidence of good writing. First, the study verifies the gap between students’ feelings and the actual
evaluation of their academic writing. It also explores the relevant factors in students’ backgrounds, such as reading habits. Second,
the study examined various methods of introducing academic writing, prioritizing psychological aspects over linguistic ideals. The
author used two types of assessment tools during one academic term, combining student self-assessment rubrics and rubrics forteacher assessment of students’ academic writing. However, the results of students’ self-assessment rubrics suggest to the author thatteaching academic writing from a psychological and practical viewpoint, as well as a linguistic approach, is effective. The findings of thisstudy suggest the relationship between students and teachers greatly influences academic writing skills.
52919

15:10-16:10 | Room 731 (7F)

Applying Readers’ and Writers’ Model in Mandarin Classroom
Cecilia Lu, Concordia International School Shanghai, China

The Readers’ and Writers’ Workshop is a popular teaching model in American and international schools, used to teach literacy skills
to Elementary and Middle school students. Recently, this teaching model has begun to gain popularity in other language classrooms,
including Mandarin. At Concordia International School Shanghai, a team of teachers piloted the Workshop model in Mandarin classrooms
with students who speak Mandarin as their mother tongue. Concordia International School Shanghai is an American school with over
1,300 students located in Shanghai, China. The majority of the students are from the United States, Hong Kong or South Korea. While
the school’s language of instruction is English, Mandarin is the compulsory language course for students to study in Elementary school,as the host country’s language. School administrators and Mandarin teachers have dedicated a considerable amount of time seeking
ways to combine the eastern and western education theories and methods together to better develop students’ reading and writing skills
in learning Mandarin within international school context. Over the last school years, a team of Concordia Mandarin teachers worked
closely with the Curriculum Coordinator and the English Literacy Coach to adapt and use the Readers’ and Writers’ Workshop Model in
Mandarin classrooms. The approach proved to be highly successful and considerable achievement was noticed on students’ reading
and writing progress in Mandarin when using the workshop model. In my presentation, I will introduce the process we went through andshare specific student achievement data that we collected to measure the success of this initiative.
52190

15:10-16:10 | Room 731 (7F)

Digital Game-based L2 Learning Outcomes for Primary Through High-school Students: A systematic literature
review
Emmanuel Acquah, Åbo Akademi University, Finland
Heidi Katz, Åbo Akademi University, FinlandThis systematic review examines the literature published from 2014-2018 on the impact of digital game-based language learning onchildren age 6-18. The initial search yielded 567 results, from which a total of 26 articles were included in the final content analysis.
The analysis reveals how digital learning games (DLG) can benefit players’ language learning, psychological state, and contemporarycompetences. There are also key game features highlighted throughout the literature that point to positive outcomes: challenge, player
control (autonomy), goal orientation, collaboration, and ease-of-use. Based on the findings, it is clear that DLGs are an effective tool, but
future research should explore how they can best be implemented in the classroom.

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15:10-16:10 | Room 731 (7F)

Saturday Poster Session
51295

15:10-16:10 | Room 731 (7F)

An Exploratory Study of EFL Japanese Junior College Students’ Anxiety and Self-confidence in Sending Messages
to Social Networking Sites
Kaoru Mita, Jissen Women's Junior College, Japan

The purpose of this presentation is to investigate what kind of anxiety EFL students would have when they send messages to social
networking sites, and what kind of contents they feel confidence in sending. This is a part of study to investigate how class activities
affect students’ writing to post on a global student forum, which is conducted for a mandatory general English class at a junior college
in Japan. A text mining method (characteristic word extraction) was used to analyze open-ended questionnaire responses from 190
1st-year junior college students. The result indicated that they have worries about 1) sending grammatically incorrect English sentences
and structure, 2) poor vocabulary, 3) cross-cultural misunderstandings which cause impoliteness and uneasiness on the part of global
readers, or being ridiculed by them, 4) not enough skills in thinking about contents, 5) security risks of leaking personal information.
They have self-confidence in writing 1) short and simple English sentences with basic vocabulary, 2) about contents of personal interest(self-introduction, hometown, favorite artists, etc.) 3) contents about Japanese culture and tradition (food, national holidays, sightseeing
spots, events, etc.). Some comments mentioned that they feel more confidence if they are previously given enough sample expressions
and vocabulary about the topic they would be going to write, or if they are given corrective feedback from highly proficient friends orteachers. In the presentation, class activities to decrease anxiety and to increase self-confidence in writing messages will be proposed.
52806

15:10-16:10 | Room 731 (7F)

CLIL or not CLIL: The Japanese Higher Education STEM-related Context
Mika Tamura, Kyushu University, Japan

This study reports the effects of one-week overseas teacher’s training program conducted for young academics from STEM-related
faculties of a research-oriented public university in Japan. The purpose of this training was to master interactive teaching of subjects
and learn about the latest teaching techniques in use at a large-scale university in the north east of Australia. A total of 12 academics
took part, from the different departments in the school of biology and the school of engineering. The training included a series ofnine 2-hour lectures and hands-on experience over 5 days in which participants explored the techniques of CLIL in higher education
context and were given the two-times opportunities of engaging in peer-to-peer micro-teaching. Based on the results of post training
questionnaire, this study discusses the effective application of CLIL in the context of STEM-related schools in EFL countries.
52721

15:10-16:10 | Room 731 (7F)

Development, Evaluation and Prospect of Life Thinking Program “Kokolomi”
Mori Reina, Teikyo University, Japan

This study aims to conduct a life thinking programme titled Kokolomi in an Italian adult education school. It further intends to contemplatethe differences between the Italian application of the programme and its implementation in Japan. There is increasing interest in adulteducation in Japan's super-ageing society. In particular, adults in ageing societies find it necessary to reflect on re-learning and on
additional careers. In this context, Kokolomi, a life thinking workshop for adults that is easy to implement in Japan is being developedand evaluated with reference to the Designing Your Life programme offered at Stanford University. There are also plans to offer Kokolomi
to overseas participants in the future to promote self-controlled learning in adults. This life and career support programme based on
the self-controlled learning theory promotes metacongnition, motivation, and the acquisition of learning strategies. It was developed toinfluence employed personnel to consider continued study and work options. The education of immigrants has meanwhile become amajor issue in Italy. An adult education school, Centro Provinciale Istruzione Adulti (CPIA) is now operated at state cost in all provinces. A
joint Japanese-Italian application of Kokolomi at CPIA in Palermo can promote the contemplation of common issues in adult education
between the two countries. Japan is experiencing the effects of a declining birth rate and an ageing society ahead of other countries.
It is believed that practical research conducted in Japan, Kokolomi programme, may also contribute to the well-being of individuals inother countries faced with ageing populations.
51005

15:10-16:10 | Room 731 (7F)

Challenges in Early Childhood Education and Care Services for Muslim Immigrant Families in South Korea
Younwoo Lee, Pukyong National University , South Korea
Heesook Hwang, Puykong National University, South Korea
Chlaihani Basma, Puykong National University, South Korea

The Muslim community in Korea has been growing since the 1950s. While navigating their lives in Korea, Muslim families try to strikea balance between their religious demands and their life as immigrants. To maintain their cultural and religious distinctiveness,these families encounter numerous challenges pertaining to their parenting and childcare choices. This qualitative research focusedon exploring five Muslim immigrant parents' early childhood education and care (ECEC) experiences including the challenges they
face before, during, and after they enroll their children in childcare settings. Using a semi-structured interview and inductive thematic
analysis, the following themes were identified: Pursuing ECEC, selecting the ECEC setting, experiences with ECEC settings, value of
ECEC, and cultural and religious dilemmas and discrepancies. The parents addressed about the difficulties in related to linguistic,
financial, and religious difficulties which hinder their integration into the mainstream Korean culture. Also, results showed that theparents placed a great value on early childhood education and care services while they face difficulties such as education cost,
language, transportation, and other issues. In addition, parents reported several challenges experienced from the process of seeking
and negotiating with their children’s schools. The findings of this research were discussed and were followed by implication for future
research and recommendations to practitioners of multicultural education and policy.

66 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:10-16:10 | Room 731 (7F)

Saturday Poster Session
51552

15:10-16:10 | Room 731 (7F)

Study on Perceptions about Creativity of Preschoolers’ Fathers through Metaphor Analysis
Hee-Sook Hwang, Pukyong National University, South Korea
Younwoo Lee, Pukyong National University , South Korea
An-na Han, Pukyong National University, South Korea

This study focuses on examining perceptions about creativity of Korean fathers who have preschoolers. Participants are 120
preschoolers’ fathers and metaphor analysis was conducted to analyze expression on metaphor about creativity suggested by fathers.
As a result of analyzing metaphor about the meaning of creativity perceived by fathers, data were classified by four large categories:
personal characteristics, problem solving, products, relations to environment. Those large factors were divided into 11 sub-categories.
Personal characteristics were classified into seven contents including originality, autonomy, flexibility, fluency, imagination, curiosity,
spirit of adventure. Problem solving were grouped into process of problem solving, and products were grouped into creative products.
Also, relations to environment was represented with the environment to yield the potential and social needs. Results of this study imply
that the parents’ perceptions about creativity will provide useful information about parent training program related to the creativity foryoung children.
52184

15:10-16:10 | Room 731 (7F)

Self-Regulation of Online Student Learning: Perception and Instrumentality
Maria de Fátima Goulão, Universidade Aberta, Portugal

Framework: We associate a group of thoughts, actions and planification’s that should be the basis for learning (Zimmerman, 2000, 2002)
to the concept of self-regulation of learning. For that to happen the student must be able to define goals and strategies, supervise andassess paths, manage time and resources. The perceptions related to instrumentality are going to influence the cognitive investment ofstudents towards their goals. Therefore, a student that considers self-regulation strategies as instruments to reach their goals will tend
to use them. Purpose: Our study intends to explore the relationship between perception of self-efficacy to self-regulate learning and theperception of learning self-regulation instrumentality in our sample. Hand also, to analyze the influence of some demographic variables
on learning self-regulation and on the perception of instrumentality of processes of learning self-regulation. Method: Our sample has
475 adult students in an e-Learning context. 76% are female and 24% are male. Their mean age is 39,4 years old. Results: The results
suggest a high internal consistency in the two scales with a α = 0,85 and α =0,97, respectively. The results show a positive and significant
correlation between the two scales (r=.493, p=.000). Nevertheless, no significant associations were found concerning sex and age.
Conclusion: The results suggest new studies to enable a more comprehensive analysis with other variables. They draw attention to theimportance that students attach to self-regulation of learning. The implications of these results indicate the need to continue to rethink
the way curricular units can be designed
51877

15:10-16:10 | Room 731 (7F)

An Action Research on the New Transition Service Program for Young Children with Disabilities
Hsiu-Chen Lin, National University of Tainan, Taiwan

In Taiwan, the institutions providing education for children aged 2-6 are called "preschools". As 7 years old, children with disabilities needtransition services to enter elementary schools successfully. Ideally, parents, preschool educators, special educators and other related
personnel work together providing transition services, centered on children with special needs, and help them develop key abilities
to enter primary school successfully. However, there are many difficulties in the current situation in Taiwan. Based on the practicalexperiences, the researcher designed a transition services program based on the ecological and dynamic model and used interviews
and observations as data collection methods for a young child with mild Autism as a research participant. The one-year research
process pointed out that at least one year before entering elementary school, the related personnel began to evaluate the young childand train the key abilities of self-expression and compliance with regulations, which helped them adapt to the class and improve thepreparation of the school.
51081

15:10-16:10 | Room 731 (7F)Pre-service Special Education Teachers’ Discourse During Shared Reading Amongst Children With and Without
Visible Disabilities
Yael Roth-Barkai, Tel-Aviv University, Israel
Dorith Aram, Tel-Aviv University, Israel

The study presents pre-service special education teachers’ explicit attitudes towards people with disabilities, and their implicit attitudes
as reflected in the nature of shared book reading and discourse with children with seen or unseen disabilities, or without disabilities.
Participants included 40 pre-service special education teachers and 120 7-8-year-old children: 40 with learning disabilities (LD), 40 withcerebral palsy (CP), and 40 typically developing). Pre-service teachers completed questionnaires on their attitudes towards people withdisabilities. They also read two books, twice, to three children (one with LD, one with CP, with cerebral palsy, and one typically developingchild). All 480 transcriptions were analyzed and evaluated for discourse style. While the pre-service teachers reported positive attitudes
towards people with disabilities, they used more extra-textual utterances and more open-ended questions in the discourse with children
without disabilities. They directed more expansions and reinforcements towards children with CP compared to those with LD, but
directed more open-ended questions and factual questions toward children with LD compared to those with CP. The study highlights theneed to help pre-service special education teachers develop their beliefs and professional identity. Additionally, with a lack of studies
exploring shared book reading amongst early elementary school children, it is important to raise educators’ awareness of this topic, andparticularly, how it relates to children with disabilities.

Like us on Facebook at www.facebook.com/iaforjapan | ECE/ECLL2019 | IAFOR.ORG | 67

15:10-16:10 | Room 731 (7F)

Saturday Poster Session
52578

15:10-16:10 | Room 731 (7F)

Item Analysis of the Basic Learning Competency Assessment (BLCA) for Students with Intellectual Disability
Pen-Chiang Chao, Chung Yuan Christian University, Taiwan

The purpose of this study was to examine the psychometric properties of the Basic Learning Competency Assessment (BLCA), a
standardized achievement test administered to students with mild intellectual disability (ID) who plan to continue attending senior highschool after graduation. According to the Admission and Placement Act for Students with Disabilities, test performance on the BLCA isa significant criterion to determine whether students with ID are qualified for being placed in a self-contained classroom and receiving
vocation-oriented special education services at senior high school. Therefore, it is crucial to ensure that the BLCA has appropriate
psychometric properties in terms of the difficulty level of test items, discrimination function between high and low achievers, and thedegree of distractibility of incorrect answers. A total of 120 Grade 9 students with ID will be recruited from public junior high schools
nationwide in Taiwan using the random sampling method and they will be requested to complete the 2014-2016 BLCA tests. The BLCA
consists of four subjects including Chinese, English, Mathematics, and Sociology. It comprises all multiple-choice questions andstudents are requested to choose one correct answer among the four choices for each question. The data collection is still ongoing andwill be completed in June 2019. This study will calculate each item’s difficulty and discrimination indices and its distractibility will also
be assessed. Findings of the study will be useful for the amendments to the BLCA. Discussion and implications will also be provided.
52704

15:10-16:10 | Room 731 (7F)

Decoding the Metalanguage of Internationalisation in Higher Education: A Study of Hong Kong
Vienne Lin, University of Hong Kong, Hong Kong
Tracy Zou, University of Hong Kong, Hong Kong
Lisa Law, Hong Kong Baptist University, Hong Kong
Beatrice Chu, Hong Kong University of Science and Technology, Hong Kong
Tiffany Ko, Hong Kong Baptist University, Hong Kong
Nicole Lai, Hong Kong University of Science and Technology, Hong Kong

As a response to globalisation, internationalisation has become a key strategy in many higher education institutions around theworld. While most universities are moving towards such a goal, actual approaches to internationalisation are greatly different fromone university to another and vary by practitioners within a university. Understanding the metalanguage of internationalisation will
therefore be important in a way that helps practitioners understand their practices and outgrow limitations in such understanding
and practices. Led by The University of Hong Kong, the Community of Practice – Internationalisation of Teaching and Learning (CoP– ITL) was formed to develop capacity for tertiary teachers of partner institutions in Hong Kong and the Mainland China through acommunities-of-practice approach (Wenger et al., 2002). CoP – ITL set about decoding the metalanguage of internationalisation byinviting practitioners to complete an online survey whereby they were asked what internationalisation meant in an open-ended question.
We then compared the data with CoP – ITL’s six established areas of domain. Preliminary results suggest that half of the respondents
have a unidimensional view of internationalisation, meaning that internationalisation merely refers to, for example, internationalising
the content or student mobility. In order to introduce practitioners to a multidimensional perspective on the topic, CoP – ITL createda cross-institutional platform for teachers of different disciplines to congregate in periodic meetings; learn together; and ponder onshared unsolved challenges. The poster will conclude by discussing some significance and limitations of this project and how we could
sustain the impact in the future.
52002

15:10-16:10 | Room 731 (7F)

Critical Reflection, Perspective Taking, and Dialogue: Core Attitude for Intercultural Training
Haruko Ishii, Hokkai-Gakuen University, Japan

Japanese higher education has been using “global” as a buzzword to attract students to their institutions; however, their curricula often
only focus on the theoretical and practical aspects, not on preparing students to build a respectful mindset for international business.
The purpose of this presentation is to propose a core intercultural training philosophy to be included in curricula in Japan. The author
has been carrying out a workshop called Workshop for Effective Intercultural Communication (WEIC) for the past fours summers at
Kasetsart University with students of Economics (English program). It also brings Business students of Hokkai-Gakuen University fromJapan. The purpose of WEIC is to increase intercultural sensitivity for effective intercultural communication through guided learningwith reflexive strategies. Students are being introduced to major intercultural communication theories through seminars followed bycompany visits. However, the best learning experiences took place when entire groups of students spent days and weeks together,eating, discussing, and preparing for their presentations. Through building a non-threatening environment for open dialogues withmutual respect, students analysed and examined critical incidents they have encountered, using three pillars of intercultural training;
critical reflection, perspective taking, and dialogue. An evaluation of intercultural competency was executed before and after theworkshop. Here, the result showed students’ growth in tolerance, acceptance, and respect for cultural differences where they evenadapted themselves to the values of other cultural norms.

68 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:10-16:10 | Room 731 (7F)

Saturday Poster Session
52746

15:10-16:10 | Room 731 (7F)

Undergraduates’ Acceptances and Perspectives of in Vitro Fertilization, Surrogate Mothers and Implications for
Biotechnology Education
Showyu Lin, Aletheia University, Taiwan
Mingchin Hsin, National Taipei University of Business, Taiwan
Chenyung Lin, National Taiwan Normal University, Taiwan

In vitro fertilization (IVF) and surrogate mothers are global socio-scientific issues and may lead to different insights on higher education,
public forum and policy-making due to various cultures and traditions locally. Nowadays, people are given more opportunities andoptions regarding the advanced technologies of IVF and surrogate mothers, thus the application of such technologies gets pros andcons. However, such socio-scientific issues are seldom provided in higher education as they might encounter such situation in the future.
This study aims to investigate undergraduates’ acceptances and perspectives on both IVF and surrogate mothers in the four contexts
with spouse’s or donor’s gametes and to discuss the implications in biotechnology education. Self-developed questionnaire survey was
conducted with participants for their acceptances and perspectives regarding IVF contexts and surrogate mother contexts followed
by a statements survey. Grounded theory, descriptive, rubric, and content analysis were used for data analysis. The main findings
included: first, the degree of acceptance located differently in the four contexts. Second, both biological and non-biological concerns
were considered. Content analysis suggested that participants revealed various perspectives on concerns and positions. Discussions
and implications addressed patriarchal culture to gender equity, a deficiency on ethic, religion and risk concerns in biotechnology
education. This study suggests that socio-scientific issues such as IVF and surrogate mothers should be addressed in higher education.
51347

15:10-16:10 | Room 731 (7F)

A Report on Students’ Views About Japanese Secondary Education in 2000 and 2019: The Basic Research forDeveloping Learning Content for the Original E-learning Programme of Intercultural Training
Yuko Kato, Jin-ai University, JapanThe aim of this report is to show how students’ views on secondary education for the global age have evolved in 2019 compared to2000. In 2000, the researcher investigated views held by students in Japan and England about education for the global age. There were
two significant findings: first, that fundamental education may continue unchanged for decades in any country, such as forming good
relationships with people, individual growth, and social education. Responses showed that learning how to develop good relationships
often depended on regional pedagogical arguments as well as the time period. Second, students suggested that updated content should
be introduced and improved according to constant changes in a dynamic world, for example, learning technology skills and placing moreemphasis on global issues. After nineteen years, the researcher distributed the same questionnaire to 130 Japanese students in 2019
to explore how Japanese education, social backgrounds, and Japanese students’ views on secondary education for the global age may
have changed. This will provide preliminary research on the development of learning content and effective teaching methods by using
an original e-learning programme for intercultural training in a blended learning environment. The latter point is also a current research
topic of the researcher. This presentation will include progress of that report.
51677

15:10-16:10 | Room 731 (7F)

Developing a College Extracurricular Program for Intergenerational Communication by Connecting JapaneseCollege Students and Elderly People Online
Kaoru Mita, Jissen Women's Junior College, Japan
Misa Otsuka, Jissen Women's Junior College, Japan

Japan has been suffering from a super-ageing society and declining birthrate, which brings about, on the one hand, those with abundanttime without purpose in life, and on the other hand decreasing number of college students who would have to sustain the future of thecountry as well as facing competition with AI. Some specific measures should be taken to establish a quality of life for older generation
and a special education program for younger generation. To solve the problems, the “Intergenerational Online Communication Program(IOCP)” has been being developed: 1)making a consortium of colleges interested in IOCP, 2)making an online database of 15-minuteshort preparation videos shared and used for education among the member colleges for smooth intergenerational online meeting, 3)
setting an 25-minute online meeting between elderly people and students who have learned from preparation videos, 4)topics canbe chosen by the participants, either issues of elderly or those of younger generation, 5)after joining several meetings, students put
together the problems elderly people face, and ask a body of specialists, and the body gives feedback, 6) students make new videos
about their findings and add them to the database. This way, students can experience multidisciplinary, hands on learning of acquiring
21st century skills, and elderly people may find a purpose in life. Several colleges and a municipal government agreed to collaborate,
and a public interest incorporated association (Japan Universities Association for Computer Education) is going to support the projectin both making a consortium and securing an IT setup.

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15:10-16:10 | Room 731 (7F)

Saturday Poster Session
51994

15:10-16:10 | Room 731 (7F)

Cinematherapy as Modeling Technique in Cognitive and Emotional Development in Educational Context of theDepressed Filipino Female Adolescents
Patria Sembrana, De La Salle University, Philippines
Nyra Angie Cabantug, National Center for Mental Health, Philippines
Rosalito De Guzman, University of Santo Tomas, Philippines

This study is a pioneering effort of the Psychological Section of the National Center for Mental Health. As basic research, it aimed todetermine the efficacy of Cinematherapy as a modeling technique in reducing if not eliminating depressive symptoms so as to increase
their competency level and improve their academic performance upon return to school of the 30 Filipino female adolescents aging from
15-18 years old admitted in Zonta, a female adolescents’ pavilion. It employed quasi-experimental design involving the pre-and-post test
data of the participants with depressive symptoms. Quantitative evidence was obtained from the administration of Basic Personality
Inventory – Filipino Version to determine the change in the depressive level of the participants after watching selected films on selfconfidence, persistence, optimistic attitude, sense of obligation and responsibility, and belief in one’s own ability to accomplish/achieve
one’s goals for 12 sessions. This help the participants realize the “reel” and real life experiences and that their viewing experience
provides them the opportunity to have right perspective outside the experience and discover strengths in the midst of challenges thus,
enhance cognitive and emotional skills. Findings showed the decrease depressive level thereby; Cinematherapy is a good therapeutictechnique in enhancing competency skills and increasing achievement level of female adolescents to be prepared as they face again
the challenges in education.
52213

15:10-16:10 | Room 731 (7F)

Teaching Programming in the New Key Stage 4 Computer Science Curriculum: An Investigation of Challenges
and Prospects
Almabrok Almdahem, University of Wolverhampton, United Kingdom

Abstract The Department for Education DfE (2013) shows that alterations have been made to the Information Communication Technology(ICT) curriculum in England. This study investigated the consequences of developing Computer Programming (CP) in secondary
schools. Various studies have revealed that students can develop skills when learning programming (Lochead and Clements, 1979;
Papert, 1993 and Clements and Gullo, 1994) however, there is still a great deal of knowledge that needs to be uncovered in the field (DeAraujo, Andrade, and Sere Guerrero, 2016). The main study here was designed to investigate and develop a critical understanding of theteaching of CP in the new Key Stage 4 (KS4) Computer Science Curriculum (CSC), including an assessment of the factors that influence
the implementation of the new curriculum. It also sought to understand the effects of learning CP on students’ attitudes. The core study
requires the following questions to be answered: How is the teaching of CP in the new curriculum organised in secondary schools in
England carried out?; What are the Key Stage 4 students’ perceptions of CP in the new curriculum?; What are the problems or challenges(if any) faced in the implementation of the new curriculum in schools?; What needs to be done to improve learning and teaching of CP?;
What are the factors influencing the effective teaching of CP in the new curriculum? The participants in the pilot study consisted of CS
and ICT specialist teachers and students in one secondary school.
51881

15:10-16:10 | Room 731 (7F)

Ethical Leadership in a Globally Interdependent World: A Framework for Political Educators
Todd Horton, Nipissing University, Canada

Many educators (Winston, 2007; Runte, 2001) believe that “good” citizenship in a democracy involves engaging in ethical decisionmaking. Indeed, the Ministry of Education (2018) in the Canadian province of Ontario incorporates a citizenship education framework
into the curriculum that suggests students “investigate moral and ethical dimensions of developments, events, and issues” (p.170).
However, despite claims that the “…curriculum provides varied opportunities for students to learn about ethical issues and to explore
the role of ethics in both public and personal decision making” (Ministry of Education, 2018, p. 59), an examination of secondary politics
courses reveals no explicit learning expectations requiring students to analyze ethical decision-making by government leaders or how
one might approach assessing ethical leadership. In a globally interdependent world where governments have to make decisions that
impact people’s lives everyday, it is worthwhile teaching students not only what ethical decision-making is and how to engage in it
themselves but also how to analyze and assess the decisions of others, particularly those in leadership roles. Basing my work on thedefinition of ethical leadership offered by Ciulla (2004) and drawing on extensive literatures from philosophy (Rostboll, 2019; Houser,
2001), business (Clarke, 2011; Brown & Trevino, 2006), public administration (Hassan, 2014; Ventriss, 2012) and education (Hytten, 2015;
Taylor, 2015), the presenter expands the possibilities of politics curricula by offering a framework for political educators to criticallyengage with issues of ethical leadership involving case studies, document and video analysis, and classroom discussion of historicaland current events.

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15:10-16:10 | Room 731 (7F)

Saturday Poster Session
52276

15:10-16:10 | Room 731 (7F)

Independence and Interdependence: An Integrated Learning Module on Moon Landing
Yun-Ju Chiu, Chang Gung University, Taiwan
Feng-Yi Chen, Chang Gung University, Taiwan

2019 marks the 50th anniversary of the first humans landing on the moon via Apollo 11 lunar mission. Looking up at the night sky, we
can have diversely extended views of the moon in the special year. This study integrated various activities into a theme focused on Moon
Landing. This organized module is divided into four major parts under the headings: admiring the moon, describing the moon, imagining
being on the moon, and landing the moon. Each part has several activities and each activity can be conducted in class independently.
Besides, these activities have a relationship of interdependence with multiple cross-linking. The instructional strategy is not to give orshow answers directly but to lead students to have thoughts and questions from demonstrations and hands-on activities. The designof the module is based on a constructivist view of learning. It provides a planned sequence of instruction that places students at thecenter of their learning experience, encourage them to explore, construct their own understanding of scientific concepts, and relate
those understandings to other concepts. It aims to empower students to learn independently and to explore the world connecting withpeople, the environment, and different cultures. On the other hand, the important point is to provide a framework to inspire teachers tofurther develop their teaching materials and come up with new ideas.
51855

15:10-16:10 | Room 731 (7F)A Change in My Teaching and Lecture Preparation

Hassan Karali, Newcastle University Medicine Malaysia (NUMed), Malaysia
Richard Price, Newcastle University, United Kingdom
A Qualitative study was conducted in Newcastle University Medicine Malaysia (NUMed) on 3rd year medical students, comparing
methods used to gain and retain knowledge from two lectures on same topic by same lecturer. During first lecture students weredisengaged, poor gain and retain of knowledge, however any effective changes were noticed upon changes and modification madeupon delivering the lecture again. Aim: To improve my skills in lecture preparation that helps students to gain and retain knowledge.
Study questions: 1-why was the second lecture better than the first in helping students gain and retain knowledge? 2-How did thebetter lecture help to gain and retain knowledge? Method and Analysis: Students were invited, small group consented to participate
study, semi-structured one to one discussion on research questions was audio recorded. Broad questions and Discussion went further,
comments which prompted out. Transcribing details, repeated listening and red several times, making notes, identify general themes,
data collected from student’s discussion and self-reflection, data was interpreted to lead to the results. Results: Students agreed thatthe second lecture helped to gain & retain knowledge due to; content, structure and fluency factors. Second lecture helped more in
learning as it is motivating, more practical to study, and has a lot of clinical implementation. The back-bone of this study is the Cognitive
load theory and Knowles’ adult learning theory. The outcome of the study remarkable change in my approach for teaching and lecture
preparation that help learners to receive and recall knowledge learned in classroom.
51858

15:10-16:10 | Room 731 (7F)

The Use of Rubrics for Self-assessment as an Effective Tool for Autonomous Education in College
Misa Otsuka, Jissen Women's Junior College, Japan
Kaoru Mita, Jissen Women's Junior College, Japan

As independent learners, students must determine their current situation, establish their goals, and psychologically motivate themselves
for self-directed learning. However, students are generally uncertain of how they can utilize the course to hone their skills. Thus, thisprocess is not as easy expected. A joint study conducted by the authors found that the use of rubrics for self-assessment twice during
the term could be an effective tool for autonomous education in college. For the current investigation, students were asked to apply arubric to assess their own skill levels in the first class of the term. Each scoring guide contained approximately five criteria for evaluating
learning, which was divided into five levels. Subsequently, students were asked to select one of the five criteria for their personal
development and to record their plan to achieve their goal. They assessed themselves again using the same rubric in the last class of theterm and recorded their degree of success, identifying the methodology that proved most effective for them. This technique accorded
students the opportunity for self-reflection. Teaching cannot be one sided; educators must learn from their students’ voices as recordedin the self-assessment rubrics along with their class performance and scores. This study suggests how educators can improve theirpedagogical methods, enhance the learning that occurs in their classrooms, and become autonomous teachers. This presentation
details the scope and limits of this approach and discusses the findings of the present investigation.

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15:20-16:10 | Room 777 (7F)

Saturday Session IV
Workshop Presentation
52216

15:20-16:10 | Room 777 (7F)

Talking About That Which We Avoid: Facilitating Conversations About Race and Culture in University Settings
Kerri Ullucci, Roger Williams University, United States

This workshop emerges out of a global concern as to how we address race, culture and difference at the University level. Helping
students to engage in these conversations is often fraught or overlooked. How can educators introduce these topics to their students?
What are key concepts that should be addressed? How can we help students become more race-conscious? This workshop is intended
for practitioners who are new to these conversations and would like to engage in professional “sharing” as to how to negotiate difficult
topics. The speaker is a university professor in a school of Education (teacher preparation) with 14+ years of experience teachingcourses on diversity and equity. During the workshop participants will be able to voice their own concerns, share what works withcolleagues, and expand their comfort and repertoires in discussing social justice topics. In support of these goals, this workshop will: 1.
help participants identity obstacles to having fruitful conversations about race and culture in the university setting 2. unpack the criticalconcepts of equity, equality, merit, colorblindness and how these notions expand or limit the experiences students have in our courses.
3. explore practical tools to promote racial and cultural literacy in university settings. 4. provide frameworks for engaging in this workand moving forward. 5. connect like-minded professionals who can network in the future on these topics. Additionally, the speaker will
provide resources as to how to locate supportive materials (books, online, etc.) which can facilitate this work with university students.

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Keynote Presentation: Barbara Lockee

Interaction in Online Learning:
A Design Paradox
Saturday, July 20 | 16:15-16:45 | UCL, 20 Bedford Way, Room 739 (7F)For more than two decades, online education has been touted for its ability to provide accessto academic programs that would otherwise not be possible. While many distance courses aredesigned with flexibility and autonomy in mind for learners who are also working adults, at the sametime a great emphasis is placed on the need for interaction, as an attempt to replicate the benefitsof dialogue afforded in face-to-face settings. This session will explore the design paradox that
underpins the planning and development of online courses and programs, contrasting the focus onlearner independence with social and academic requirements for a planned interdependence in thecourse design strategy.

Barbara Lockee
Barbara Lockee is a professor of Instructional Design andTechnology in the School of Education at Virginia Tech. Since
1996, she has engaged in teaching and research related to
instructional design and distance education, and has advised
the research of more than three dozen doctoral students. Her
scholarly inquiry is focused on mediated and online educationand has been funded by various federal agencies, including the
National Science Foundation, the US Department of Agriculture,and the US Agency for International Development, among others.
She has also consulted for a variety of organisations, including
the NASA Jet Propulsion Laboratory, the US Army Training andDoctrine Command and the USC Institute for Creative Technologies. Her recent co-authored book,
Streamlined ID: A Practical Guide for Instructional Design, strives to make the design of learning
solutions accessible and pragmatic for those who develop educational courses and programs inworkplace contexts.
Dr Lockee is Past President of the Association for Educational Communications and Technology, aninternational professional organisation for educational technology researchers and practitioners. She
earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology),
MA in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media),
and BA in 1986 from Appalachian State University in Communication Arts.

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Special Interview Presentation | Svetlana Ter-Minasova & Bruce Monk

Nation-Specific Peculiarities of Language
Learning and Teaching: An Interview
Saturday, July 20 | 16:45-17:45 | UCL, 20 Bedford Way, Room 739 (7F)

Professor Svetlana Grigorievna Ter Minasova is a prominent public intellectual in Russia, and one of theworld’s leading authorities on language and culture. She will be interviewed by Bruce Monk, a longtime
collaborator and friend, who will use her personal, professional and academic life as a lens through which to
look at questions of language, culture, and communication.
From her personal and very authoritative perspective, the interview will cover Svetlana Grigorievna’s schoolingin the Soviet Union, her student life and the start of her connection with Moscow State University (MSU) andher 1973-74 academic year at UCL. The interview will then look at language education in the Soviet Union andthe birth of the MSU Faculty of Foreign Languages and Area Studies, as well as Language education in the
Russian Federation after the collapse of the Soviet Union.
The interview will also look at Svetlana Grigorievna’s current plans and projects, including her current researchlooking at problems of Foreign Language Learning and Teaching (FLLT) with a special emphasis on nationspecific peculiarities, as illustrated by the examples from Russian history and culture, and including key
aspects hampering international and intercultural communication.

Svetlana Ter-Minasova
Professor Svetlana Ter-Minasova is President of the Faculty of Foreign
Languages and Area Studies at Lomonosov Moscow State University,
Russia, and Distinguished Professor in the University. She holds a
Doctorate of Philology from the University, has published more than
200 books and papers on Foreign Language Teaching, Linguistics andCultural Studies, and has lectured widely throughout the world.
She is Chair of the Russian Ministry of Education’s Foreign Language
Research and Methodology Council, President and founder of both the
National Association of Teachers of English in Russia, and the National
Association of Applied Linguistics. She holds the Lomonosov Award,
Fulbright’s 50th Anniversary Award, and was named Doctor Honoris Causa
by the University of Birmingham, in the UK, the State University of New York,in the USA, and the Russian-Armenian University, in Armenia. She is Yunshan Professor of Guangdong Universityof Foreign Studies in China, and Honorary Member of the Academy of Sciences, in Georgia. She is also Visiting
Professor at P.G. Demidov Yaroslavl State University and National Research Tomsk State University, in Russia.

Bruce Monk
Bruce Monk was an English language lecturer at Moscow State
University (MSU) under the Anglo-Soviet Cultural Agreement from1980 to 1984, and 1988 to 1989. He also worked on the British Council
Summer Schools for Soviet English language teachers in Higher
Education in July and August 1981 to 1984. From 1989 to 1994 he wasa Senior Lecturer in the Faculty of Foreign Languages at MSU.
He is the co-author with Alexander Burak of the chapter on Learner
English: A Teacher's Guide to Interference and Other Problems (Swan& Smith eds. CUP revised 2001). With Tatyana Klementyeva he wrote
Happy English 1 for the school system of the Soviet Union/RussianFederation, and between 1989 and 1994 he was a presenter on BBC
radio and TV programmes for Soviet/Russian television and radio.

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Sunday
July 21
Parallel Sessions
Institute of Education,
University College London
Abstracts appear as originally submitted by theauthor. Any spelling, grammatical, or typographicalerrors are those of the author.

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09:30-11:10 | Room 731 (7F)

Sunday Session I

Collaborating at a DistanceSession Chair: Angelicque Tucker Blackmon
52821

09:30-09:55 | Room 731 (7F)

The Design and Development of an Online Course as a Preparation for a Cambridge PET Examination for the
Listening Section
Hugo Velasco, Casa Grande University, Ecuador

This study explores and describes the effect of implementing an adapted flipped classroom model version when preparing 29 undergraduate
students for a Cambridge PET examination in an online learning environment. The specific research objective was to analyze the students'
English proficiency level improvement through an online course. The study used a quantitative design method; an online pre and a postintervention exam were used to collect data based on listening, reading and writing skills. The focus of this presentation will be on the listening
skill section. Finally, a statistical report of what percentage of students were more likely to pass an Official Cambridge PET examination will
be presented. The Pre-Post intervention exam was scored over 10 points being 7 the minimum acceptable grade. Results showed that 34,49%
obtained passing grades in the Pre-intervention exam; and 51,73% obtained passing grades in the Post-intervention exam. The effect size of
the Pre and Post-intervention exam was of 0.22 with a 9%ile gain which means there was a modest effect. In conclusion, more than 50% of thestudents demonstrated they would be likely to pass an official Cambridge B1 or intermediate level examination after the intervention. However,there were important aspects to consider that could improve the effect of this innovation on learners.
51854

09:55-10:20 | Room 731 (7F)

Independent and Interdependent: Blogging as a Collaborative Learning Tool in Teaching Editing and Publishing
Hadeer Abo El Nagah, Prince Sultan University, Saudi Arabia

Increasing attention has been given to blogs as an effective educational tool in collaborative learning in higher education during the last
few years. Blogs, as an educational tool, enhance self- efficacy, sense of community, team work and perceived collaborative learning.
Blogs also help create practical learning environment and can be particularly beneficial in creating a support system to students who
may lack the confidence to participate in class activities (Engerstrom, 2001, Woo & Reeves, 2007, Kuo, 2017). Moreover, The current study
employs both qualitative and quantitative analysis to examine the effectiveness of using blogging in editing and publishing course to senior
university level female students in Saudi Arabia. “Translation Times” is a student-run and ongoing blog where students were encouraged
to formulate independent opinions while practicing being a member of an interdependent group of learners. To enhance students’ abilities
to write translation and editing topic related, they are encouraged to blog in both Arabic and English and also to comment on colleague’s
entries. Participants of this course are required to write a blog entry each week, a minimum of one written and one edited entry are required
form each student. For the last two years, four different groups of students participated in the experiment. The study records students’
responses to the blogging experience through the four different semesters. The study concludes by proposing innovative approaches toteaching tools to digital editing. It also suggests topics for further research in the areas of collaborative learning.
51211

10:20-10:45 | Room 731 (7F)

Online Course for English as a Foreign Language Teachers to Cultivate Intercultural Competence
Yu-Chieh Wu, University of Hawaii at Manoa, United States

The purpose of this instructional design project is to cultivate intercultural competence for English as a foreign language (EFL) teachersin an online module. Fostering intercultural competence is crucial for EFL teachers to thrive in the era of globalization. However, current
online resources that incorporate EFL classes with intercultural components are inadequate. To equip EFL teachers with necessary
skills, four professional development lessons were developed. The design of these lessons is based on the attention, relevance,
confidence, and satisfaction (ARCS) model. Thirteen EFL teachers will be recruited to evaluate the effectiveness of the online module.
Quantitative and qualitative data will be collected on one-on-one sessions and surveys. The demographic data will be collected withdescriptive statistics while quantitative and qualitative data will be collected with one-on-one sessions and in-person interviews. At theend of this lesson, participants are expected to be aware of how cultures influence language interpretations to the same information,
relate these intercultural issues to their lives, be confident in contributing proactively to preserve cultural diversity and be satisfied in
making the world a more inclusive place.
51805

10:45-11:10 | Room 731 (7F)

Using Eye Tracking Systems to Assess the Impact of a Hybrid Problem-based Distance-learning Environment on
Chemistry Students’ Problem-solving Skills
Angelicque Tucker Blackmon, University of Virgin Islands, United States

Blended learning is used as a teaching strategy to improve students’ chemistry performance. It reverses the traditional learning
environment delivering instructional content, often online, outside of the classroom. How blended learning improves performance has notbeen examined using objective measurements. Eyetracking is a useful tool to study learners’ visual attention. Researchers have conductedstudies to measure learners’ cognitive processes while solving complex gas law word problems (e.g. Tang & Pienta, 2012). This study
measured chemistry students’ problem-solving performance while in a blended learning environment answering the research question.
What is the impact of blended instruction on students’ chemistry problem-solving skills? Data were collected from ten students in a General
Chemistry course. Two conditions were measured, time and group type. Mixed ANOVA using SPSS analysis was conducted. Results showthat on average, students spent slightly longer fixated on the periodic table (targeted as the area of interest) during the post-test (M = 19.81,
S.D. = 17.96) than in the pre-test (M = 9.34, S.D. = 10.63). There was a significant interaction between time and condition. The experimentalgroup (blended learning) spent longer looking at the periodic table on the screen during the post-test (M = 28.26, S.D. = 21.88) than during
the pre-test (M = 0.02, S.D. = 0.00). Performance on the nomenclature test show that the experimental group scored higher on the posttest
than the control group (traditional lecture) reflecting fixation behaviors recorded on the eye-tracking system. Findings have implications forchemistry education and software development to improve chemistry education.

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09:30-11:10 | Room 744 (7F)

Sunday Session I

Policy & Practice
Session Chair: Kathleen Campbell
51882

09:30-09:55 | Room 744 (7F)

Sindh Education Management Organizations (SEMO 2015): An Innovative Public Private Partnership Endeavour
in Education to Increase Schooling Effectiveness in Sindh, Pakistan
Tauseef Lateef, School Education & Literacy Department, Government of Sindh, Pakistan

In Pakistan and particularly in Sindh, recent efforts to increase secondary school educational attainment has resulted in increased educational
access but continued low learning levels. To improve educational outcomes given the existing structures, the Provincial Government of Sindh
has engaged with private Education Management Organizations (EMOs) to run pre-existing Government Schools in public-private partnerships
modality to improve student learning outcomes. Globally, Public-Private Partnerships (PPPs) have emerged as a strong public policy approachto address a range of social development issues pertaining to resource mobilization, sharing technical expertise, removing inefficiencies,
reducing inequities and correcting distributional imbalances. The paper initially highlights the various processes from conceptualisation to
implementation of the policy “Sindh Education Management Organizations (SEMO 2015)”, an innovative concept indigenously conceptualized
and piloted initially in schools reconstructed under the Sindh Basic Education Program (SBEP) funded by USAID as a more viable and beneficial
option for the many economically deprived students to have the same opportunity as those belonging to the affluent class in Pakistan. It also
critically examines some of the lessons learned from handing of the management of (23) schools under the PPP Act, 2010 and recommends
to the policy makers based on impact evaluation to either improve, reorient, continue, discontinue, replicate or scale up this intervention thathas become a quality benchmark of a PPP project in Education, and not only confined to the Province of Sindh but to be used as a new bodyof knowledge coming out of experiential learning in the whole of Pakistan.
50113

09:55-10:20 | Room 744 (7F)

Mutual Effort Restoring Growth in Education for A Public-Private Sectors Partnership: Basis for a Proposed
Action Plan
Emiliana Roxas, Department of Education, Philippines

Public–Private Partnerships (PPP) in Education enormously gained support particularly on the constructions of school buildings,
improvement of school facilities, professional learning and development of teachers, on the feeding programs of poor schoolchildren,
upgrading classroom instructions through provisions for instructional equipment and application of modern technology, all of whichhave goals on bringing all the children to schools and outcomes for quality instructions. But in most cases public schools administrators& teachers had been placed to some challenges particularly political pressures as they engaged with local government units forpartnerships with non-government organizations (NGOs) in the community. Mutual agreement was set initially between those in the local
government and the target non-government organizations partners for this purpose. This study employed the descriptive –qualitative
research in which responses of eighteen (18) School Heads of DepEd Ibaan District, Batangas Province , Philippines who were therespondents were coded, analyzed and interpreted and provided year-round plan of actions with strategies that will eliminate politicalissues between and among the public and private sectors who would worked together to achieve the schools’ goals in order to sustain
public-private sectors partnership engagement to schools in the district. Recommendations made were of eliminating communications
on pressing political issues among local government units and encourage for stronger linkages with private sectors for partnershipengagement to support the schools for an independent and interdependent but wholesome and long-lasting relationship promoting
culture of excellence and quality outcomes in education.
50049

10:20-10:45 | Room 744 (7F)

Reflective Practices of Educators in a Masters’ Program in Egypt: A Case Study
Mayada Elsayed, German University in Cairo, Egypt

This paper investigates reflective practices as one concept of experiential learning where people learn from their experiences. Thus,
this paper aims at studying the construct of reflective practices in a Masters’ Program in a private university in Egypt through thegraduate students’ perspectives of reflective practices. The research examines the graduates’ perception of reflective practices as atool for their learning enhancement. Moreover, the study investigates how the enrolled graduate students approach reflective practices
in terms of comprehension, language and expression. A mixed methodology is applied where the quantitative phase a ten-minute Likert
type survey is answered conveniently by the enrolled graduate students in a private Education Masters’ Program in Egypt. Afterwards,
in the qualitative phase the participants voluntarily answer one on one interview to share their personal experiences regarding learning
through a reflective process. The findings show the usage of the reflective practices within the program as a tool of learning for the
students and a tool for assessing and updating the course material. Moreover, the results support that reflective practices is a subjective
form of learning, therefore there should be a language of agreement between the professors and the students so they can assess how
far they are grasping the content of the course. Additionally, the findings highlights the significance of the instructor’s guidance in areflective practice whether through rubrics or through the assignments’ description and instructions. This paper recommends the studyof the professors’ understanding of their student’s reflections in terms of perception and comprehension.
51891

10:45-11:10 | Room 744 (7F)

Educators’ Perceptions of the Support Needed for New Teachers
Kathleen Campbell, Southeastern Louisiana University, United States

One of the principals’ instructional leadership roles is to ensure that new teachers become successful veteran teachers. Unfortunately, for thelast several decades, new teachers have been exiting the teaching profession by increasing numbers. Research indicates that nearly one thirdof new teachers leave by the end of their third year, and nearly half by the end of their fifth year (Ingersoll, Merrill, & May, 2014; U. S. Departmentof Education, N.D.). A revolving door of new teachers entering and leaving the profession creates an unstable learning environment which
is detrimental to student achievement. Therefore, in an effort to explore what instructional skills, support, and guidance are needed by newteachers to be successful in their teaching career, the present researcher surveyed teachers in a school district in south Louisiana regarding
their perceptions of new teacher needs. Because it is part of a school principal’s responsibilities to provide that support to new teachers, theresearcher also surveyed school principals in the same school district regarding their perceptions of new teacher needs. The purpose of thepresent study is not only to determine what teachers and principals perceive to be the professional needs of new teachers but also to compare
the perceptions of teachers and principals regarding new teacher needs. Hopefully, the knowledge gained from the study will help school
principals provide their new teachers with the support and guidance they need to remain in the teaching profession.

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09:30-10:45 | Room 736 (7F)

Sunday Session I
Entrepreneurship & Employment
Session Chair: Csaba Bálint Illés
52241

09:30-09:55 | Room 736 (7F)

Entrepreneurial Attitudes of Students in Higher Education
Anna Dunay, Szent István University, Hungary
Csaba Bálint Illés, Szent István University, Hungary
Hussam M. Musleh, Szent István University, Hungary

Entrepreneurship and entrepreneurship education is one of the most important topics in higher education all over the world. Students areinterested in successful start-ups, innovation driven enterprises and are inspired by well-working entrepreneurial ecosystems. They also
would prefer to work for their own, to build a successful business as an entrepreneur. In order to explore the attitudes and motivationsof university students about entrepreneurship, a four country wide research was conducted. Students of different higher educational
institutions were surveyed in the Czech Republic, Hungary, Poland and Slovakia about their knowledge, experiences, attitudes and plans
about starting new enterprises. The main goal of the research - besides to give an analysis about the present situation - was to give a
feedback for us, educators, about the knowledge and attitudes of students, which results should be built into our curricula. Based on thefindings of the research, we implemented new teaching methods into our management subjects.
52317

09:55-10:20 | Room 736 (7F)

Critical Explorations of ‘Employability’: A Longitudinal Study Exploring the Transitional Experiences of Widening
Participation Students
Ricky Gee, Nottingham Trent University, United Kingdom

The Massification of Higher Education has encouraged an elongation of the ‘non-traditional student' learning career. Widening
participation students are therefore entering into the academy within a neo-liberal context that has increased tuition fees whilst
providing an ever increased focus upon ‘employability’ and destination outcome. The critique of employability is well rehearsed within
the literature suggesting that it exacerbates inequality and provides a functional and frustrating learning experience for the student(Gee, 2016 and 2017; Mignot and Gee, in press; Atkins, 1999; Watts, 2006; McCash, 2006 and 2008; Knight and Yorke, 2003; O’Regan,
2009; Bathmaker et al, 2013). This paper highlights a project that has connected pedagogy, research and practice. The project provided
a small sample of social science students (from widening participation backgrounds), an opportunity to explore employability via thebroader sociological lens of the ‘life career’, which encompasses a diverse range of social strands (Goffman, 1961). Such a learning
opportunity encouraged students to theoretically inform their reflections and anticipations of ‘career’ via social theory, providing criticalaccounts to occur. The project then followed such a sample 2 years and then 3 years after graduation to consider how their ‘career’ had
unfolded. Such research provided useful emergent themes - for example that the students were motivated by an emotional economy ofcare - which have been fed back into the curriculum so as to provide a more nuanced pedagogical experience. This paper will provide
case illustrations to demonstrate how such an approach allows personalised, penetrative and enduring learning to occur.
52251

10:20-10:45 | Room 736 (7F)

Questions of Entrepreneurship Education for International Students
Csaba Bálint Illés, Szent Istvan University, Hungary
Anna Dunay, Szent Istvan University, Hungary
Hussam M. Musleh, Szent Istvan University, Hungary

Micro-, small and medium-sized enterprises are the accelerators of national economies, and the existence, the successful performanceand the development of these enterprises play an important role in developed and underdeveloped regions of the world. The aim of
the paper is to give insight into the special topics and methods of entrepreneurship education for international students at the Gödöllő
Campus of the Szent István University, in Hungary. Entrepreneurship education and enterprise management subjects are taught at 3
levels of education: bachelor, master and doctoral level, both in Hungarian and English languages. The basics of the courses are thesame, but the education of international students raises special questions. These issues are related to the different types of enterprises,
the different rules and regulations of enterprise management and the different attitudes and cultural-traditional background of theinternational students. The entrepreneurship education courses focus on case studies, learning-by-doing methods and teamworkof students from different countries, which may help them to prepare for their future jobs in multicultural environment. Our paper
summarizes the experiences and the curriculum development of the past six years.

78 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 739 (7F)

Sunday Session I
Transnational Education
Session Chair: Anemona Peres
51587

09:30-09:55 | Room 739 (7F)Internationalization of Higher Education

Tina Wong, Hong Kong Polytechnic University, Hong Kong
Facing rapid changes in global environment, internationalization has become an important issue in higher education around the world. One of thecommon approaches of achieving internationalization is offering joint programmes with an overseas university. The aim of this dissertation is to
examine the factors influencing local higher education institutions in selecting overseas partners to offer academic programmes in Hong Kong.
Based on an extensive review of literature, a preliminary conceptual framework affecting partner selection is developed. Resource-based theory
serves as the foundation of the preliminary framework. Under the framework, it is hypothesized that the likelihood of partner selection is influenced
by partner attractiveness. And partner attractiveness is affected by an overseas university’s technical capabilities, managerial capabilities andintangible resources respectively. This preliminary framework only presents a rough picture of partner selection in higher education institutions.
Therefore, the qualitative method of multiple case studies is conducted to enrich the content of the framework. Four case studies from two local
higher education institutions are selected. Data is collected by having interviews with the representatives of these institutions and examining
secondary data. The methods of within-case analysis and cross-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 ofthis study contribute to the literature in several ways. This study represents an important step toward applying the resource-based theory to aconceptual framework for examining partner selection in the local higher education sector.
52731

09:55-10:20 | Room 739 (7F)

How do Vietnamese International Masters Students in the UK Write the Dissertation Proposal? Challenges andStrategies
Ngoc Thinh Pham, Newcastle University, United Kingdom

A dissertation associated with a substantial level of independent learning requires masters students to demonstrate their comprehensive
knowledge of subject content and essential research skills. On this dissertation journey, the early stage of writing a dissertation proposal
is perceived to pose demanding challenges because students need to conceptualise their thought processes for the research they are
undertaking later. For international masters students, this might be a bigger hurdle as they have still been making their social and academic
adjustments to a new educational environment. Despite the exponential growth of international masters students in the UK, there has beena scarcity of empirical evidence identifying difficulties international masters students may encounter and exploring strategies they employ
to successfully formulate the dissertation proposal. By sampling 80 Vietnamese international masters students in the UK and categorisingthem into two groups (i.e. with and without prior learning experiences in doing research), this study was twofold: (1) to examine whether any
differences did exist in the challenges they encountered when writing the dissertation proposal; and (2) to explore whether any differences
did exist in how they adopted strategies to overcome the challenges of producing the dissertation proposal. The quantitative and qualitative
data analysis drawn from a questionnaire and semi-structured interviews showed striking variations in students’ voices on the challenges
and strategies between the two groups. The study adds to the existing literature on the stage of writing the proposal with interesting
insights and suggests some pedagogical implications.
52690

10:20-10:45 | Room 739 (7F)How Status, Elitism, International Capital and Marketability Drive the Practice of Student Mobility Within
Transnational Higher Education
James Richard Lee, Xi'an Jiaotong-Liverpool University, China

International partnerships exist in various forms across Higher Education. Transnational Higher Education (TNHE) enables students
to study in one country for a qualification issued by an institution in another country. Student mobility programmes give students the
chance to travel and experience university life abroad. Both TNHE and student mobility are facilitated via the formation of strategic
partnerships between foreign institutions. Universities look to these partnership arrangements not only as a way of offering opportunity
to their students, but also as a way of becoming more of a global presence on their own terms. This study takes the example of a
TNHE Joint Venture institution in China and identifies the driving forces behind its search for suitable partners across the Higher
Education spectrum. It identifies status, elitism, international capital and marketability as integral to the practice of setting up student
mobility partnerships. It further suggests that these driving ideals are supported by a neoliberal ideology in which accountability andperformativity are used as tools to justify international partnerships. While this may be superficially successful in the short-term, it is
proposed that the development of deeper, more meaningful links would be a more rewarding long-term strategy.
51865

10:45-11:10 | Room 739 (7F)Internationalization of Higher Education between Independence and Interdependence: The Bologna paradox in
the context of transnational joint degrees
Anemona Peres, Frontex, European Border and Coast Guard Agency, Poland

From the 1980s onwards neoliberalism (and its cousin, neoconservatism) has had profound and far reaching effects on society, culture andeveryday life generating values, dispositions, practices and what could be called a mentalité or ‘structure of thought and feeling’ (Williams
1981) consistent with capitalist globalisation. As David Harvey has noted in his The New Imperialism (2003), this has re-invigorated an ongoinghistorical process of ‘accumulation by dispossession’ originally observed by Marx by which increasing spheres of social life that were originallyconsidered public are now privatised or ‘de-regulated’ so as to better serve the interests of capital and elites. Although neoliberalism has
effected these changes through primarily economic mechanisms such as de-regulated markets and restructuring property relations, this was
only possible after a “thorough going re-education” that redefined “the place of knowledge in society” initiated in the 1980s and continuing
without abatement in the contemporary period. As a key knowledge producing practice, educational research has been profoundly influenced
and shaped by the advent of neoliberalism over the past four decades. This paper addresses these changes and explores how they have shifted
the kinds of questions being asked by researchers, as well as how knowledge is to be defined, for what purposes and in whose interests.

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09:30-11:10 | Room 777 (7F)

Sunday Session I
Autonomy
Session Chair: Marcela Malá
50081

09:30-09:55 | Room 777 (7F)

Educating the 21st Century Learners: Practices, Challenges and Attitudes towards Learner Autonomy throughBlended (EFL) Learning in Pakistan
Abida Ayesha, University of Glasgow, United Kingdom

Increased affordability and access to digital technology has given a boost to foreign language learning in today's globalised world. In developing
countries where formal language syllabus and pedagogies often remain unchanged, most current EFL learners are millennials who can become
successful language learners by exploiting out-of-class digital resources. In Pakistan recently some universities are trying to introduce a blended
learning approach in EFL classrooms. This progression has given way to increased learner autonomy among Pakistani EFL learners. My study
focuses on how digital technology is contributing to autonomous language learning for undergraduate students at FAST-NU in Pakistan.
Employing a mixed method Case Study approach, the data were collected through questionnaires and semi-structured interviews. The presenter
will share the data findings that reveal the students’ active engagement in the practices of autonomy without being consciously aware of thelearner autonomy theory or post-1970s autonomy movement. The presenter will also unfold the strong relationship between learner autonomy
and language proficiency as reported by her participants. Moreover, she will explain how her students make conscious and active use of thefreedom of choice offered by digital technology to take control of their learning. Through their desire for involvement in important courserelated decisions, while showing an awareness of the limitations, the learners affirm that autonomy rests upon interdependence rather thanindependence. The presenter will also highlight the challenges of autonomy and digital language learning in low-resource contexts and suggest
ways for language educators to overcome those for an enriched learning experience of future generations.
52314

09:55-10:20 | Room 777 (7F)

Developing Learner Autonomy and Higher Order Thinking Ability through the Implementation of an Innovative
Transforming Learning Taxonomy
Kittiya Mukdaprasert, Khon Kaen University, Thailand
Bussabamintra Chalauisaeng, Khon Kaen University, Thailand

The ultimate goal of teaching and learning is to enable learners to become more autonomous with higher degrees according to their ability.
This study aimed at enhancing learner autonomy and higher order thinking-ability of secondary students in a Thai classroom context throughthe implementation of an innovative transforming learning taxonomy modified from the Dee Fink’s Taxonomy of Significant Learning (Dee Fink,
2001). A variety of reading activities were used to enhance learner autonomy and higher order thinking ability. This quantitative and qualitative
research design was a one - group pre/post-test study consisting of thirty purposively chosen participants. They were classified into threedifferent groups based on the results of their pre-test i.e. the top, middle and bottom sets. The quantitative data were drawn from the pre andpost tests, the midterm & final exams, five quizzes for each of five reading passages including a questionnaire for the student’s satisfaction withthe proposed Transforming Learning Taxonomy. On the other hand, the qualitative data were collated from a semi-structured interview and aself-progress reflection form. The findings showed a positive trend for higher degrees of both learner autonomy and higher order thinking ability
as a result of the research treatment. This included a high level of satisfaction with the implementation of the innovative Transforming Learning
Taxonomy in facilitating them to develop their learner autonomy and higher order thinking ability.
51909

10:20-10:45 | Room 777 (7F)

Understanding and Characterising a Context-based EFL Learner Autonomy in Algerian Higher Education
Abdelkader Chetouane, Manchester Metropolitan University, United Kingdom

The study explores beliefs and practices that Algerian EFL students attribute to autonomous learning. Moreover, it attempts to identify theninvestigates the underlying factors behind those beliefs and practices. These factors are traced in the literature to be “institutional, societal,
cultural and economic” (Begum and Chowdhury, 2016; Kemala, 2017; Palfreyman and Smith, 2003; Jiang, 2008). The research furthermore
aims to construct a contextualised understanding of learner autonomy based on the above-mentioned factors. The significance of thisstudy is derived from investigating a contradictory situation in Algeria. After implementing a new higher education system LMD (LicenceMasters-Doctorate) that in its essence is built upon the idea of autonomy of learners and institutions, claims of having dependent EFL
students with low or non-autonomous attitudes started to rise (Ghout-khenoune, 2016). This research challenges those claims and favours
the idea that different existing varieties of learner autonomy reflect contexts where they are used and often “missed by educators especiallythose looking with western eyes” (Smith, Kuchah & Lamb, 2018, p.18). The research employs a comparative case study design that entails
surveys and interviews. Data will be collected from two different universities in Algeria, (Ahmed Zabana and Mohamed Ben Ahmed). The
study will employ questionnaires that will target all first year EFL master's students (around 160) at both universities where the research will
be conducted. Moreover, 6 volunteer students from each university will be interviewed. The research follows a bottom-up approach which
will allow new culturally contextualised ideas and understandings of learner autonomy to emerge.
51103

10:45-11:10 | Room 777 (7F)

Independent Learning of Advanced Students of English – Reality or Fantasy?
Marcela Malá, Technical University of Liberec, Czech RepublicThis paper is a contribution to research concerning independent learning or autonomy in learning of advanced students of English. It
focuses on selected materials for advanced learners of English that can be used for self-study. Parrott (2010) points out that advanced
students should speak idiomatically and also write in appropriate styles, which means that they should be able to recognise, understandand use a rich variety of structures, both finite and non-finite. Through comparison of examples of writing by advanced learners of English
and by native speakers Parrott discovered that advanced learners of English use non-finite clauses far less than native speakers. In thispaper, commonly used advanced grammar textbooks, with practise exercises incorporated into a single volume, have been selected andexplored with regards to their treatment of finite and non-finite clauses. With reference to the use of non-finite clauses the author comesto the conclusion that these books do not always help advanced students become autonomous learners who can develop their language
proficiency independently. The main reasons are that the books often try to put together two contradictory issues, namely the advanced
points of grammar on one hand and simplified terminology and limited explanation of the language system behind the advanced grammar
issues on the other. The paper presents concrete examples that illustrate the points mentioned above and argues that careful attention
should be paid to these structures by the authors of books for advanced learners of English.

80 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 780 (7F)

Sunday Session I
Psychology
Session Chair: Sara Senobari
51914

09:30-09:55 | Room 780 (7F)

The Factors of Compassion Fatigue among Guidance Counselors

Rhenan D. Estacio, Centro Escolar University & City College of Angeles, Philippines
The research was about the compassion fatigue and its contributing factors among ninety-two (92) guidance counselors. This study aimed
to explore variables which were factors of compassion fatigue analyzing work-related factors, personality traits, and demographic factors
utilizing the following instruments: Professional Quality of Life scale (ProQOLs), NEO PI-R, and Demographic questionnaire. The study
focused on different schools in Central Luzon - Region 3, Philippines. Descriptive statistics and multiple regression stepwise method was
utilized in the study. Findings indicated that participants were describe to have low levels of burnout and low levels of secondary trauma
stress as elements of compassion fatigue. Personality traits of the participants were described to have low level of neuroticism; averagelevels of extraversion; average levels of openness to experience; high level of agreeableness; and high levels of conscientiousness. Multiple
regression stepwise method confirmed personality trait neuroticism, extraversion, agreeableness as predictors of burnout with a variabilityof 40%. Likewise, salary as work-related factor confirmed to be predictor of burnout with a variability of 4.7%. Similarly, personality trait
neuroticism is confirmed to predict secondary trauma stress with a variability of 21.9%. Based on the two elements of compassion fatigue,
neuroticism was found out to be the best predictor among personality traits.
52794

09:55-10:20 | Room 780 (7F)The Effects of Foreign Language Anxiety: Teachers’ and Students’ Perspectives
Shuting Zhang, The University of Hong Kong, Hong Kong

While a number of studies have shown a negative correlation between foreign language anxiety (FLA) and FL performance, it is still
controversial whether FLA should be conceived as only debilitating or also facilitating. Moreover, how FL teachers and learners, as
the stakeholders, perceive the impact of FLA, remain unclear. In particular, little is known about how learners who learn English as aforeign language (EFL) and also an academic major would be influenced by FLA. This study thus focuses on Chinese university English
majors who may experience high levels of FLA due to high expectations from their teachers or themselves, high peer pressure, and highpersonal significance of English achievement. This presentation will discuss pilot findings of a larger study examining the nature ofChinese EFL majors’ FLA and how FLA relates to FL motivation and performance. Contrary to previous findings, the preliminary results
show that teachers normally hold that anxiety is negative and should be alleviated both in and outside of FL classrooms. Meanwhile,
students with low levels of FLA believe that anxiety could facilitate their EFL learning and increase their intended effort, whereas highly
anxious students feel discouraged by FLA. Moreover, most student participants regard FLA as a problem that needs to be dealt with bythemselves since they believe that FLA mainly results from a lack of language proficiency. The findings could inform the development ofpedagogical guidelines for EFL teachers to help their English-major students to cope with FLA or to take advantage of it.
51911

10:20-10:45 | Room 780 (7F)

Foreign Language Anxiety in e-Tandem Learners: Is it Predictable?
Blanca Cristofol Garcia, Universitat Oberta de Catalunya (UOC), Spain
Christine Appel, Universitat Oberta de Catalunya, Spain
Daniel Liviano Solís, Universitat Oberta de Catalunya, Spain

Learning a foreign language (FL) is a challenging path, and speaking interaction with native speakers of the target language (TL) is
perceived as a threatening event for many students. Nevertheless, the use of telecollaborative practices, such as e-Tandem, isconsidered to have an anxiety-reducing effect on learners over time (Appel and Gilabert, 2002). The present study investigates foreign
language anxiety (FLA) in the context of e-Tandem language learning. The aim of our research is to understand to what extent e-Tandem
learners’ innate tendency to experience FLA (trait anxiety, Spielberger, 1966) is related to the FLA they experience while completing
speaking activities in pairs. The sample of the study is composed by 50 students (23 native speakers of English; 27 native speakers of
Spanish) enrolled in a free and open online conversation course based on e-Tandem language learning tasks. Once the subjects start thecourse, they complete a demographic questionnaire and answer to 23 items extracted from the Foreign Language Classroom Anxiety
Scale (FLCAS; Horwitz, Horwitz & Cope, 1986). Then, after each speaking task, they self-rate their FLA using an Anxometer (MacIntyre& Gardner, 1991). By conducting Pearson correlation and one-way ANOVA analysis, we expect to identify the relationship between
learners’ FLCAS scores and their FLA while participating in e-Tandem tasks considering, as well, their age and gender. Our results will
provide the Language Learning Community with more information on this emotion in e-Tandem contexts.
51904

10:45-11:10 | Room 780 (7F)

Emotional Experience in Language Learning: Study of EFL Students in France
Sara Senobari, University of Sorbonne Nouvelle- Paris 3, France

Based on cognitive appraisal theory of Scherer (2001), this study examined the cognitive auto-appraisal of emotional experiences of 12 ESL
students and hetero-evaluation of student’s emotional state by their teacher in France during an intensive two months class. The object of
this paper is to measure the emotions experienced by these ESL students, the teacher’s recognition of student’s emotions and student’s selfevaluation of the situation that originated the emotional episode as emotions in educational contexts are said to be subjective responses to a
specific situation, object or person. To this aim, the questionnaire of Geneva Appraisal Questionnaire (GAQ) was used to evaluate the situations
or activities that emerged emotions. The class was filmed, students were asked to describe their emotional experiences in a journal every
session and semi-structured interviews were done with the students and their teacher. The latter allowed us to gain a deeper understanding of
their appraisal of student’s emotional episode. Students reported a various number of emotions. Their evaluation of the emotional experiencedescribed the importance of student-teacher interaction on the emergence of emotions. We have recognized important role of teacher’s
feedback on cognitive appraisal of student’s emotional experience. This result could be due to normative significance evaluation of a particularaction in terms of its social consequences. Moreover, some of the emotional experiences mentioned by students were never recognized by theteacher or the observant which led us to further research on emotion regulation strategies used by students.

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09:30-11:10 | Room 784 (7F)

Sunday Session I

Motivation & Language Learning
Session Chair: May Olaug Horverak
52764

09:30-09:55 | Room 784 (7F)

Flow Experience, Motivation, Reading Proficiency, and Enjoyment of Reading in Classroom Settings
Ying Hou, Beijing Sport University, China

This paper explored the potential factors contributing to the flow experience in foreign language reading. Both qualitative andquantitative methods were employed on a sample of 140 Chinese non-english majors. The results indicated that four variables could be
the crucial factors leading to flow experience and their respective effects on flow experience were distinct. Intrinsic motivation was themost significant factor leading to flow experience and flow experience, in return, was an incentive to respondents’ intrinsic motivation.
Compared with extrinsic motivation, intrinsic motivation showed more remarkable influence in terms of the frequency、intensity andduration of the flow experience. Besides, reading proficiency proved not to be the determinant factor leading to flow experience. Learners
are more likely to enter flow state in high-skill and Low challenge situation. It also revealed that enjoyment of reading can stimulate
students’ intrinsic motivation and subsequently promote the occurrence of flow experience. The implications in college English teachingand directions of future research were discussed.
52223

09:55-10:20 | Room 784 (7F)

Introducing Gamification to Increase Student Motivation and Engagement
Sophie Farag, The American University in Cairo, Egypt

Gamification is a term that has been used in education recently. According to Kapp (2014), gamification is the application of game design
elements to a nongame context to increase student engagement and learning. Students in a university Intensive English Program often
find the transition from school to university challenging. To encourage students to “demonstrate behavior and attitudes appropriate to auniversity environment”, which is one of the course goals, elements of gamification were introduced to motivate a group of 30 students
to participate actively in class, submit assignments on time, work together collaboratively, and work independently to strengthen theirskills. Students were awarded “experience points” (XP) for demonstrating these behaviors. Opportunities to gain additional XP for bothindividual and group challenges were made available and students could claim points for doing extra work using a Google Form. The
points were added up using an Excel sheet and the leaderboard was updated every week as a motivator and to encourage competition.
When students accumulated a certain number of points, they moved to a higher level and received a virtual badge. Achieving specificlevels resulted in an individual or class-wide reward. A self-evaluation survey was administered to the students at the end of the course
to assess the effect of the game structure on their motivation and performance, and the results were positive. The presenter will
describe the gamification elements that were introduced, and will report on the results of the students’ self-evaluation. Questions fromthe audience will be welcome.
50960

10:20-10:45 | Room 784 (7F)An Investigation of Possible Relationships Between Parent and Child Motivation Towards Foreign Language
Learning in UK Secondary Schools
Christopher Martin, University of Wolverhampton, United Kingdom

The decline in foreign language learning in UK secondary schools is well-researched, particularly from the point of view of language
attitudes and motivation. The rationale for my research comes from my own personal experience of interacting with parents and theirchildren during parent-teacher meetings and open days. Many parents openly say in front of their children that their experiences oflearning a language at school were not positive and that their motivation to learn a language was poor. I have always had concerns
about the possible transmission of these thoughts and experiences to their child and the implications for me as a language teacher
when encouraging them to learn French or Spanish at school. This presentation will give an overview of the quantitative analysis of
the relationships between parent and child motivation towards foreign language learning in four secondary schools in the wider West
Midlands region. This is part of a larger mixed methods doctoral study which aims to provide a multi-dimensional view of parent/childmotivation as well as addressing the need for more mixed methods research within the field of motivation studies. It is hoped that thefindings from this project will support the creation of a more effective dialogue between policy makers, school leaders, teachers, parents
and students on the importance of language learning in today's multicultural and multilingual society.
52433

10:45-11:10 | Room 784 (7F)

A Systematic Approach to Facilitate for Motivation and Self-regulation in Language Learning Contexts
May Olaug Horverak, Birkenes kommune, Norway
Mariette Aanensen, University of Agder, Norway

According to Ryan and Deci’s Self Determination Theory (SDT), optimal learning outcomes are created if students experience intrinsic
motivation, which is fostered when the three basic needs of competence, relatedness and autonomy are met. The five-step motivation
method we have developed in a Norwegian context facilitates for meeting these needs as it supports students in taking more control of
their own learning in a supportive learning environment. The five steps included in the method are known from self-regulation theories,
and are the following: students define 1) goals, 2) success factors and 3) hindrances, and they make action plans which include 4) focus
area and 5) planned action. The innovative element is that students write anonymous reflections that the teacher collects and sums up inclass the following session, and then the class discuss possible solutions and actions before writing their own individual plans that they
themselves are responsible to follow up without teacher control. We have applied this method in various language learning contexts, andwe will present findings from a study including around 50 participants from the context of Norwegian teaching in adult learning centres for
immigrants. We will present the students’ reflections on what they define as their goals, success factors and hindrances, as well as theiraction plans and some of the consequences that this motivation project has had for how we focus and organise language teaching. We will
also present findings showing that the majority of the students experienced the method as useful and motivating.

82 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:30-11:10 | Room 790 (7F)

Sunday Session I

English for Non-Academic Purposes
Session Chair: Nunthawadee Wongsathian51784

09:30-09:55 | Room 790 (7F)

Making Students’ Language Learning Visible: A window to independent and interdependent factors in a casestudy of undergraduate ESP students
Elsa Dobboletta, Universidad Tecnologica Nacional, Argentina
Nélida Gallo, Instituto de Educación Superior Nº 28 "Olga Cossettini", Argentina

This paper intends to focus on a hands-on experience in the context of undergraduate students learning English for Specific Purposes.
The study relies on the assumption that learning has to be meaningful, empowering and collaborative (Gerver, 2010). The aim was tocreate a learning environment where individuals take their own critical decisions, run risks and interact with peers through technologicaltools. The class project led students of Systems Engineering to get familiar with the selection of an international academic event tobecome eventually active participants. Class communication was supported by an institutional LMS, a collaborative platform, andmobile phone applications. The approach to second language acquisition encompassed an ecological perspective (Larsen-Freeman,2018) as, within a socio-cognitive framework, prime importance is given to the inter-relationship among context constraints, individual
differences and learning processes. The study was approached as a Case Study where the emphasis is placed on the individualcomponents (independence) as well as on the interaction of individuals with the context (interdependence). The experience was carriedout at National Technological University (UTN) in Rosario Argentina during the first term of the year.
52709

09:55-10:20 | Room 790 (7F)

How Teachers’ Reflective Inquiries Help Them Facilitate Transfer Skills Achievement in Students’ Academic andNon-academic Pathways?
Mitra Rabiee, York University, Canada

In education, the transfer of skills refers to learning in one context and being able to apply the acquired knowledge and skills to other new
situations. Many studies show that college/university students do not easily transfer skills from English courses to other courses or writing
situations (Wardle, 2016; Lindemann, 2016; Beaufort, 2007). To name a few of causes contributing to this we can refer to three of them as:
students’ general attitude, course content, and instructors’ perceptions and expectations. Even when instructors agree on the two categories
of general writing skills and academic writing skills, students believe that knowing the conventions of writing and possessing the content
competency in their fields do not help them create a piece of coherent written discourse. This reveals to us that the problem lies in anotherlevel of teaching and learning practice which is developing a metacognitive awareness in both sides of learning cycle: teachers and students.
The purpose of this paper is to present strategies that enhance first, teachers’ awareness of what they are planning to do by developing more
contextual-based tasks and second, students’ awareness towards gaining a true sense of procedural real-life achievements. The presenceof experienced and reflective instructors would guarantee the success of this approach by providing students with ample opportunities ofpracticing and going beyond surface editing to deeper levels of learning as discovery procedure, critical thinking, and reflective empowerment
on how to apply this acquired expertise to further authentic contexts in both academic and non-academic life styles.
52800

10:20-10:45 | Room 790 (7F)

Combining Applied Linguistics Theory and Authentic Video to Prepare Final Year Language Students to
Communicate in the Workplace
Marie McCullagh, University of Portsmouth, United Kingdom

This presentation describes an approach to combining applied linguistics and communication on a final year undergraduate module delivered
to students on a BA English language course at a UK university. The module aims to develop student understanding of theories of workplace
discourse and professional communication and to encourage students to apply these theories to workplace situations. A range of video
materials are used to provide opportunities to analyse and evaluate the performance of others in ‘real life’ interactions, increasing student
engagement and deepening their learning. By highlighting examples of workplace discourse in authentic settings, the videos help students
to place language within a broader communicative context and to use this knowledge to reflect on their own practice as communicators. The
presentation will outline the approach used to identify key areas of workplace discourse, to select appropriate video resources and to develop
tasks. It will also consider how the approach can be transferred from an English language teaching context to Modern Foreign Languages.
50772

10:45-11:10 | Room 790 (7F)

Strategic Model of English Language Learning Activities to Enhance Tour Guide Skills of Thai Youth: Case Studyin Cultural Tourism Community at Thakha, Amphawa, Samuthsongkram, Thailand
Nunthawadee Wongsathian, Rajamangala University of Technology Suvarnabhumi, Thailand

This study is conducted in order to survey learning conditions and availability for being tour guides including to study language learning
styles and to design strategic model of English language learning activities to enhance tour guide skills of Thai youth in cultural tourism
community at Thakha, Amphawa, Samuthsongkram, Thailand. Population and Samples used in this study are 88 children who are studyingin Tepsuvarnachanvitthaya Secondary School in Thakha, Amphawa, Samuthsongkram, Thailand. The research instruments used consistof learning conditions and availability for being tour guides assessment, language learning styles assessment, and strategic model ofEnglish language learning activities to enhance tour guide skills which are designed after analyzing learning conditions and availability andlanguage learning styles of children. The strategic model of English language learning activities are implemented with 34 children who are
studying in Grade 8 Secondary School by simple sampling from Grade 7-9 Secondary School in Thakha, Amphawa. The study represents
that the children in Thakha, Amphawa are not ready for being volunteer tour guides. Most of them are V-K-A learners who prefer learning
language from practicing a particular skill, questioning, and team working. Thus, Grade 8 Secondary School students are able to learn mostfrom pictures, charts, maps, storytelling, and acting. The implementation of strategic model of English language learning activities showthat the activity approaches are appropriate and directly promote children’s learning styles. Moreover, those activities could enhance tour
guide skills of children in Thakha, Amphawa, Samuthsongkram, Thailand.

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11:25-12:40 | Room 731 (7F)

Sunday Session II

Identity and Language Learning
Session Chair: Maria Luz Villarante
51709

11:25-11:50 | Room 731 (7F)

Attitudes Towards Portuguese and Indigenous Varieties Among Multilingual Teachers in Mozambique
Simao Elias Luis, The Hong Kong Polytechnic University, Hong Kong

Research on language attitudes has attracted the attention of many scholars in education, psychology, political science and media
studies across the globe (Edwards, 2010; Garrett, 2010; Palviainen & Huhta, 2015; Spolsky, 2017). Language attitudes impact education
policies (Lewis, 1981; Li Wei, 2011), language learning (Baker, 1992; Gardner, 1985), language variation and maintenance (Fishman, 1985),
language use (Moriarty, 2010), and the construction and manifestation of social identities (Lapresta & Huguet, 2008). Hornberger and
McKay (2010) argue that multilingual classrooms are increasingly becoming the norm, and it is salient to undertake critical studies on
language attitudes and ideologies behind classroom discourse. This presentation reports on attitudes towards Portuguese (standard)
and indigenous varieties (nonstandard) among primary school teachers in the context of Mozambique. The study also assesses theeffect of socio-biographical variables on language attitudes. Over 200 teachers completed the attitude questionnaire adapted from
Baker (1992). The data were analysed with SPSS and descriptive statistics and multiple regression were conducted, with teachersreporting more positive attitudes towards the standard language than indigenous varieties. This suggests the need to raise awareness ofthe educational and social values of Mozambican languages to promote their use as the medium of instruction. Statistically significant
differences were found between females and males, with females expressing more favourable attitudes towards the standard language
than males. Spearman correlation showed a link between multilingualism in schools and attitudes towards mother, suggesting that
linguistic diversity in schools does have an impact on the development of positive attitudes towards indigenous varieties.
52049

11:50-12:15 | Room 731 (7F)The Association Between Student Teachers’ Attitudes and Beliefs about English as Medium of Instruction and
Their Degree of Ethnocentrism
Joyce West, University of Pretoria, South Africa

Democratic transformation in South Africa has gradually led to the desegregation of schools (i.e., urban schools), resulting in the
integration of learners of different ethnicities which consequently increased the multicultural and multilingual nature of classrooms.
The growing demand for English as Medium of Instruction (MoI), especially in urban schools is because of increased multicultural andmultilingual contact between learners within post-apartheid South African classrooms. There are different attitudes and beliefs about
the use of English as learners’ MoI. Current research suggests that both the attitudes and beliefs of teachers drive classroom actions
and affect learner performance. Negative attitudes and beliefs about multiculturalism and multilingualism have been associated withhigh degrees of ethnocentrism. While low degrees of ethnocentrism is associated with positive consequences such as national prideand even patriotism, a high degree of ethnocentrism is associated with individuals who lack acceptance of cultural diversity. Teachers’
attitudes and beliefs about English as the MoI in a multilingual classroom can therefore be an indication of their degree of ethnocentrism.
It was important in this study to consider the relationship between teachers’ attitudes and beliefs and their degree of ethnocentrism as
manifest in multilingual classrooms. Through a mixed method research design, this study investigated 1200 student teachers’ attitudes
and beliefs about English as MoI within multilingual classrooms and measured their degree of ethnocentrism. An association between
student teachers’ attitudes and beliefs and their degree of ethnocentrism was also determined.
51233

12:15-12:40 | Room 731 (7F)

Finding SELF through Literature: A Study of Filipino Identity

Maria Luz Villarante, University of Perpetual Help Philippines, Philippines
Alfonso H Loreto, University of Perpetual Help System Dalta, Philippines
Nick Joaquin, before becoming one of the leading practitioners of Philippine literature in English, he was a seminarian in Hong Kong –who later realized that he could better serve God and humanity by being a writer. This is reflected in the content and style of his works,
as he emphasizes the need to restore national consciousness through important elements in Catholic Spanish Heritage. In his selfconfessed mission as a writer, he is a sort of ""cultural apostle"", whose purpose is to revive interest in Philippine national life throughliterature – and provide the necessary drive and inspiration for a fuller comprehension of their cultural background. His awareness ofthe significance of the past to the present is part of a concerted effort to preserve the spiritual tradition and the orthodox faith of theCatholic past – which he perceives as the only solution to our modern ills.This argument is that probabilistically speaking, if there areless things need to be taken into consideration for an argument, the likelihood of that argument being true is greater due to the necessityof only one or a few conditions needing to exist. In this paper, a few popular possible arguments for personal identity in relation to Nick
Joaquin’s literature and the type of genres/themes read by each person will be discussed, more specifically, these questions shall be its
core: a. Is literature a reflection of life? b. How did Nick Joaquin depict being a Filipino in his literature?

84 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 744 (7F)

Sunday Session II
Reading & Writing
Session Chair: Midori Mashiyama
52787

11:25-11:50 | Room 744 (7F)

Contrastive Genre Analysis of English Dissertation Acknowledgements Written by Chinese and American
Doctoral Students
Ruidan Zhang, Shanghai International Studies University, China

Academic writing has been seen as “the fulcrum” (Mohammadi, 2013) of scholarship because of its “enormous relevance to the ways
individuals construct themselves as competent academics, build professional visibility, and establish reputations” (Hyland, 2014).
Nevertheless, dissertation acknowledgements have long been taken for granted as a part of background (Hyland, 2003) and its value
as an academic genre has been underestimated (By genre, we mean the idea that a type of text which fulfills a certain purpose will
employ conventionalized forms that are recognizable to members of the same community (Bruce, 2016)). Meanwhile, newcomers areoften confused by what conventions they should accommodate in academic writing and EFL/ESL students encounter more problems
as writing conventions in English sometimes differ considerably from those in their first languages. Thus, the present study will employ
ESP approach of genre analysis, Swales’ move-step analysis in particular, to analyze the English dissertation acknowledgements
written by Chinese and American doctoral students in the field of Literature and Linguistics (as Chinese doctoral students in this field
are the most advanced English learners), seeking to figure out (1) the generic structures of Ph.D dissertation acknowledgements;(2) the communicative purposes each move or step conveys; (3) the linguistic features are employed to convey the communicative
purpose; and (4) the differences between these two groups. The study is a corpus-based study: 60 acknowledgements written by
Chinese students are selected from CNKI while 60 acknowledgements written by American students are selected from ProQuest
Dissertation Database.
52606

11:50-12:15 | Room 744 (7F)

Beyond Traditional Approaches and Methodologies: The New Roles of Texts
Natalia Zajaczkowska, University of Social Sciences and Humanities, Poland

With the recent focus on bringing technology into learning environments and creating concept-based curricula, the role of a text inEnglish as a Second Language education remained unchanged. At the same time, Language Acquisition has begun taking place outsideof classrooms with no consideration of emerging and developing trends. Through a thorough study of academic journals and language
publications, this paper will critically analyse the traditional approaches to texts in English Language Teaching. It will then indicate
the incipient opportunities for various types of texts to become a means to equip individuals with language tools beyond traditional
approaches and methodologies. Subsequently, it will present how a classroom can be turned into not only a cultural interpolation but
also a favourable environment in which learners can practice their interdisciplinary recognition and their critical thinking skills. As aresult, the focus from ‘what to teach’ which entails standard reading comprehension tasks introducing language in context is shifted
onto ‘how and why’, to provide learners with strategies and occasions to experience, exploit and process a text in order to be ready totake a stand in the modern world.
52699

12:15-12:40 | Room 744 (7F)

Writing in English with Help

Midori Mashiyama, Fukuoka Women's University, Japan
Writing is one of the most difficult skills for Japanese people to master in English learning. The Ministry of Education held a nationwide
English proficiency test for the 3rd year students of senior high school in 2017. In the report, the Ministry pointed out the link between
low writing scores and low frequency of employment of integrated writing activities in classrooms. Then, how can we provide more
opportunities to write in English to our students? One of the obstacles in increasing writing activities is giving feedback. Introducing
writing software and applications in classrooms is one way to reduce the workload of teachers to give feedback and provide more
activities to write. In this study, the changes of the perceptions of the writers towards writing in English before and after the writing
activities were investigated. One on-line writing tool, Criterion®, was utilized in writing instructions, and the writers’ perceptions
towards writing and the instrument were examined. The participants were the students of four writing classes in college in Japan.
The classes were two freshman and two sophomore classes. The questionnaires were distributed to the participants before and afterusing Criterion® between June and July in 2018. After using the writing tool, understanding of the tool’s features was deepened and theperception towards writing in English were changed. Writing more might lead students to have more practical view of writing.

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11:25-12:40 | Room 736 (7F)

Sunday Session II
Teaching Methods
Session Chair: Xue Li52159

11:25-11:50 | Room 736 (7F)

From Face-to-Face to Blended: The Transformation and Implementation of an Academic Reading Program for
Postgraduate Students at a Colombian University
Tatiana Prada Maldonado, Universidad de los Andes, Colombia

One of the greatest challenges Colombian postgraduate students face is related to their academic reading skills in English. Even though
Colombia has made great efforts to become a bilingual country, the English language level continues being low except for bilingual
school students or people who learn English outside school at the university or informal language institutes. Postgraduate students who
do not have the English language level the university requires them to be able to graduate, need to take two academic reading courses.
These are focused on reading, so their speaking, writing and listening skills may vary from student to student. One class may include
students with low and pre-intermediate speaking and/or grammar level, but their reading skills tend to be their weakness. These courses
are called “Reading Workshops”. They were taught for many years in a face-to-face manner with good results. There was a challenge,
though: Different levels of English in the classroom required a variety of teaching strategies to satisfy individual needs. In a face-to-faceprogram there were just a few opportunities for personalization. For this reason, these courses recently became blended. This change
allowed students to study at their own pace online while having the support of the teacher both online and in the classroom. This paper
describes the design and implementation process of the blended approach. It also explains the challenges both teachers and students
faced during the transition and implementation of these new courses as well as future challenges regarding learners autonomy, andfossilized teaching habits.
52796

11:50-12:15 | Room 736 (7F)

Promoting Student Autonomy and the Co-creation of the L2 Class Through Linguistic Theory
Luzia Dominguez, Cardiff University, United Kingdom

In this paper, I will present ways in which linguistic theory can be combined with appropriate teaching methods in order to further develop
learner’s independence and promote the co-construction of methodologies for the L2 class. For this purpose, I will refer to the use ofsome key concepts from Discourse Analysis, Pragmatics and Sociolinguistics and describe how they were used in a seminar focused on
the use of Spanish in different contexts. I will stress how the combination of theoretical Linguistics and current innovative pedagogicalapproaches can be interlinked to achieve, not only more skilled language students, but also more skilled teachers. Through many
aspects of the communicative approach have been included in the teaching of Spanish in the UK, I believe that, more generally, a change
is needed within our educational culture: I suggest that the incorporation of these and other theoretical concepts when teaching the useof language may be beneficial for learners, as long as it is applied in conjunction with a student centered and cumulative approach, aswell as constructive alignment, between other teaching methods. I propose that this change in perspective has the potential of helping
to develop a more reflective, dynamic and flexible pedagogy of a second language, where learners and educators co-produce theprocess of teaching and learning.
51905

12:15-12:40 | Room 736 (7F)

Research and Practice on the Blended Teaching Mode of College English Based on MOOC + SPOC Platform
Xue Li, Harbin Institute of Technology, China

Based on comparison and contrast between the blended teaching mode and the traditional one, this project takes college English
course at Harbin Institute of Technology as an example to design and practice the blended teaching mode based on the MOOC + SPOC
platform. This mode aims to develop cross-cultural communicative competence of college students in an all-round way. On the basisof the teaching resource database set up by ourselves, the blended teaching is led by an open and collaborative teaching community
and also driven by various communicative activities. With the diversified assessment as a guarantee, an Internet+ oriented college
English learning community centered on students is established. This mode consists of online learning and face-to-face instruction
with miscellaneous activities such as discussions, presentations, role-play and reports, which reflects the Internet thinking of openness,participation, collaboration and sharing, as well as the concept of active learning, research-based learning and team work. The results
show that the blended teaching not only makes full use of the advantages of MOOCs but also gives full play to the strengths of face-toface teaching, thus optimizing the teaching effect.

86 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 739 (7F)

Sunday Session II
Language Education
Session Chair: Russell Hazard
52504

11:25-11:50 | Room 739 (7F)

English as a Medium of Instruction, a Growing Global Phenomenon in Japan, South Korea, and Mongolia –Rationales and Challenges
Sainbayar Gundsambuu, Osaka University, Japan

This study aims to explore the rationales to adopt EMI at six private universities in the non-Anglophone countries—Japan, South Korea,
and Mongolia and to examine the implementation of EMI programs. As EMI is one trend in the internationalization of higher education
across non-Anglophone countries, higher education institutions in these three countries are introducing courses and degree programstaught in English in order to become more competitive in the regional or international higher education market. The rationales for
introduction and implementation of courses and programs taught in English differ in terms of their designs, characteristics, and national
contexts. In Japan, the government’s top-down policy plays an important role in EMI development and implementation. The cases inSouth Korea display many similarities in comparison to Japan. However, the studies on EMI in Korean higher education are few. In
contrast to Japan and South Korea, EMI is a new phenomenon in Mongolia. Though this study, it attempts to explore the phenomenon inits national context and to examine EMI at six private universities from the perspectives of faculty members and administrators involved
with the implementation process of EMI. In addition, this study identifies challenges that these private universities have encounteredwhen implementing EMI programs.
52026

11:50-12:15 | Room 739 (7F)

Language Facilitation Skills Training for Early Childhood Educators in South Africa: Towards a Contextually
Embedded Multi-modal and Phased Training Model
Aniel Redelinghuys, Stellenbosch University, South Africa
Berna Gerber, Stellenbosch University, South Africa

Language development forms the foundation for early literacy development and Speech Language Therapists (SLT) and Early Childhood
Educators (ECE) alike play a key role in facilitating language development. However, in South Africa, ECEs are often not adequately
trained to facilitate language development. Teacher Professional Development (TPD) paves the way for multi-disciplinary collaboration
between SLPs and ECEs in the form of in-service training. Through this collaboration SLPs can support ECEs in developing new
knowledge and skills in language development. However, the socio-cultural contexts of the ECEs may influence their preferences
towards the pedagogical modalities (including blended learning) used and the structure (a phased approach) through which the training
can be delivered. This two-part study aimed to: i) conduct a cross-sectional, survey to explore their experiences, needs and perceptions
regarding training on language development and language facilitation strategies (LFS) and ii). Conduct a scoping review to develop a
literature-based model for delivering TPD. We interviewed 17 ECEs of 4 to 6 year olds from low- to middle-income schools in the Western
Cape. The results from the interviews indicated a need for further training on language development and LFS and that a multi-modaland phased training program with post-training support could be helpful. Based on the results of the scoping review, a contextuallyembedded multi-phased, multi-method model for training is proposed. The implications related to the multi-disciplinary collaboration
between SLPs and ECEs are discussed against the background of a socio-cultural perspective.
52453

12:15-12:40 | Room 739 (7F)

English Language Education Policy and Developing Countries: Interdependence, Digital Literacy, and Sustainable
Development Orientations
Russell Hazard, Beijing Aidi Teaching, Learning, & Innovation Center, China

This presentation/article examines English language education policy within the context of national development. Within this context,
it highlights the importance of English language teachers, researchers, and policy makers educating themselves on core issues andadvocating effectively due to the strong impact their decision-making may have on vulnerable populations. It concludes by recommending
a strategic analysis of the cost and benefits of providing English language programming, of the optimal language of instruction, of the
inclusion of elements of the United Nations Education for Sustainable Development (ESD) and Global Citizenship Education (GCED)
initiatives into the language curriculum, of implementation of existing low-zero cost educational technologies to facilitate digital literacy
and global digital citizenship, and on educational infrastructure decisions such as teacher training.

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11:25-12:40 | Room 777 (7F)

Sunday Session II
Gender & Identity
Session Chair: Magdalena Trinder
50051

11:25-11:50 | Room 777 (7F)

Gender Positioning in Children’s Books – A Visual Analysis
Jackie F. K. Lee, The Education University of Hong Kong, Hong Kong
Andy C. O. Chin, The Education University of Hong Kong, Hong Kong

One of the external factors that can influence a child’s gender role development is the books they read. According to the transportation
theory, when encountering a text, a child may be transported into the world created by the book author and construct his/her identity.
In addition to the textual content, the visual depiction of males and females is especially important in children’s books as they containa large number of pictures. Female and male characters can be positioned, textually and visually, as “inferior”, “dominant”, “weak” or“strong”. The aim of this study is to raise the awareness of educators and parents on how gender ideologies are being packaged to themand young learners through visual images. The investigation included an analysis of 60 English readers selected from the Reading to
Learn across the Curriculum Book List for Key Stage 1 (i.e. Primary 1–3), recommended by the Education Bureau of Hong Kong. A rangeof variables in relation to visual representation was analysed, including the visual appearance of male and female characters and their
proportion in each picture, the roles and activities they perform, the location of their appearance, the clothes worn and the major coloursof their clothing. The findings recorded significant differences in the visual portrayal of male and female characters, which signifies
a strong need to provide teachers and parents with support to avoid reinforcing gender inequalities in early readers when they read toyoung learners.
51712

11:50-12:15 | Room 777 (7F)

Gender Differences in EFL Speaking Class in Indonesia: Does It Matter?
Santri Emilin Pingsaboi Djahimo, Nusa Cendana University (UNDANA), Indonesia

This is a qualitative study aims not only at finding out whether or not there is a relationship between gender differences and students’participation, engagement, performance, and achievement in speaking class, but also to identify how gender differences relate to thefactors affecting speaking performance (i.e performance conditions, affective factors, listening ability, topical knowledge, and feedback
during speaking activities). 50 students from speaking 1 class from English Department of Nusa Cendana University, Kupang – NTT,
Indonesia have been randomly chosen to be observed and interviewed in answering the problems. Based on the research results, it
can be seen that both male and female students have demonstrated their participation and engagement considering the factors that
affect their speaking performance in various degrees. In performance conditions, females work better on planning stage but they failto work under time pressure. In contrast, despite their failure on the planning stage, male students perform better under time pressure.
Talking about affective factors, both groups have similar level of motivation. However, males have higher level of self-confidence but
lower level of anxiety than females do. Similar ability have been shown by both groups in listening, yet male students have consistently
outperformed their rivals in the factors of topical knowledge and feedback during speaking ability. In short, although the results of thissmall scale research can’t be generalized, it has proven that the overall performance of males in speaking class is better than females
and so gender differences matter in EFL speaking class.
52836

12:15-12:40 | Room 777 (7F)In Search of the Identity of a Language Learner: An Investigation Into the Correlation Between Receptive Skills and LOC
Magdalena Trinder, Rzeszów University, Poland

According to the well-known cliche ‘a bad workman always blames his tools’. This is the perfect manifestation of an externally orientated
Locus of Control. The main aim ascribed to this research project was to investigate the nature of the relationship between Locus ofControl and level of achievement in reading and listening exercises in a group of university level students of English Philology. 102 MA
level students were asked to complete the Drwal test for Locus of Control, which is the standard test recognised by the Polish Instituteof Psychology. The students results in a number of reading and listening exercises were then recorded over the period of a single
semester in order to ensure a more reliable basis for analysis. It was anticipated, based on the existing literature, that higher achievers
would be more inclined towards an internally orientated LOC. The results, however, proved somewhat surprising in that there was noclear correlation either way. The final part of the paper is devoted to a discussion of the potential significance of this result and potential
areas for further investigation.

88 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 780 (7F)

Sunday Session II
Psychology & Identity
Session Chair: Chiyo Hayashi
51713

11:25-11:50 | Room 780 (7F)

What Students Talk About When They Talk About Writing: Discourse, Identity, and Collaboration
Sara Field, George Mason University, United States"What do any of us really know about love?" Mel said. "It seems to me we're just beginners at love.”-“What We Talk About When We Talk About Love,” Raymond Carver, 1981.
In Carver’s story, two couples discuss multiple types of love over gin and tonics. Though their experiences are different, they agree they
have all experienced love, whether or not they share definitions. Through these vignettes, Carver asks readers to consider their own
views of love in its many forms. Similarly, when talking about the act of writing or being a writer, students develop complex and divergent
ideas about what makes good writing, the genres they enjoy, their self-efficacies and competences, and their writing identities. Just as
Carver presents multiple viewpoints without making a final judgment on the definition of love, I believe it is the teacher’s role to provide
students with a range of writing options so that the students can form their own opinions, self-efficacies, and identities. Mentor texts,
reading and writing across genres and topics, and learning writing strategies are ways that teachers can expand students’ experienceswith writing. However, just as the adults in the story needed to talk about and share their ideas, students, too, need opportunities todiscuss and interact with ideas and each other. This paper will use empirical, practitioner, and action research to explore how discourseand student talk can be maximized in Writers’ Workshop to increase student writing identities, self-efficacies, and competencies.
52748

11:50-12:15 | Room 780 (7F)

British Students’ Identity Transition in Learning Chinese as a Foreign Language
Mengke Li, The University of Edinburgh, United Kingdom

Chinese has become an increasingly significant language in the global language market over the last 20 years. China’s increasing power
economically has encouraged the development of Chinese Language Learning (CLL) and it is increasingly being seen as a strategic
learning decision. This research focuses on investigating key identity transitions for a small number of British students studying Chinese
in the UK as they experienced a placement abroad, learning Chinese in Mainland China or Taiwan. Ten British students who had studied
Chinese in a one-year China exchange programme at a Scottish university were invited to take part. Drawing on poststructuralist
perspectives in establishing a theoretical position and narrative identity theory as a key conceptual frame, learners’ experiences, beliefs
and perceptions were explored in depth. The face to face semi-structured interview with students was utilised as the main researchmethod. After analysing the data, three themes emerged: cultural identity shifts, motivation/investment, and identity transition. These
themes reflected students’ engagement with the target language and culture and their sense of self as they experienced Chinese andChinese culture during their overseas study time and on their return. Finally, there was a discussion about how they define and redefine
the concept of who they used to be, who they are, who they are becoming, and the relationship between themselves and the social world.
Speaking a new language, is seen as the start of a new identity.
52738

12:15-12:40 | Room 780 (7F)

Exploring the Relationship Between EFL Learners’ International Posture and Moral and Ethical Beliefs: A
Preliminary Study
Chiyo Hayashi, Kunitachi College of Music, Japan

The purpose of the current study is to explore the relationship between EFL learners’ international posture and moral and ethical beliefs.
With the acceleration of the globalization, the need for globally-minded people has been rapidly increasing even in a mono-cultural island
country like Japan. As the number of foreign visitors and residents soars, it has become one of the most urgent goals of the country
to cultivate individuals who can cope with international social and cultural milieus. Yet, as Japanese media often points out, “inwardlooking orientation” of Japanese people, the tendency to shy away from international encounters and situations, has been one of thesocial phenomena that prevents such a goal. Then, an important question to address is what makes people international-minded andwhat prevents them. The current study attempts to answer this question by investigating the connection between Japanese EFL learners’
international posture and moral and ethical beliefs. These beliefs were hypothesized to be influential because they guide people’s
perceptions and behaviors, reflecting each individual’s values and ideas on what is right or wrong (Watsuji, 1979). The participants (N= 100) of the study were EFL college students in Tokyo. The instruments of the study were a questionnaire on international posture(Yashima, 2009) and the Moral Foundation Questionnaire (MFQ) (Haidt, 2011). The results of the study indicated that two factors of the
MFQ, Care and Fairness, were significantly related to International Posture. The presentation will report further results of the study aswell as pedagogical implications.

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11:25-12:40 | Room 784 (7F)

Sunday Session II
Learning Environments
Session Chair: Elin Thordardottir
52083

11:25-11:50 | Room 784 (7F)

Reading Literacy Support in School and Home for Poor Communities in South Africa
Sandiso Ngcobo, Mangosuthu University of Technology, South Africa

Reading literacy levels in both English and vernacular are extremely low in South Africa when compared with other countries. This calls
for all members of society to be involved in addressing this issue at all levels. Hence a community project initiated by a university thattargeted a local primary school to work with their teachers and learners to share resources and provide reading lessons. It was also
necessary at an early stage to conduct a baseline study that would indicate the school and home support learners were receiving.
A short questionnaire was administered among learners and their parents. The findings revealed that there was inadequate reading
literacy support for learners at both home and school due to the poverty-ridden environment in which they found themselves. The
findings indicated the extent to which the university project needed to be involved in assisting both the school and the learners. Thisentailed sourcing reading materials and providing basic stationery to ensure effective teaching and learning occurs in both the learners'
African language and English.
52167

11:50-12:15 | Room 784 (7F)

Informal English Learning in Two Linguistic Environments: A Comparison of Iceland and QuebecElin Thordardottir, McGill University, CanadaThis study concerns children’s informal (outside of school) learning of English in distinct language communities: In Iceland, English isincreasingly ever-present (social media and tourism) despite not being spoken as a native language. Studies report children to converse
in English before starting English instruction in school, leading to concerns that English is replacing Icelandic; however no legislation
is in place that limits English use. In Montreal, Canada, the official language is French, however, both French and English are spoken
as native languages. Very strong language laws are in place to protect French and limit the use of English. In the two settings, formal
English instruction in school is similar in terms of number of hours. Do these distinct linguistic environments impact the amount of
informal English learning? Older school-age (mean age 14;3 (SD 1;6) L1 and L2 speakers of Icelandic and French, respectively (n=76 todate) were administered a standardized test of English vocabulary (PPVT), conversational language samples, and a questionnaire on
attitudes towards each language (also equivalent measures in Icelandic and French, respectively) Results show distinct patterns in thetwo settings: All groups evidenced age appropriate English conversational skills. Icelandic groups scored significantly lower on the
PPVT than the Montreal groups (p< .001), and significantly below the test norm; Montreal groups scored within the norm (mean standard
scores 73.0 versus 93.8) All groups had similar and highly positive attitudes toward English. The impact on learning of motivation, total
language knowledge and opportunities afforded by the environment will be discussed.
52244

12:15-12:40 | Room 784 (7F)Natural Language Input: Maternal Education, Socioeconomic Deprivation, and Language Outcomes in TypicallyDeveloping Children
Nuzhat Sultana, The University of Hong Kong, Hong Kong
Lena Wong, The University of Hong Kong, Hong Kong
Suzanne C. Purdy, The University of Auckland, New ZealandObjective. The study examined the differences in language input related to family factors (maternal level of education, MLE, andsocioeconomic level of deprivation, SLD) and the association with language outcomes in typically developing children. Design. Twenty
children were recruited from eight early childhood centers. Language inputs were audiotaped using LENA® technology for two weekend
days. Quantity of language input was analyzed using LENA® which calculates the number of adult words (AWs), and adult-childconversational turns (CTs). Four 5-minute LENA® recording segments were transcribed and coded, and parental language strategies
were classified as: optimal, moderate, or sub-optimal for language development. Each child’s receptive and expressive language wasassessed using Preschool Language Scales (PLS). Results. Spearman correlations indicated significant positive associations between
number of AWs/hour and CTs/hour, and a negative association between sub-optimal strategies and language outcomes. Mann-Whitney
U tests indicated significantly high number of AWs/hour and CTs/hour for High MLE comparing with Low MLE, and in Low SLD comparing
with High SLD groups. Use of sub-optimal language strategies was significantly lower for families with High MLE versus Low MLE andfor Low SLD versus High SLD groups. Conclusions. Fewer number of AWs, CTs, and higher use of sub-optimal language strategies areassociated with low MLE, high SLD and weaker language outcomes. These results highlight the importance of the quantity of daily
oral interaction and the use of optimal language strategies to develop strong language skills in their young children. Parents should be
informed how they could interact with their children for better language development.

90 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:25-12:40 | Room 790 (7F)

Sunday Session II

Language Teaching Methods
Session Chair: Borja Ruiz de Arbulo Alonso50896

11:25-11:50 | Room 790 (7F)

Improvement of Reading Comprehension Through Multiple Choice Questions Formulating
María-Teresa del-Olmo-Ibáñez, University of Alicante, Spain
Raúl Gutiérrez-Fresneda, University of Alicante, Spain

Reading is not only a means of access to knowledge, but also a powerful ability to learn and think. However, reading does not always
lead to deep learning. This is only achieved when the reader participates in situations that require him or her to go beyond the text.
Normally, the typology of resources used in the classroom to instruct in comprehension tends to focus on students' answers to a seriesof given questions, often of a literal nature. Very few papers study the way in which students integrate the information they read throughsituations that require active learning and that stimulate their ability to think. The purpose of this research is to analyse whether, bymeans of dynamics focused on promoting reflection on the text through the formulation of questions with different alternative answers,
the comprehension capacity is improved and the integration of the students' knowledge is promoted. This work involved 118 students
between ages 8 and 9. The results demonstrate the didactic value of this type of reading practice as it facilitates the improvement ofreading comprehension and learning itself to a greater extent than other types of reading situations.
52791

11:50-12:15 | Room 790 (7F)An Investigation of Japanese EFL Learners’ Perception of Learning Pragmatics
Mai Oyama, University College London, United Kingdom

Under the influence of globalisation, cross-cultural communication is inevitable, which intensified the need for developing communicativecompetence of language learners. Unlike lexical, phonological or syntactic errors, pragmatic failure due to the lack of pragmaticcompetence may cause a serious communication breakdown between interlocutors. As English is one of the most common languages
for intercultural communication, the significance of developing the pragmatic ability of ESL/EFL learners has been recognised. Despite
this fact, however, the value of teaching pragmatics is still overlooked in EFL classes in Japan. In this paper, the researcher will reportresults from the research conducted with Japanese university students, regarding how they perceive learning pragmatics in EFL class.
During the research, the students were given pragmatic instruction on the production of request and refusal speech acts and examined
how they employ the pragmatic knowledge and strategies acquired in the class to perform effective communication in English. At
the end of the research, students were asked about their impression of learning pragmatics and the effect of it over the entire EFL
learning. Almost all students responded that learning pragmatics were useful and pragmatic instruction should be incorporated into
English education at university, even though they found some difficulty in learning especially in choosing proper expressions in a certain
context. This appeals to the urgent need for practising pragmatic instruction in EFL classes in Japan.
50085

12:15-12:40 | Room 790 (7F)

Strategizing Classroom Time: An Exploration of the Impact of Flipped Instruction in Second Language Acquisition
Borja Ruiz de Arbulo Alonso, Boston University, United States

This paper analyzes the impact of flipped instruction in learners of Spanish as a Second Language in a face-to-face course at Boston
University. Given the limited amount of contact hours devoted to studying world languages in the American higher education system,
implementing strategies to free up classroom time for communicative language practice is key to ensure student success. In an effort
to improve the way learners acquire a second language, this paper examines the role that regular pre-class and web-based exposure
to Spanish grammar plays in student performance at the end of the academic term. It outlines different types of web-based pre-classactivities and compares this approach to more traditional classroom practice. To do so, this study works for three months with twosimilar groups of adult learners in an intermediate-level Spanish class. Both groups use the same course program, but one receives anadditional set of instructor-made online materials with variety of grammar explanations and online activities that need to be reviewed
before attending class. Since the online activities cover material and concepts that have not yet been studied in class, students’ oral
and written production in both groups is measured by means of a writing activity and an audio recording at the end of the three-month
period. These assessments will ascertain the effects of exposing the control group to the grammar of the target language prior to eachlecture throughout and demonstrate where flipped instruction helps learners of Spanish achieve a higher performance, but also identify
potential problems.

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13:40-15:20 | Room 744 (7F)

Sunday Session III
Social JusticeSession Chair: Jane Lu
52369

13:40-14:05 | Room 744 (7F)

Sparking a New Generation of Community Advocates: Challenges in Teaching Policy Analysis
Victoria L. Baker, Frontier Nursing University, United States

Policy affects every aspect of our lives, controlling such things as the costs of goods, our ability to work, and the quality of our homes.
Whether those policies are just and effective depends enormously on broad popular participation and in their development and transparent
oversight at every level of government. Yet, students often find the study of policy intimidating, opaque, or irrelevant to their lives or studies.
In this presentation, we will explore together how to meet the challenge of teaching graduate professional students to become beginning
analysts of health policy and encouraging them to take on the roles of speaking in policy making arenas as advocates with credible andclear voices. Many methods can be used to analyze health policy, each with their own purposes (Hanney, Gonzalez-Block, Buxton & Kogan,2003). Some particularly address health equity and social justice (Farrer, Marinetti, Cavaco & Costongs, 2015, Lee, et. al., 2018), some
economic costs (Ara, et. al., 2014), some other outcomes. Using the example of nursing graduate students, we will consider what methods
work best with the skills taught to college students, those who might act as advocates in their home communities. We will present several
policy analysis methods and consider which most capitalize on the skills of professionals and local advocates.
52370

14:05-14:30 | Room 744 (7F)

Teaching to Students to Care About Cultural Humility and Social Justice: What Does It Take?
Maria Valentin-Welch, Frontier Nursing University, United States
Victoria L. Baker, Frontier Nursing University, United States
Essence Williams, Frontier Nursing University, United States

Preparing midwives to join our profession and take it into the future requires that we teach more than clinical expertise. When it comes tobringing our profession forward in terms of racism and diversity, we need to teach more intangible competencies, such as cultural humility
and social justice (Gordon, McCarter, & Myers, 2016), and our profession has made a commitment to them in our professional Code of
Ethics (ACNM, 2005) and the Hallmarks of Midwifery (ACNM, 2012). Nursing education as a whole has been called upon to make a “radicaltransformation” in our approach, including teaching for “moral imagination” that creates critical thinkers and nursing leaders (Benner, Sutphen,
Leonard, Day, 2010). Educators know this, but we often find it easier to teach clinical skills than the intangibles. In this presentation we will
review what we know from scholarship about teaching these topics and provide handouts on how to apply particular approaches.
51718

14:30-14:55 | Room 744 (7F)

Inclusivity and Equity in Education Parlance: A Case Study of Pakistani Schools in Islamabad
M. Habib Qazi, University of Leicester, United Kingdom

This study problematizes Pakistan’s national curriculum textbooks for grades IX-XII in the context of developing students’ sense ofnational belonging vis-à-vis the idea of inclusive education and global interdependence. It also draws on field data collected using
interviews with 12 teachers and focus-groups (6) and participatory tool methods with 442 students studying in 6 state schools situatedin the Pakistani capital Islamabad to evaluate: i) the teachers’ classroom practices for implementing textbook-based national identity
discourses on students, and ii) the way these influence the students’ social attitudes. Theorizing the idea of national belonging as a
discursive social practice, the study mostly benefits from Foucault’s ideas of power/knowledge, the regime of truth and technologies etc.
The findings highlight a complex interplay of several education-system-actors for constructing students’ sense of national belonging
emphasizing an essential relationship between Pakistan and Islam and generally presenting the non-Muslim world as Pakistan’s/Islam’s‘other’. Thus, the students conflate the concept of Islamic identity with Pakistan’s national identity blurring the distinction; view the world
as divided between Muslim and non-Muslim blocks and evince strong exclusionary attitudes particularly towards certain Pakistaniminorities and the non-Muslim world in general. The study highlights the inherent contradictions involved in espousing Islam for theclaimant to the parliamentary democracy and implications for it not employing education for developing students’ holistic approach
towards life which might well foster a sense of inclusivity and international collaboration amongst students.
52327

14:55-15:20 | Room 744 (7F)

Response to Climate Change for Environmental Sustainability: Educational Implications for the Young Generationfrom Cross-national ComparisonsJane Lu, National Chung Hsing University, Taiwan
Cherie Hsu, National Chung Hsing University, Taiwan
Jer-Ray Hsu, Ludwig-Maximilians-Universität München, Germany

In response to climate change, actions need to be taken to lessen the severity of environmental deterioration. Due to cultural andsituational differences, how young generations respond to climate change for environmental sustainability varies. With accessibility to
the internet, information related to climate change and global warming does not stop at borderlines; however, young generations may
react differently regarding environmental issues in cross-national comparisons. This paper presents a cross-national comparisons inseveral aspects regarding actions taken in response to climate change for environmental sustainability. Surveys are administered on
campuses in Canada, United States, Germany, and Taiwan. Results indicate that current generations are much concerned that the future
generations will have to encounter more severe situations due to climate changes. In general, young people pay attention to information
related to environmental sustainability via social media, news, blogs, and government publications. Actions taken for environmental
sustainability include recycling, reduction in consumption/packaging, utilization of public transportation, enhancing efficiency of
renewable energy, eating less meat products, sustainable agricultural practices, etc. Survey participants call on more efforts devotedin early education to make the sustainable living a lifestyle. Others demand more rigorous policies, banning single-use plastic products
for example. In sum, findings in this study reveal strong pro-environment perceptions among the young generations in different cultural
backgrounds. Educational implications are provided based on findings in this study.

92 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room 736 (7F)

Sunday Session III

STEM
Session Chair: Subramaniam Ramanathan
51095

13:40-14:05 | Room 736 (7F)

A Study of Students’ Engagement in STEM at Key Stage 3

Margarita Georgieva, Blackpool & The Fylde College, United Kingdom
Nicole Dean, Blackpool & The Fylde College, United Kingdom
Abdelrahman Abdelazim, Blackpool & The Fylde College, United Kingdom
This study is based on data gathered during two consecutive years between 2018 and 2019 and looks at students across secondary
schools in the Blackpool & Fylde area. The data was gathered before, during and after a robotics competition and sought to examine
students’ profiles, capture their opinions about STEM, their perceptions of difficulty, their interest as well as their attitude towards
further STEM studies. It also looked at the balance between girls and boys, the differences (if any) in their engagement, and the attitudesof their teachers. The findings presented are based on interviews, surveys, and personal inventories gathered by a team of 5 researchers.
They include the range of profiles students with STEM affinity present in terms of soft skills, as well as their own perceptions of what
it takes to continue as a student in STEM. Interviews with their teachers reveal various levels of engagement with STEM, from both anacademic, classroom-based perspective and a more informal, game-based view of teaching and learning. We look at a range of ways topresent STEM theory and the best strategies to involve and engage students in secondary schools.
50648

14:05-14:30 | Room 736 (7F)

Designing and Utilizing a Learn-to-count Application to Support Preschoolers’ Mathematics Learning
Hsueh-Jung Liu, National University of Tainan, Taiwan

In the trend of inclusive education, young children with diverse abilities learn together in the same classroom. However, traditional
one-size-fits-all instruction does not meet all children's needs. As an itinerant ECSE teacher, the researcher found some children had
difficulty learning to count under traditional instruction. Motivated by the potential benefits of computer assisted instruction (CAI),
this study aimed to explore the way to design and utilize a learn-to-count application based on children's learning needs. Firstly, theresearcher held a focus group with ECSE teachers to share children's common error when learning to count. Children's error in counting
was analyzed as the foundation to design the learn-to-count application. Secondly, the researcher design the learn-to-count application
with the technical assistance from a CAI professional. Based on real-life contexts, the function of error control and counting strategies
were embedded in this application. Upon completing the design of this application, it was utilized to support one target child to count,and the child was directed to generalize the counting ability she had learned through the application to daily tasks. As a result of the CAI
intervention, the child expressed self-confidence in counting and acted strategically when counting. Her preschool teachers and parents
reported her steady progress in counting. As an ongoing study, this interactive application will be utilized to support more preschoolers'learning and its effectiveness will be examined. To conclude, this study may be of importance in exploring the design and utilization ofa learning application to support children' learning through interdisciplinary collaboration.
51202

14:30-14:55 | Room 736 (7F)

Infusing Team-based Learning (TBL) in Engineering Physics
Rendell Tan, Singapore Institute of Technology, Singapore
Miriam Wun, Singapore Institute of Technology, Singapore

As students in the inaugural aircraft system engineering program come from various engineering disciplines from the five polytechnics
in Singapore, it was decided to infuse TBL into the engineering physics module pedagogy. The class of 48 students were grouped into 12
teams by the physics instructor. All lecture slides are given 3 weeks before class. Out of 12 weeks of “lecture” sessions, TBL was deployedfor 6 sessions. For TBL-sessions, the students are given a quiz (graded) after the lecture, followed by a team quiz (same quiz questions,also graded). Immediate feedback is given on their quiz responses, and discussions to strengthen their understanding and close any gaps
identified. This approach better prepared the students to take on more challenging tutorial questions. Our experience showed that students
were more engaged in learning, took accountability of their progress and displayed positive traits of working as a team to deepen theirlearning through debate and peer-teaching. At the end of the course, 37 students provided their feedback via a survey. 81% students scored
4 and 5 (agree and strongly agree out of the Likert scale of 1-5) that they “benefit most” from the team quizzes, and from the instructorled discussions immediately following each quiz. Interestingly, 8 teams scored better in their team-quiz scores than their respective teammember best individual-quiz score! Students also learned to work well as a team, and benefited from peer-teaching.
52920

14:55-15:20 | Room 736 (7F)Pre-service Teachers’ Views of Science Center Visits

Subramaniam Ramanathan, Nanyang Technological University, Singapore
Though a large body of knowledge exists in the science education literature on the importance of science center visits, there are very
few studies that explore adults’ views of science center visits during their schooling years and later. In this study, a survey approach wasused to solicit the views of pre-service teachers (N=50) on their science center visits. The survey constituted 14 items, both in openended and other formats. The responses to the open-ended questions were coded for analyses while simple descriptive statistics wereused to analyse other items. Key findings from this study are that pre-service teachers could reasonably recall memories of their first
visit as a student, including what they interacted with as well as the science learnt. Furthermore, they have visited the science centera few times after that and have more vivid memories of their last visit, including recall of more of these learning experiences. They all
agree on the role that science centers can play in fostering informal science education among students through exhibitions, enrichment
programs and promotional activities. Over 95 % affirmed positively that they would bring their own students to the science centre after
they have joined the teaching profession. They also mentioned that their perception of the science centre has been enhanced over theyears. Some implications of the study for informal science education and school science education are suggested.

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13:40-15:20 | Room 739 (7F)

Sunday Session III
Innovative Technologies
Session Chair: Israel Ibarra Solis52620

13:40-14:05 | Room 739 (7F)

The Development and Deployment of Mobile Music Application for Literacy Enhancement (M2APPLE)
Amal Babangida, American University of Nigeria Yola, Nigeria
Mathias Fonkam, American University of Nigeria Yola, Nigeria
Abubakar Sadiq Hussaini, American University of Nigeria, Nigeria
Charles Nche, American University of Nigeria, Nigeria

We present in this paper the design, implementation, and broad scale deployment and use strategy of a Mobile Music Application for
Literacy Enhancement (M2APPLE)that leverages the fun activity of Karaoke music as a motivational and complementary tool to learning
English as a second or even third language. English language illiteracy is a particularly endemic problem for a vast majority of youth
in Northern Nigeria who are consequently disadvantaged since English is not just the language of governance but is the lingua franca
for commerce and much else across the entire country. M2APPLE leverages the full potential and portability of HTML 5 for a completeclient-side application that can run seamlessly on mobile and non-mobile technologies alike. The explosive growth of the mobile phoneindustry in Nigeria and Sub-Sahara Africa, coupled with the growing integration of web and mobile content on smart phones presents avery real, viable and affordable opportunity to begin bridging the knowledge barrier. M2APPLE puts the learner in the driver’s seat andnot only allows them to pick and choose songs of their liking to play and learn from, but they can also interact with the system as a songis being played to learn words/phrasal translations and/or to get a better handle on word phonetics. The overall purpose of M2APPLE is
to help increase the learner’s vocabulary pool in order to increase their level of confidence. This is part of a wider intervention measure
to illiteracy supported by the United States Agency for International Development (USAID) program.
52594

14:05-14:30 | Room 739 (7F)

Technology as an Aid to Improving Mentoring Conversations with Pre-service Teachers
Richard O'Donovan, Monash University, Australia

This report will provide preliminary insights gained from a professional experience pilot undertaken within an initial teacher education course
in Melbourne, Australia. The pilot sought to support and improve school-based mentoring of pre-service teachers in partner schools, as well as
exploring the benefits/challenges of using technology to help structure the mentor relationship. The presentation will offer an overview of thepilot, it’s context within the usual approach to professional experience, and an outline of the intended benefits of this pilot whereby technology
was to be leveraged in order to help shape mentoring conversations within primary schools; shifting them away from global or reactive
assessments of teaching practice, and instead towards more critical, reflective, and evidence driven dialogues. Analysis of data collected fromthe participating students and their mentors will be presented, including comments on the efficacy and impact of compiling a portfolio of digital
evidence using SWIVL devices. These robotic tripods are notionally easy to set up and use, and enable pre-service teachers to record their voice
and actions with their personal phone or tablet during a lesson, whilst being automatically tracked as they move around a classroom. The hope
was that the ease with which such data could be captured would simplify and enable such video snippets to routinely form the basis and focusof mentoring conversations. The presentation will explore to what extent this hope was realised, and the extent to which pre-service teachers
felt able to compile digital portfolios of practice that demonstrated their growth as teachers.
52091

14:30-14:55 | Room 739 (7F)

Adoption and Implementation of Online Learning Systems in the Middle East: Prospects and Barriers
Nessrin Shaya, American University in the Emirates, United Arab Emirates

This study aims at obtaining a finer-grained understanding of the primary prospects and barriers to adopt and implement online education
systems in the Middle East, through focusing on the case of Lebanon. A multiple case study, mixed-methods research design, was conductedon higher education students, faculty and senior academic leaders, revealed adequate readiness levels and increased acceptance of online
education among students and faculty. Macro and micro levels of analysis took place using statistical testing methods and thematic analysis
led to an emergent status of online education in Lebanon. Operationally, strong e-learning management capacity and institutional readinessdistinguished private institutions, while weak technological infrastructure and geographical complexity characterized the public university.
Lack of readiness among policymakers for abrupt change that online education might cause in pedagogy and instruction surfaced, leading tostrategical resistance for full-fledged online programs. Diminished state funding for public university, fears from the mediocrity of ‘no-lecture
university’, faculty job relevance, doubts in students’ self-regulation skills and the possible influence of corruption on student enrollment
form major barriers. Prospects lie in the consensus that online education can serve as a catalyst for higher education transformativechange supported by embracing culture for implementation at postgraduate studies, leading to a strategic proposal plan for successful
implementation. Various statistically tested associations along with sophisticated qualitative stakeholder analysis led to expanding readinessand acceptance models with practical implications for future testing, along with other valuable empirical contributions.
50694

14:55-15:20 | Room 739 (7F)

A Comparative Study Between the Uses of Educational Platform MOODLE and on Site Classes to Identify
Advantages and Disadvantages on Engineering Classes
Israel Ibarra Solis, Instituto Politecnico Nacional, Mexico
Ubaldo Gil Cruz, Instituto Politecnico Nacional, Mexico

The demands of highly trained personnel in the industrial context are greater every day, which is why information technologies
contribute to transmit knowledge to students, these must be innovative tools that generate interest in the recipients to successfully
achieve appropriation of information. In this research we report the use of the Moodle platform to teach two learning subjects ""Autoparts engineering"" and ""Automotive industrial processes"" both of the engineering degree in automotive systems. It is here thatstudents interact virtually with each of the corresponding resources inherent to each thematic unit related to the semester of the
career that is taught in the Interdisciplinary Professional Unit of Engineering Campus Guanajuato of the National Polytechnic Institute.
The results obtained showed that the resistance of the group for the new learning process at the beginning was of 80% especially inthe development of the scientific practices, however in the culmination, a percentage of 60% ended up omitting such opposition. The
results were compared related to the 3 groups, these was done in two ways, on site and remotely. Finally, it is concluded that the useof technological tools in remote mode offer opportunities for professional development in engineering fields, despite the opposition
because it is believed that this type of careers have to be attended on site at least in the Mexican context.

94 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room 777 (7F)

Sunday Session III
Professional Development
Session Chair: Rima Bahous
52367

13:40-14:05 | Room 777 (7F)

Teachers’ Professional Core Competencies and Functional Competencies of Elementary Teachers Under the
Office of Basic Education Commission
Kittichai Suthasinobon, Srinakharinwirot University, Thailand
Theeraphab Phetmalaikul, Srinakharinwirot University, Thailand

This research objective were 1) to study total level of teachers' professional competencies at elementary schools under the Officeof the Basic Education Commission (OBEC) 2) to analyze teachers' professional core competencies and functional competencies atelementary schools under the Office of the Basic Education Commission (OBEC). Respondents were 135 elementary teachers under
OBEC in Bangkok gathering by purposive sampling. Descriptive statistics such as mean and standard deviation were deployed toanalysis the data. Research Findings: 1. The professional competencies total level of elementary teachers under OBEC who graduated in
education were at moderate level ( = 3.58, S.D. = .886) . 2. The professional sub competencies level of elementary teachers under OBEC
were analyzed as below: 2.1 Professional Core Competencies were classified to five components; 1) Achievement-oriented Competency
2) Service-oriented Competency 3) Self-development Competency 4) Teamwork Competency 5) Moral and Professional Ethics
Competency. 2.2 Professional Functional Competencies were classified to six components; 1) Curriculum Administration and Learning
Management Competency 2) Learner Development Competency 3) Classroom Management Competency 4) Research, Analytical and
Synthetic Competency 5) Change Leadership Competency and 6) Relation and Community Collaboration Competency.
51868

14:05-14:30 | Room 777 (7F)

Empowering EFL Teachers in Ecuador through Contextualised Training and Multi-Level Replication Strategy
Hazel Acosta, Universidad Nacional de Education/ National University of Education, Ecuador
Diego Christian Cajas Quishpe, Universidad Nacional de Educación, Ecuador
Olga Elizabeth Minchala Buri, Universidad Nacional de Educación, Ecuador

The Project, ‘Building Inclusive EFL Teacher Training Networks’ was conceptualized to provide a contextualized training program to 52
EFL teachers who represent 17 districts from three provinces of Ecuador. Funded by the US Department of State’s Alumni Engagement
Innovation Fund 2017, the goal of the project was to mitigate the lack of human capital due to shortage of approximately 3000 teachers andto address the urgent needs of non-English teachers who teach English in public schools. During Phase 1, a training was conducted to 52
teachers using 12 modules adapted from the English Curriculum of the Ministry of Education. A survey was conducted to the 52 teachers
to assess the module, and majority identified class size and the resources as aspects to be considered in module revision. After revision,
the 52-trained teachers formed 17 training teams composed of three members from each district and replicated the training using therevised modules. Each team replicated the training to 20 more teachers or 340 teachers in total. During Phase 3, the 340 teachers formed
Communities of Learning of 23 members each and implemented teaching strategies from the modules to their students. Upon completion,a survey was conducted which asked participants to evaluate the impact of the Project. Two major findings emerged. First, teachers felt
empowered due to the transfer of responsibility where they assumed the role of being the trainer. Second, the replication strategy was key
in transforming the modules into workable teaching resources that suit the context of teachers and students.
52020

14:30-14:55 | Room 777 (7F)

Professional Development for Syrian Refugee Women Teachers
Rima Bahous, Lebanese American University, Lebanon
Linda Bradley, University of Gothenburg, Sweden

This paper is a cross-cultural collaboration between universities in Lebanon and Sweden. It provides input on communities of practice ofSyrian refugee women teachers’ educational and professional backgrounds, training, and digital literacy. In both countries, training programs
are used for these newly arrived teachers, enabling them to move forward in their careers. The purpose of our research is to explore towhat extent Syrian refugee women teachers are developing their vocational abilities in getting more career-oriented training in their areasof education, and enhancing their language skills. A qualitative method approach was applied where we conducted interviews with twenty
women in both Lebanon and Sweden, all teachers from Syria with a refugee background. Our results show that the Syrian refugee womenteachers have learned to incorporate electronic media for both orientation and further education to obtain their goal of proceeding with theirprofessions in the new country. The teachers hold duel-roles in that of teachers and learners simultaneously. The overall results show that
all Syrian refugee women teachers have used digital technology in their own teaching and learning process. Also, all of them have utilized
different technological tools in their teaching sessions. Most of them have shown that the training programs they have joined in Sweden or
Lebanon are beneficial in strengthening and developing their teaching and learning skills as well as their language-learning competency.
Almost half of them have used different language learning resources to make their aptitudes much compatible.
52604

14:55-15:20 Room 777 (7F)

Raising Pre-service English Language Teachers’ Research Literacy Competence in a Teacher Education Program
Meryem Mirioğlu, Çukurova Üniversitesi, Turkey
Cemile Bugra, Cukurova University, Turkey

In teacher education programs, one of the required attainments of any ideal pre-service teacher program is to enable pre-service
teachers to be aware of research literacy competencies and have practice to improve such competencies during their education. This
study aims at equipping the participants with the necessary critical skills and research literacy competencies and tries to investigate
whether these implementations create awareness about this issue. This study has been conducted at Cukurova University with 60
second-year participants studying in the department of English Language Teaching in the 2018-2019 Academic Year Fall Semester.
The data will be collected through a questionnaire, semi-structured interviews, and self-reflective reports. The results of this study willcontribute to both the pre-service teachers’ professional development and the Teacher Education Programs regarding the importanceof integrating critical awareness into research and their future classroom practices effectively.

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13:40-15:20 | Room 780 (7F)

Sunday Session III
Culture & Society
Session Chair: Abdulrahman Al Lily
52714

13:40-14:05 | Room 780 (7F)

Prognostic Competence and Coping Strategies of Arabic-speaking and Indian Students with Regard to Their
Cultural Affiliation
Vera Fedotova, National Research University Higher School of Economics, Russia

International students in Russia use various behavioural, emotional and cognitive strategies to cope with stress. The types of developed
coping strategies depends on how much the students’ own culture is different from the culture of the country that is currently hosting them,and the students’ prognostic competence defines the adaptability of their behaviour. Our research demonstrates the peculiarities of coping
strategies, reveals the differences in socio-cultural adaptation scales, and investigates the difference of anticipatory competence in students
from Indian, Arabic countries. The respondents who took part in this research are students from India (n=103) and from Morocco and and Syria(n=69), currently studying in Russian institutions of higher education. The present research has shown that students from Arabic countries,
polychronous peoples, are dominated by a passive coping strategy, and, accordingly, such behavior patterns as cautious actions and avoidance.
Indian students belonging to a polyactive culture prefer a pro-social behavior strategy, which is expressed in the search for social support. We
identified significant differences between representatives of polychronous cultures and polyactive cultures in coping strategy - seeking social
support. Belonging to a group in Indian culture is dominant. In the course of the analysis, intercultural differences in academic adaptation and on
the “presence of interests and group involvement” scale were established. There are differences in the components of anticipatory competence
among Arabian-speaking students and Indian representatives studying in Russia. Personal and situational anticipatory competence andtemporal components of anticipatory competence are more pronounced among representatives of polychronous cultures.
51859

14:05-14:30 | Room 780 (7F)Can Active Collaborative Learning Improve Equality?

Rachel Berkson, Anglia Ruskin University, United Kingdom
Uwe Matthias Richter, Anglia Ruskin University, United Kingdom
Across UK Higher Education, there is a strong drive to improve equality for students from diverse backgrounds reflected in government anduniversity strategies and policies. One priority is the attainment gap, where students from some ethnic minorities and other disadvantaged
backgrounds experience worse outcomes than expected. The national regulator, the Office for Students, allocated funding for projects toimprove equality for all students. Anglia Ruskin University (ARU) is a modern university in the East of England. It serves a diverse group of
students, including above sector average numbers of BME students, students from regions with low participation in HE, and students from
low income families. ARU partnered with two other UK universities on one of the Office for Students ‘Addressing Barriers’ projects. In keepingwith ARU’s strategic commitment to active learning, we aimed to scale up adoption of an Active Collaborative Learning approach, TeamBased Learning (TBL). TBL is a structured approach where students collaborate in permanent teams, and uses a mix of flipped learning, teamwork on authentic problems and feedback to ensure accountability. TBL has been demonstrated to improve engagement, participation andoutcomes, with particular benefits for low performing students. We will present the evidence for impact on improved student outcomes, andnarrowed gaps for disadvantaged groups of students as part of scaling up TBL across the institution. We will conclude with an outlook on how
active collaborative learning together with other strategic measures can improve equality and student success in HE.
51720

14:30-14:55 | Room 780 (7F)

Integrating Independence & Interdependence: Education Beyond Dualism
Celeste Thirlwell, Sleep Wake Awareness Program, Canada
Sara Thirlwell, Sleep Wake Awareness Program, Canada

We must realize that the current needs of society are due to how we have developed the minds of our society within our educational systems.
In order to create a path of peace and wisdom in the world, we must understand how the stagnation of education and narrow-mindedsocioeconomic pressures have misguided students, teachers, and societies,and these must be changed in order to change the state of our
future. By dismantling the dualism that has been ingrained in societal values and beliefs, there is potential for fostering greater understanding
and implementation of the idea that, regardless of the different individual entities that exist, we are all part of one world, a humanity that must
recognize the importance and responsibility of this interconnectivity. Education, which stimulates greater awareness through integrating
independence and interdependence, would be evolutionary. Key to this evolution is allowing students to learn and expand their awarenessbeyond mere cognitive academic material into experimenting with consciousness and gaining insight into greater development of oneselfand mankind. It requires the development of innovative methods of educating not only the minds but also the hearts students. We have been
researching this non-dualistic approach within society, as a means of achieving peace through integrative education. The United Nations andseveral non-profit international organizations, such as UNICEF, are looking at possible means of bringing about this core change and evolution
through integrative education, which fosters the awareness of the importance of integrating independence and interdependence.
52001

14:55-15:20 | Room 780 (7F)

Repressed Talents: Educationally Repressed, Technologically Liberated
Abdulrahman Al Lily, King Faisal University, Saudi Arabia

This empirical research seeks to understand the role of technology as a liberating tool from repressive education in Saudi Arabia.
Analysis of Saudi 1831 tweets shows ‘eduthoritarianism’ (the potential of education to repress students and their talents) and ‘technolibertarianism’ (the potential of technology to liberate students and their talents). It shows that, sometimes, the potential of technology
to liberate restricts the potential of education to repress, and that, at other times, the potential of education to repress not only limits thepotential of technology to liberate but also exploits technology as an instrument for further repression. It demonstrates that students
may use technology to counter-repress education, meaning that education and students engage in a ‘battle’ of who represses whom–––a political battle hindering the development of academia and taking students away from study. It shows that students may exploit
technology to incite the public to join their conspiratorial revenge against education. It suggests that, as education and students keep
repressing one another, repression becomes a norm passed on from one generation to another. It argues that, in societies where
the crowd is more powerful than authorities, repressed students can, virtually, unite against repressive education, meaning that ‘therepressed’ (students) becomes more powerful than ‘the repressor’ (education).

96 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room 784 (7F)

Sunday Session III
Foreign Language Learning
Session Chair: Irina Sialini
52262

13:40-14:05 | Room 784 (7F)

Perceptions of EFL Instructors on Negotiation of Meaning Strategies from a Global Perspective
Kubra Yagar, Cag University, Turkey
Meryem Mirioglu, Cukurova University, Turkey

The world has had a major shift to more communicative approaches in English Language Teaching. As new perspectives are adopted suchas WEs (World Englishes) and ELF-aware pedagogy in language teaching, the demands for more authentic and real-life tasks and activities
are increasing in English language teaching classes. In this regard, employment and teachability of negotiation of meaning strategies,
considered as a crucial element of real-life communication, should be paid more attention in the field. In this sense, this study aims toshed light on the perceptions of EFL (English as a Foreign Language) instructors, from the preparatory school in a foundation university, on
negotiated coursebooks with regard to teaching practices of negotiation of meaning strategies from a global perspective in their teachingcontexts. This study was conducted employing qualitative research design. Data was obtained through an open-ended questionnaire with
45 EFL instructors. Based on the findings, it can be said that majority of teachers are aware of the negotiation of meaning strategies but
have some concerns regarding application of such strategies. It is also clear that the integration of negotiation of meaning strategies into
coursebooks were not satisfying for instructors. Based on their perceptions, with wide range of activities and tasks, these strategies should
be integrated more explicitly. *This study involves preliminary findings of the MA thesis being supervised by Dr. MİRİOĞLU
51808

14:05-14:30 | Room 784 (7F)

Scrutinizing the Effects of the 4/3/2 Activity: Roles of Repetition, Increasing Time Pressure, Accuracy
Enhancement and Cognitive Individual Differences
Mai Tran, University of London, United Kingdom
Kazuya Saito, Institute of Education University College London, United Kingdom

Whereas scholars have extensively researched on the pedagogical potential of 4/3/2 activities (i.e., increasing time pressure in task
repetition) for enhancing L2 fluency, its impact on second language (L2) accuracy remains unclear (e.g., Boers, 2014; Thai & Boers, 2016).
To help L2 learners improve both fluency and accuracy, the present study examined the effects of adding accuracy enhancement (AE) as
a form of delayed metalinguistic correction to the 4/3/2 activity on the development of L2 fluency (speed, breakdown, repair) and accuracy(the acquisition of irregular and regular forms of English past tense). A total of 36 university-level students participated in 3 20-minute dyadic
sessions. They were randomly divided into 3 groups: Control, 4/3/2 and 4/3/2+AE. Whereas the 4/3/2 group repeated a monologue task threetimes with increasing time pressure (4 → 3 → 2 minutes), those in the 4/3/2+AE received metalinguistic correction from the researcher during
the 4/3/2 activity. According to the results, a combined approach—4/3/2+AE—simultaneously impacted learners’ fluency and accuracy
across different topics at a broad level. However, certain aspects of their fluency and accuracy development, especially those related to
linguistic encoding (reduction in pauses between clauses; regular past tense forms), remained unchanged.
50947

14:30-14:55 | Room 784 (7F)

Perceptions and Experiences of Female Emirati Bedouin Learners Engaged in a Western Discourse Curriculum:
An Ethnographic Case Study
Thivashni Naidu, University of Wolverhampton, United Kingdom

Over the last forty-eight years, Abu Dhabi, the United Arab Emirates, has striven to include a western discourse curriculum into its education
system, alongside an existing traditional Emirati discourse. Through the use of an ethnographic case study design, this research is motivatedby the ideals of culturally responsive pedagogy which includes the need to give voice to the lived experiences of female Emirati Bedouin
learners’ engagement with a western discourse curriculum. This study aims to explore qualitative, case study narratives of female Emirati
Bedouin secondary school learners (15-18 years), in a rapidly globalizing yet nationalistic school context in the western region of Abu
Dhabi. A central premise in this moderate constructivist study is the concept of cultural capital (Bourdieu, 2002) within a multidimensionalsetting (Sleeter and Grant, 1987) coupled with the aim of understanding the link between classroom experience, Emirati bedouin household
values and a sense of acculturation. This link is further supported by Gee (2014) who stresses the importance of both conversation andnarrative analysis as a tool in understanding participants’ stories. Another aim of this study is that it might serve as a pool of illumination interms of inclusive practice ideals for the western expatriate teacher striving to interpret a hybrid discourse in an Emirati Bedouin populatedclassroom. The stories of participants are analyzed in the hope of exploring questions of participants’ perceived identity, engagementswith a western curriculum and experiences of learning English as a second language.
52579

14:55-15:20 | Room 784 (7F)

How do I Improve My English Service as a Tool for Developing Language Learning Autonomy
Irina Sialini, Shantou University, China

Very often the language learning process takes place in the classroom and is mostly conducted by a teacher. At Shantou University's English
Language Centre, it became apparent how crucially important it is to lead students to their autonomy in order to develop their independent
learning skills. For this reason, CILL – Centre for Independent Language Learning, was established in 2011. It is the only facility of suchin all of mainland China. CILL provides different activities and services to all language learners of different levels, nationalities and ages.
One of the services is HDIIME – How Do I Improve My English. HDIIME is a one-on-one consultation provided by experienced and speciallytrained language consultants. The service was established and developed by Don Snow, former director of the ELC. Over the years, thisservice has been developed according to the ever-changing needs of students. During the presentation, the speaker will introduce the basic
principles of the service, demonstrate the normal routine of the consultation and present ideas for the further development of the HDIIME.
This presentation aims to provide the clear information about the service that has significantly helped hundreds of Shantou University's
students. The main idea of this service is to help a student to identify their unique learning goals as goal setting is crucially important forthe overall process. After that, a consultant helps the students to create a tailor-made language-learning plan. The plan must be realistic,
flexible and easy to sustain. The consultants provide practical advice about suitable reading, listening and writing materials. They also
demonstrate mobile apps to improve vocabulary, grammar and spoken English. After their initial consultation, students are encouraged tobook their next consultation for two weeks later to discuss their difficulties and achievements. One of the fundamental goals of HDIIME is
to show students different ways of learning a language and to develop their autonomy.

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13:40-15:20 | Room 790 (7F)

Sunday Session III

Language Learning in Tertiary Education
Session Chair: Victoria Safonova
52344

13:40-14:05 | Room 790 (7F)

Increasing Student Independence and Interdependence in Multidisciplinary Language Courses
Snejina Sonina, University of Toronto Scarborough, Canada
Sylvia Mittler, University of Toronto Scarborough, Canada

In this presentation we will focus on independence and interdependence among students and teachers in two multi-disciplinary courses,
Business French and Translation for Professional Needs. We will argue that the success of our interdisciplinary practices is consistent withmajor tendencies in university education - increasing learner autonomy and growing interdependence between language studies and otherdisciplines. Language studies cannot remain a stand-alone discipline but need to be adapted to students’ fields of specialization, whilebusiness studies can be enriched with content-based language courses even immediately after an intensive beginner’s course encouraging
independent learning. We will also argue that teaching the culture associated with a language is vital since it contributes to students’
understanding, interest, and future professionalism. We will present our best practices, including inversed-classroom and use of on-line
materials or tools like Google Translate. We will share our methods of using technology and linguistically and culturally-informed explanationsof language phenomena for the further refinement of language skills: since technology can help with drills and independent preparation, classtime can be used for more sophisticated interactions. Finally, based on comments in student evaluations, we will offer the hypothesis thatin a globalized world offering ever-better translation devices, it may be possible to offer specialized language courses in many programmesof study earlier than was previously considered plausible. Such courses would address two important trends of the twenty-first century:
continued technological improvements and the steady growth of the international student body.
52535

14:05-14:30 | Room 790 (7F)

Integrated Curriculum for College ELI Program

Samuel Song, Nazareth College of Rochester, United States
As an important instrument for an increasing number of higher education institutions inside English speaking countries, English Language
Institute (ELI) places an essential role in not only helping attract international students whose native language is other than English but
also making sure such a target group will get well situated and better prepared for academic challenges ahead of them. As a result, ELI
is recognized by ever more higher education institutions which begin to place a great importance on building a strong and rigorous ELI
program as a pathway for international students to get into their academic degree programs. Most of such programs increasingly appear
on campuses on American or other English speaking universities or colleges. Though they have varied missions, generally speaking thefollowing three components would account for the main thrust of their goals for the intensive language curriculum: 1) linguistic acquisition,2) cultural adaption, and 3) academic preparedness. It’s fair to make the claim that the majority of those from non-English speaking culturesfind the same challenges from the above mentioned three aspects of learning. They are so much interwoven with one another. For example,a Chinese student would find English language is as confusing so as the culture(s) of the host country and s/he doesn't seem to be quite
equipped with skills or knowledge base necessary for academic success in the target country. My paper aims at providing an integrated
curriculum to address such a need as part of effective language instruction strategies.
52044

14:30-14:55 | Room 790 (7F)

Research on Mixed Intercultural Foreign Language Teaching Based on MOOC – A Case Study of College English
Teaching in China
Yang Zhang, Harbin Institute of Technology, China

This study explores the teaching effect of MOOC integrated into traditional Chinese college English classes through blended teaching research,so as to provide a new idea and approach for Chinese college English teachers to cultivate students' English application ability and interculturalcommunication ability through intercultural foreign language teaching. This teaching research integrates "intercultural communication" MOOC
with Chinese college English teaching, and carries out blended teaching combining online teaching with offline teaching. It has successfully
achieved the dual goals of improving the intercultural communication ability and English application ability of Chinese college students,
responded to the requirements of college English teaching reform in China, and highlighted the advantages of MOOC in the course design, suchas the segmentation of teaching objectives and the adoption of different teaching methods. This research is a practical exploration of mixed
intercultural foreign language teaching based on MOOC. This study focuses on: first, the teacher in the blended teaching can turn over the
traditional teaching mode in the teaching process, and make students finish the extra-curricular knowledge and the concepts by autonomous
learning, in order to form the classroom interaction between teachers and students. Second, in the evaluation of blended teaching, teachers
can make full use of the MOOC platform for class, and students are encouraged to participate in online discussions and peer assessment.
In this way, students' English application ability and intercultural communication ability can be evaluated more comprehensively, which
effectively reflects the comprehensive training objectives of intercultural foreign language teaching.
52710

14:55-15:20 | Room 790 (7F)

The Dialogue of Academic Cultures in the International Tertiary ClassRoom What Are the 21st Century Realities,
Pitfalls and Future Perspectives?
Victoria Safonova, Lomonosov Moscow State University, Russia

Today’s academic communication includes both: global and “local” culture-embedded characteristics of international human interaction. The
Pan-European model of academic communication seems to be on the way to re-shape the landscape of Russian Humanities Education, as thetransition to this model of international co-operation is thought to be unavoidable for the purposes of ensuring Russian researchers’ efficientacademic cooperation on equal terms with their foreign peers in the fields of teaching Humanities. Still, Russian academic traditions have theirown values and should not be underestimated by educators. Then, a question arises: how to marry the global and culture-specific modes ofacademic communication in the internationally-oriented university classroom? In my presentation I will try to answer this question. First, I will
frame the concept of the dialogue of academic cultures as a didactic notion and characterize its interdisciplinary values in terms of training
degree students for international cooperation in the context of Intercultural Dialogue (White Paper, 2008) & with the view to Open Education,
Open Science and Open Innovations (Europe’s Future: …Reflection of the RISE Group, 2017). Then, I will move to the most common cognitiveand communicative barriers to the Russian researchers’ communication with their foreign peers. Finally, I will focus on some practical issuesof interdisciplinary co-operation in developing researchers’ bilingual pragmatic competences and pluricultural mediation competences
without which it is doubtful that any efficient international partnership can ever happen. This presentation will feature the MSU research
project on intercultural communication training for degree students through co-studied Humanity subjects.

98 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:35-17:15 | Room 744 (7F)

Sunday Session IV
Educational Policy
Session Chair: Marine Yeung
51986

15:35-16:00 | Room 744 (7F)

Dual Language Programme in Malaysian Classrooms: Demystifying Delusion and Unveiling The CryptAshairi Suliman, Universiti Kebangsaan Malaysia, Malaysia
Mohamed Yusoff Mohd Nor, Universiti Kebangsaan Malaysia, Malaysia
Melor Md Yunus, Universiti Kebangsaan Malaysia, Malaysia

The need to master English in the globalised world is indeed of paramount importance. The rapid growth of English language is highly
propitious especially in countries where English is a second or foreign language. Acknowledging the necessities to solidify the English
language, ‘Dual Language Programme (DLP)’ was introduced since 2016. Thus, it calls for a thorough consideration and thoughtful
investigation on the current state of its implementation. Taking that into consideration, this study aims to discover the following
elements involved in this programme; 1) language capabilities, 2) attitudes, 3) understanding of the programme objectives and 4)
acceptance towards the programme. To better accentuate the issue, challenges encountered by the students in the programme werealso unearthed. This study primarily roped in a sample of 1640 students all over Malaysia. The findings were elicited from questionnaires,
open-ended questions and focused group discussions. The findings disclosed that even though several items in the questionnaires
were commensurate with the past findings, few items revealed otherwise more important results. Nevertheless, it is also interesting
to fathom tenacious challenges faced in undertaking this programme. There is a host of valuable recommendations as echoed in thestudents’ voices for the policy makers to take stock of. In encapsulation, Dual Language Programme in Malaysia is a promising practiceintended to valorise the standard of English which indirectly sparks the interest in the content subjects besides serving as a boon for the
future marketability of the students despite an array of persistent challenges it has brought.
52793

16:00-16:25 | Room 744 (7F)

Diversity and Inclusion at Higher Education in India: A Policy Critique
Vandana Saxena, University of Delhi, India

Diversity across context in India is well established via multiple discourses and illustrations. The matrix is complex due to intersections acrossvarious socio, economic and cultural domains. Meant to serve ‘public purpose’, the higher education institutes (HEIs) are expected to cater tosocietal diversities and be inclusive in ways. The unwritten dictate of majoritarian-democracy necessitates that social and economic margins
appear blur. The primary focus of this presentation is to share a critique of policies for higher education in specific context of creating inclusive
learning opportunities for all. In India, the principal organisation to prepare policy in higher education is University Grant Commission (UGC).
During the twelfth five-year plan, UGC recognised that a large population of our country is still disadvantaged and marginalized in the fieldof higher education. While the purpose of educating large volumes of youth at higher education level can be critically debated, the need forevolving democratic learning spaces at any level remain undisputed. UGC proposed the provision of equal opportunity cell in all institutionsof higher education with basic objective to ensure equal opportunity to the community at large in the college and bring about social inclusion.
There is provision for financial grant also under this scheme. The critical examination of this and related policies revealed that, there is somesuccess in ensuring access but the institutional ethos and pedagogical process remain largely inert. It remains to be understood how policies
can help create inclusive belief systems among people to acknowledge and respect diversity.
51996 16:25-16:50 | Room 744 (7F)The Hypothesis of the Five-professors Loutha

Muhammad ALshebaily, Prince Sultan University, Saudi Arabia
Although educational revolution has beaten illiteracy and spread science which consequently has contributed mainly in human development,
knowledge consciousness and technology progression, systems of education have produced some negative phenomena playing a contrastrole to the education enlighten objectives. Some of these have restricted knowledge mainstreams and restrained ideology of creativity.
The worst at all, it has formulated the highest limit of education degrees and illustrated the furthest extent of knowledge without providing
sufficient critic insights dismantling their holy glory and evaluating the scientific performance, research ideas and intellectual efficiency
Impartially. Likewise, many PhD holders and professors have allowed themselves to judge lower learners' works and common writings
without considering scientific methodologies or providing logical evidences. Meantime, a lot of professors of doctorates could not publish
scientific works even with poor-level writing while there are increasingly trends in offering postgraduates programs that granting degrees
with flexible requirements. Benjamin Franklin wrote; "A learned blockhead is a greater blockhead than an ignorant one." By this quote, we
can realize the importance of revising the intellectual abilities of professors in education process and related branches of assessment,
evaluation, publishing etc. Creating new criticism theories and concepts specialized in facing these harmful practices should help science,education and support the quality of education and creative scientific works. In this paper, I examine and summarize philosophical findings
and statistical analysis resulted from an actual academic story to draws intellectual, Cogno-psychological and Knowledgeably-evaluateddimensions to criticize the professorship mistaken acts in education.
51711

16:50-17:15 | Room 744 (7F)

Achieving Success in English-medium Teaching and Learning: Reflections on the Roles of Teachers of English
and Content Subjects
Marine Yeung, Tung Wah College, Hong Kong

With the acceleration of globalization and the commodification of higher education, the adoption of English as a medium of instruction(EMI) has become not only an attraction for foreign students but also a necessity in the increasingly multi-lingual environment in tertiary
institutions. However, as evidenced by studies conducted in various parts of the world, in settings where English is a second or foreign
language, the implementation of the EMI policy has invariably posed challenges to both the students and their teachers, yet the desire
to maintain an English-medium teaching and learning environment seems to remain strong. In order to help address this dilemma, a
study was conducted to gain an insight into how the alleged EMI policy has been practised and viewed by the teachers and students in
self-financing tertiary institutions in Hong Kong, a former British colony where English still enjoys a special status. Data were collected
through individual and focus group interviews with teachers and students from various disciplines from these tertiary institutions. The
findings highlight that the issue is not whether the EMI policy should be upheld, but how. In addition, the teachers’ general approaches
to English-medium teaching suggest that in order for EMI to be successfully conducted, there is the need for teachers of both English
and content subjects to reflect on their roles in helping students achieve the English standards required to succeed in learning using thelanguage. Suggestions for how these teachers can contribute to the cause will be discussed.

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15:35-17:15 | Room 736 (7F)

Sunday Session IV
Multiculturalism & Education
Session Chair: Virginia Lea
51809

15:35-16:00 | Room 736 (7F)

Beyond Cultural Influences: Vietnam-educated and New Zealand-educated Students’ Perceptions of Plagiarism
Minh Tran, Victoria University of Wellington, New Zealand
Linda Hogg, Victoria University of Wellington, New Zealand
Stephen Marshall, Victoria University of Wellington, New Zealand

Plagiarism has been a significant challenge facing Western institutions in the context of internationalization of higher education. The
issue is complex for international students, who are transferring to an unfamiliar cultural and educational environment, and whose
English is a second or foreign language. The literature reflects an ongoing examination of whether or not international students
plagiarize more than domestic students and the extent to which their understandings about writing conventions differ. This study
investigated Vietnam-educated and New Zealand-educated postgraduate students’ perceptions of plagiarism in the light of their prioreducational experiences, thus seeking to identify and explain factors impacting upon their perceptions. Data was collected throughan online survey with 207 Vietnam-educated and New Zealand-educated postgraduate students in a New Zealand university. Results
revealed significant differences in perceptions between these two groups in three out of five subscales: Plagiarism may be academicallyjustifiable, Plagiarism results from academic weaknesses, and Plagiarism results from assessment factors. Differences in relation to
disciplines, levels of study, and teaching experiences were found as well, indicating multiple influences on student perceptions thatshould be taken into consideration when dealing with plagiarism. The findings inform development of appropriate interventions to help
both domestic and international postgraduate students be more aware of and avoid plagiarism in their writings.
51852

16:00-16:25 | Room 736 (7F)

From Cozy Home to the Outside World – Just a Sightseeing? Vietnamese International Students in New Zealand
Hau Trung Ho, Victoria University of Wellington, New Zealand
Stephanie Doyle, Victoria University of Wellington, New Zealand
Joanna Kidman, Victoria University of Wellington, New ZealandInternational students’ experiences are a major concern of universities and educational researchers. Globally, Vietnam is one of the top
ten source countries for international students. Although New Zealand universities host an increasing number of Vietnamese students,
little is known about their experiences. In studies on experiences of international students in New Zealand, Vietnamese students are often
treated as a subgroup of Asian students, which is problematic. To help address this dearth of research, my PhD project explored the lived
experience of Vietnamese Master’s students at a New Zealand university. The project employed an interpretative phenomenologicalanalysis approach (IPA; Pietkiewicz & Smith, 2014). Ten volunteer participants were purposefully selected for a series of semi-structured
in-depth interviews. Data were analysed following IPA procedures. This presentation reports on five participants’ living experiences.
The preliminary analysis revealed four themes: the start of the journey, personal concerns, flatmates, and communication and cultural
challenges. The overarching essence is that the students’ experiences were influenced by a variety of factors, including accommodation,
language, and culture. These findings about the living experiences of Vietnamese international students will provide new insights into
international students’ experiences.
52798

16:25-16:50 | Room 736 (7F)

Integrating the Heterogeneous ClassRoom An Attempt Towards Positive Interdependence
Sharada Mani Nalla, The English and Foreign Language University, India“Heterogeneity is a reality faced by every teacher. Even if the students are grouped in the same class, they are different in terms ofknowledge personality and personal culture.” This perhaps sums up one of the biggest challenges a teacher comes across in theclassroom. It becomes a difficult situation if the existing heterogeneity is compounded with the presence of ‘special’ students in theclassroom. Normally resourceful teachers facilitate a fascinating combination of ‘pedagogic’ plurality and ‘differentiated’ means tobring about positive interdependence however special students who are conventionally integrated into the system at an advanced
level motivate the teacher to play a dual role. The teacher is now empowered to “assume the responsibilities of classroom teacher aswell as the resource teacher.” This process works wonders if the teacher is part of the class where special students share a particulardisability but in an unlikely event of having a student with multiple impairments or having more than two special students from different
disability category increases the complexity of the situation coupled with the penchant for looking at disabilities as more or less similarin nature which they are not scientifically. The paper attempts to redefine heterogeneity not only as an ability marker but also as a site forinclusion of students with disabilities. The paper proposes changes in syllabus and curriculum to facilitate students with special needs
along with special emphasis on teacher student interaction and the vocabulary. The paper highlights the presence of special students
not just for numbers but as a reference point of spirit of education.Finally this paper explores the mutually sustaining relationship theclass enjoys and enters into when presented with a beautiful opportunity which includes understanding disability.
51286

16:50-17:15 | Room 736 (7F)

Decolonizing Whiteness and Other Deep-seated Prior Knowledge in Teacher Education
Virginia Lea, University of Wisconsin-Stout, United States

Pre-service and practicing teachers in the United States are disproportionately white and middle class. They tend to come from segregatedethnic communities. Many hold deficit assumptions and stereotypes about students of color, students from poor backgrounds, and students
whose gender identity and expression does not fall into mainstream categories. Given this deeply held prior knowledge, it is extremely difficult fordiverse teacher educators to develop effective, innovative, pedagogical content knowledge that motivates pre-service and practicing teachers
to explore the influence of socially sensitive issues, like whiteness, on their perceptions of students and teaching. Without experiencing effective
pedagogies, many of these pre-service teachers remain unreflective and resistant to evidence-based knowledge concerning, for example, theimpact of whiteness on the context for learning. The goal of this presentation is to share and get feedback on the results of an on-going qualitative
research project in which diverse educational foundations instructors are asked to share the most effective teaching strategies they have used
to motivate their students to address the impact of socially sensitive, systemic issues, like race, racism and whiteness, social class, genderand deep-seated culture, on their perceptions of students and teaching. Using a mixed methodology—survey and interviews--this research haslearned that the most effective of these pedagogical strategies include culturally responsive pedagogy, modeling the role of the unconscious
mind in perpetuating stereotypes, building trust within classroom culture, integrating humor with strategic questioning that generates critical andcreative thinking about processes of oppression and privilege, and encouraging empathy and caring.

100 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:35-16:50 | Room 739 (7F)

Sunday Session IV
Educational Policy
Session Chair: Peter Hurley
51857

15:35-16:00 | Room 739 (7F)

Impact of a Level Reform on Post-16 Provision

Emma Walland, Cambridge Assessment, United Kingdom
Ellie Darlington, Cambridge Assessment, United Kingdom
Schools in England encounter numerous education reforms, which create opportunities for meaningful change and to equip students with
21st century skills necessary to thrive in our globalised world. A recent and controversial education reform in England was the decoupling of
the AS and A Level qualifications (Ofqual, 2018). These qualifications are completed by students aged 16 to 18, and determine admission to
university. The reform signified a shift from modular to linear learning, where students study subjects in greater depth. To explore how thisreform was realised in practice, we conducted 11 semi-structured interviews with teachers at a diverse range of schools in England. This
represents one of the first attempts to examine the impact of this reform (for others, see Ofqual, 2018; UCAS, 2018; Williamson & Vitello,2018). Our analysis demonstrates examples of how teachers exerted their autonomy (within constraints), leading to different pathways of
response (as in Goodson, 2001). This presentation explores how the reform may have influenced the programme of study at schools, what the
implications for students may be and how school level-changes reflect or deviate from the pedagogical aims of the reform.
51892

16:00-16:25 | Room 739 (7F)Contestability and VET Reform in Australia: A Cautionary Tale of Woe
Peter Hurley, Victoria University, Australia

This presentation will examine the policy implementation of a specific economic theory to funding arrangements in Australia’s vocational
education and training (VET) sector. In 2008, the Australian federal government introduced funding reforms to the VET sector known as
VET-FEE HELP. The reforms were part of a wider push to move tertiary education funding to a ‘contestable’ market. The reforms have beenviewed as a disaster that resulted in widespread rorting and unscrupulous behaviour by education providers. This presentation will trace
the implementation of the VET funding reforms and their origins in an economic theory known as contestability (Baumol, Panzar et al.
1988). The presentation will outline the features of contestability and, using policy documents and media reports, show how these features
were applied to the Australian VET funding market. Rather than being an aberration or a misapplication of contestability, it is argued thatthe features of contestability were central to how the problems with VET FEE-HELP unfolded. The policy settings enabled new providers toenter the market with relatively little set up costs, exploit the system and then close after making large profits. It is argued that a core reason
for the policy failure was a misunderstanding of how education differs from other types of markets where contestability has been applied.
The lessons learned from this Australian experience have wider applicability to other countries, particularly in education policy where newfunding models are regularly sought in order to increase the efficiency and quality of education provision.
52745

16:25-16:50 | Room 739 (7F)

Does Location Matter? An In-depth Look into the Finance of High Schools in Taiwan’s Remote Areas
Li-Ju Chen, National Kaohsiung Normal University, Taiwan
Chao-Chun Hsu, National Kaohsiung Normal University, Taiwan

The Act for Education Development of Schools in Remote Areas offered more financial assistance for the K-12 schools in Taiwan’s remote areas
since 2017. Among the schools in remote areas, high schools are in better financial situation than K-9 schools since they have established school
funds for 10 years. This study aims to explore the finance of high schools in Taiwan’s remote areas, and to evaluate the performance of their school
funds. In order to achieve the purposes, three sessions of focus group interview of high school accountants were conducted, to develop 14 school
fund performance indicators in four dimensions: the connection to school objectives, fund management, fund allocation, and comprehensive fiscal
performance. The final accounts of 30 high schools of 2017 Fiscal Year, including10 schools in remote areas, were calculated by the indicators. Fivein-depth interviews with administrators were also held in remote high school sites. The results showed that the remote high schools have higher per
student and per class costs due to smaller size of class and school; their administrative costs are also higher due to more transportation expenses.
On the revenue side, remote high schools have higher percentage of self-raised funding from governmental categorical grants. The fiscal efforts ofremote schools outperform among all the schools, and the sizes of high school funds of remote schools are not inferior to other schools. However,
the real issue in remote high schools is the lack of freedom to allocate funding by their needs.

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15:35-17:15 | Room 777 (7F)

Sunday Session IV

Innovation & Technologies
Session Chair: Patrick Alain Tejero Azanza
52728

15:35-16:00 | Room 777 (7F)

Medical Undergraduates’ Core Performance Scores and Opinions Towards E-PBL
Irem Budakoğlu, Gazi University, Turkey
Vildan Özeke, University of Gaziosmanpasa, Turkey
Ozlem Coskun, University of Gazi, Turkey

As a commonly used method in medical faculties, Problem Based Learning (PBL) is normally performed face-to-face. In this study, online
sessions were conducted with multimedia supported (animation-based) problem scenarios. The aim of the study is to evaluate the effectivenessof online PBL (e-PBL) sessions and to compare the success of the both group (face-to-face and online). The study was conducted in the 20182019 academic year from 3rd Grade students. There are two group (n = 24) for online sessions, and two group (n = 20) for face-to-face. Three
sessions were conducted with each group. After the last sessions, all participants joined Clinically Oriented Reasoning Exam (CORE) online.
There are 21 male(48%) and 23 female(52%) students in the study group. There are no significant differences in terms of CORE performance
scores between online (61.29±13.98) and face-to-face (62.35±9.61) groups. There are also no significant differences according to gender for
CORE performance scores. Female undergraduates (62.87±12.30) have similar scores with their male (60.57±11.99) peers. These results showthat e-PBL sessions are as better as face-to-face sessions. We asked e-PBL participants to compare their experience with their previous faceto-face PBL experiences. Although there were technical failures in the online sessions, the students are satisfied with the following features:(a)effective learning, (b)saving of time, (c)visual elements, (d)flexibility of physical environment, (e)the advances of online learning system. On
the other hand e-PBL has the following advantages: (a)no physical classroom, (b)animation based scenarios causes less paper consumption
and increase audio-visual quality, (c)evaluating the performance of students objectively.
52777

16:00-16:25 | Room 777 (7F)

Machine Learning to Augment Capabilities of Autistic Learners: Draw Me a Sentence
Kamaran Fathulla, University of Lincoln, United Kingdom
Jamie Smith, University of Lincoln, United Kingdom

Autistic learners face considerable pressures during their education years impacting their overall well-being both physically andpsychologically. One of the key challenges they face is the speed and quality of their writing skills, and the research proposed here
advocates an innovative new way of helping those learners. The premise of the approach is to identify, capture skills in areas of strengths
such as drawing and then with the aid of machine learning and character recognition techniques map those skills to other areas of thecondition which are difficult or problematic such as writing. The proposed machine learning algorithm would map drawing actions into
corresponding alphabetic representations. It is expected that learners would be encouraged to practice their writing more when theysee how fluid their actions can be translated into words and sentences. The more they practice the more the algorithm will learn andthe better its responses will be. The profound implications of this approach in terms of learning, attitudes, and psychological impact areconsidered. This approach is motivated by works such as by Mottron (2017) and Greenspan (2006).
52247

16:25-16:50 | Room 777 (7F)The Effectiveness of Daily Quizzes via Social Media, Instant Messenger and Learning Management System inStudent Learning Performance
Satidchoke Phosaard, Suranaree University of Technology, Thailand

This study assessed the effectiveness of the innovative integration of daily quizzes, a proven to be effective method, with students’ essential
communication channels: Facebook as a social media and LINE as an instant messenger. The study employed a quasi-experiment on 223
undergraduate students enrolling in a database design and development course with daily or weekly quizzes for two weeks with their preferredchannel: Facebook, LINE or Moodle. The results reveal that the daily quizzes were proven highly significant in improving the student final
examination scores. The students who did their daily quizzes on the Moodle got significantly higher examination scores since it was more
efficient to review the class materials while taking the quiz. In general, students perceived that the quizzes highly encouraged them to review thecourse content, promoted their understanding, and were beneficial to them. Together with other behavioral insights, the study suggests that it ispromising to apply this innovative way of seamless and casual integration of this learning technique into the real-world practice.
52688

16:50-17:15 | Room 777 (7F)

E-learning as a Tool for Promoting Student Independence and Interdependence
Patrick Alain Tejero Azanza, Eclaro Academy, Philippines
Fe Josefa Nava, University of the Philippines, Philippines
Allan Susarno, Eclaro Academy, Philippines
Patricia Marie Azanza, Eclaro Academy, Philippines

The paper presents the experiences of Senior High School students in an e-Learning oriented science classroom. It highlights thetransition of students enrolled in a Science class from one that was teacher-dependent to a more autonomous and cooperative
academic experience aided by the use of e-Learning. A Grade 11 science class in a private secondary school in Quezon City, Philippines,
was randomly assigned as experimental group in which e-Learning instruction was introduced, specifically on Disaster Preparedness
and Risk Reduction in Philippine Setting. Another randomly identified Grade 11 science class served as a control group. e-Learning
instruction came in the form of digital copies of textbooks and an Internet-based teaching-learning platform in which teachers uploadedclass materials, and students submitted their class work and assignments. Tests, which had undergone validation and reliability
analyses, were administered three times: prior to the introduction of ICT-assisted instruction (as diagnostic), at mid-semester and at
the end of the semester (as posttest). Classroom observations were held monthly and focus group discussions (FGDs) with students
from both the experimental and control groups were held at the end of the semester. Specific factors that hindered independent andinterdependent learning were identified including possible recommendations to address such concerns.

102 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:35-17:15 | Room 780 (7F)

Sunday Session IV
Educational Research
Session Chair: Sebah Al-Ali
51723

15:35-16:00 | Room 780 (7F)

The Role of Schools in Providing Educational Opportunity: A Systematic Review
Heidi Katz, Åbo Akademi University, Finland
Emmanuel Acquah, Åbo Akademi University, Finland

School systems worldwide share a common goal: to provide equal opportunities for their students. However, there is no common
definition of equal opportunity, and in practice this goal is rarely met. Some schools may emphasize tracking, while others believe astandardized education is best. Often, the quality of teachers is discussed, but criteria on what makes a good teacher is inconsistent.
More concrete, easily measured factors, such as diversity of student body and number of resources, are often harder for individual
schools to control for. The inconsistency between and within schools lies not only with what is provided, but what outcomes schools
wish for their students. Much of the research uses academic success as an indicator of equal opportunity, but psychological, social,
vocational, and behavioral outcomes are also important to consider. The purpose of this systematic review was to better understand how
researchers have sought to measure educational opportunity since 2010. Included papers had to clearly state the type of opportunity
provided by the school or schools, and the outcomes that resulted from those factors.
52331

16:00-16:25 | Room 780 (7F)

Brain-Targeted Teaching Model

Banani Roy Chowdhury, Institute of Applied Technology, United Arab Emirates
Teaching adolescent boys is one of the most challenging responsibilities especially when it comes to developing language skills in an
EAP (English for academic purposes) classroom. The transition from childhood to adulthood makes many of these youngsters moody
and anxious in their language classes. Learners avoid using their critical thinking ability and are less curious to learn more. 'BrainTargeted Teaching Model' (BTT) is an effective teaching technique that helps students improve their cognitive skills and become morecreative. Dr. Marielle Hardiman initiated this method at The Johns Hopkins University, USA. The BTT model is a pedagogical frameworkthat seeks to connect research and practice by providing instructors with a cohesive model of effective instruction based on the neurocognitive sciences. It is one of the most popular ways of teaching that is gaining momentum in the world of education. The audience will
get an overview of the instructional strategies of an English Language Lesson on the BTT model and how it helps in achieving academic
goals, including the development of 21st-century skills. The session will also explain how the knowledge of brain sciences helps inunderstanding learning differences and control student behavior.
51608

16:25-16:50 | Room 780 (7F)

Activity System Models for Investigating Instructional Environments
Sebah Al-Ali, Lancaster University, United Kingdom

Stemming from Vygotsky's Activity Theory, an activity system is a visual model that allows for a unique and multidimensional analysisof the dynamic elements that are normally present in an instructional environment. It highlights the interplay between the elements andshowcases the effects of such relationships on the activity in the general and on the different elements. In this presentation, Sebah will
first introduce the theory and explain how the model is built. She will then share her experience in using the theory and model in her
educational research attempts. To conclude, she will share some tips and research strategies that facilitate the effective use of Activity
System analysis in educational research.
52761

16:50-17:15 | Room 780 (7F)

Swarm Intelligence Framework for Tutoring in Schools
Iyad Suleiman, Ono Academic College, Israel
Maha Arslan, Sakhnin Academic College, Israel

A web-based intelligent tutoring system with some swarm intelligence capabilities and with the integration of a learning units with
Adaptive Augmented Reality Serious Games (AARGS) is presented. Adaptation to the children, necessary for a more effective learning
experience is achieved through two means: the use of sequencing graphs and swarm intelligence techniques. Sequencing graphs
determine which paths are available for the children. Successful paths traversed by children are reinforced in the graph. This information
is presented to the children every time they finish a learning unit, so they can choose next units with some information about how theirpeers did perform in the same situation. The mechanisms of stigmergy (inexplicit, mystical process by which ants and other social
insects can create highly complex physical, social and communication structures without any apparent central planning or organization)
will lead to the appearance of optimum learning paths. each learning unit presents a new educational platform that integrates augmented
reality and intelligent tutoring to foster problem solving skills at k-6 to k-12 children through developing their strategic learning. This canbe attained through hands on activities and adaptive learning process in a rich interactive environment.

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15:35-17:15 | Room 784 (7F)

Sunday Session IV
Leadership
Session Chair: Esen Altunay
52290

15:35-16:00 | Room 784 (7F)

School Supervisor: The Role of this Key Player in the Program “Jovem De Futuro” in Public Schools in Brazil
Clarice Martins, Insper Instituto de Ensino e Pesquisa, Brazil
Sergio Firpo, Insper Instituto de Ensino e Pesquisa, Brazil
Priscilla Bacalhau, Insper Instituto de Ensino e Pesquisa, Brazil

Our research explores a mechanism that drive results in the program `Jovem de Futuro' (JF), which is implemented in public schools
in Brazil. Since its inception in 2007, the program has been continually evaluated through the application of experiments, it being theonly large-scale initiative developed in Brazil that applies the RTC method. In addition to that, over the past 10 years, the evaluation
process has shown that JF program has had economical and statistical significant results. The magnitude of these translates to theprovision of one more year of high school studies in the participating schools. The mechanism we investigate is the supervisor’s
role in treatment schools. This key player is the link between regional offices and school principals, and she is charged with the taskof guiding school management team through the management process implemented. Thus, we aim to identify how a supervisor’s
characteristics correlate to her supervision quality, and consequently, the relationship between her service and school management
results. We assume that supervisor’s characteristics may affect supervision quality and conduct a survey with school principals inwhich they evaluated the performance of their corresponding supervisor. From these, we created a supervision quality indicator.
Quality of supervision is not explained by regional offices effect or supervisor’s observable characteristics. Nevertheless, there
is some effect tied to unobservable characteristics, given that the model suffers a 15% variation in R square (via fixed effects
estimation). We also explore several measures of management quality and find positive and significant relationships with these.
51853

16:00-16:25 | Room 784 (7F)The Effect of Effective Leadership, Organization Circumstances, Lecturer’s Motivation to the Effectiveness ofPrivate Universities Organization in East Kalimantan
Rachmie Sari Baso, Akademi Bahasa Asing Balikpapan, Indonesia
Muhammad Adenuddin Alwy, Akademi Bahasa Asing Balikpapan, Indonesia

This study aims to explore the effect of effective leadership and organization circumstances to the effectiveness of private universities
in East Kalimantan Province. This research uses quantitative descriptive method. The measurement of effective leadership variables
used modification of Lead Leader-Member-Exchange (LMX), The Leadership Profile (TLP) developed by Sashkin (2003), organization
circumstances variables used modified measurement model developed by Halpin (1966), variables of lecturers’ motivation used modified
model developed by Herztberg (1967), while measurement of effective organization variable used modification model developed by
Cameroon (1978). All indicators in this study were measured by using the five Likert scale ranges. The subjects of this research wereactive lecturers spread in 12 private universities in East Kalimantan Province with a sample of 190 people out of 760 population. Sample
was selected by using purposive sampling technique. Descriptive data and hypothesis testing were analyzed by SPSS 21.0 and SEM(Structural Equation Model)AMOS 20.0. The result of the analysis which shows the significant contribution are indicated by effective
leadership toward organization circumstances, organization circumstances to lecturer motivation. The result which shows that there isno significant contribution are indicated by the effective leadership toward lecturer motivation (positive marked lane coefficient of 0.088
with cr = 0,975 and p = 0,329), effective leadership toward organizational effectiveness (negative signified coefficient of 0,063 with cr= 0.770 and p = 0.441), organizational climate on organizational effectiveness (path coefficient of 0.121 with cr = 1.381 and p = 0.167).
52426

16:25-16:50 | Room 784 (7F)

Perceptions of School Administrators and Teachers about the Schools Areas Need to be Improved
Esen Altunay, Ege University, Turkey
Pelin Piştav Akmeşe, Ege University, Turkey
Gül Şahin, Ministry of Education, Izmir, Turkey
Yunus Emre Agaçdiken, Ege University, Turkey
Erdal Toprakçı, Ege University, Turkey

Since all individuals in society do not have sufficient conditions in term of education, there are significant differences in the achievementlevels of students in different regions. In order to cope with this problem, can be provided increasing the quality of learning environments,
the restructuring of the school system based on the qualifications of the school system, increasing the quantity and quality of the academic
staff, and the integration of information and communication technologies into the training programs. Therefore, changes should be made in
the education system in order to improve the quality of school and teaching. However, the success of change initiatives is generally low. In
order for the change process to be successful, employees should be informed about change and their concerns should be addressed andthe goals of change must be unified with the purposes of the employees. The aim of the study is to determine the perceptions of primary andsecondary school teachers and their administrators about the areas of their schools need to be improved and to determine whether theseperceptions differ in terms of some variables. The design of this research is a descriptive survey model. In this study, a scale was developed
as a data collection tool. The study sample was consisted of 1539 primary and secondary school teachers and administrators who haveworked in the metropolitan districts of the province of Izmir in the schools of the Ministry of National Education in the 2018-2019 academic
year. This work was supported by The Scientific and Technological Research Council of Turkey (TÜBİTAK) [grant number 217K375].
52807

16:50-17:15 | Room 784 (7F)

‘Restructured’ as a Personal Adjective: Making Sense of Neo-liberal Corporate Management Strategies in Academia
Elizabeth Wood, McGill University, CanadaThis paper explores and analyses the lived experience of an instance of governance restructuring in an elite institution of higher educationin Canada. To do so, the paper will first map out the general climate that prevails in the administrative corridors of competitive educational
contexts globally today, identifying characteristics, factors, and environments that can be understood as necessitating structural and/or
administrative change. Second, it will document in more detail a specific occurrence of such restructuring, describing the context, actions,and most importantly the impact of these in terms of the resulting nefarious consequences at a human level. Third, from the perspective ofselected contemporary educational theories, it will analyse the values that underlie the ‘restructuring’ incident itself, proposing alternative
approaches that would foster change through growth-promoting leadership that instead places human beings ahead of neo-liberal agendas.

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15:35-17:15 | Room 790 (7F)

Sunday Session IV
Professional Development
Session Chair: Sonia Sharp
51789

15:35-16:00 | Room 790 (7F)Internationally Educated Teachers in Scottish Schools: Experiences of Teaching and Teaching Identities
Angeliki Peponi, University of Glasgow, United Kingdom

In order to better reflect the ethnic, cultural and linguistic diversities of school pupils, calls to diversify the teaching profession are not new (Santoro,2015). In Scotland, concerns regarding the need for a more representative teaching workforce were voiced in 2005 (General Teaching Councilof Scotland, 2005) to no avail. But this issue has been reinvigorated with the Scottish Government (2018) aiming to bring Black and Minority
Ethnic (BME) teachers to a level equal to the BME pupil population by 2030. A group of teachers that could contribute to diversifying the teachingprofession are Internationally Educated Teachers(IETs): teachers born, raised and educated outside Scotland, and using English as an additional
language. Their stories and experiences are increasingly relevant in Scotland, and internationally with the phenomenon of global migration andmobility of teachers gaining sufficient prominence in the last two decades to form an integral part of the 'transformation of the labour of teachingin the twenty-first century' (Reid and Collins, 2013:268). This paper draws on empirical data from my doctoral study to present the narrativesof 10 IETs as I seek to understand their experiences of a Scottish education system still premised on largely monocultural and monolingualassumptions. Adopting Kostogriz and Peeler's (2004) conceptualisation of teacher professional identity, emanating from the plurality andinterdependence of lived experiences, I discuss how IETs' experiences of navigating differences in the education system, recontextualising theirprofessional knowledge, and coping with challenges play into the formation of their professional identities.
52767

16:00-16:25 | Room 790 (7F)

Going It Alone or Not: Student Teachers’ Transition to a New Zealand University
Anthony Fisher, University of Waikato, New Zealand
Elizabeth Reinsfield, University of Waikato, New ZealandSara Archard, University of Waikato, New Zealand
Simon Archard, Waikato Institute of Technology, New Zealand

The decision to undertake a university qualification is often seen as the next step in a young adult’s life and such transitions are often
characterised as a rite of passage. In New Zealand, recent financial incentives, offered by the government, has made access easier to firstyear tertiary education thus reducing one of the barriers faced by young adults considering tertiary study. However this has not resulted in
an increase in numbers to initial teacher education as these programmes have remained relatively stable. This mixed methods research
explored first year students' transition into a Faculty of Education, Bachelor of Teaching programme. Data was collected from questionnaireand focus groups, with a view to highlight the experiences and strategies used to support students’ evolving identities and the issues they
faced. It highlights the experiences and strategies used to support students' evolving learning identities and issues they faced. The findings
from this one-year study suggest that student' expectations for and of learning at University are often disparate to the reality indicating an
ongoing need to support students in developing their skills and self-regulation necessary to their future practice as teachers. Despite being
able to identify appropriate support services/strategies, they tend not to access these when faced with issues. Rather than going it alone
there is further need for lecturers to continue to provide an active pastoral role, and to become increasingly aware of the support networks
available when the degree of stress and mental health resources are beyond their abilities.
51880

16:25-16:50 | Room 790 (7F)

How International Experience Enhances the Professional Capacities of School Staff?

Michal Pachocki, Foundation for The Development of the Education System and Polish Academy of Sciences (GSSR), Poland
When focusing on what international experience could bring to the school, it is worth investigating its impact on individual teachers. In
recent years, the staff of many European education institutions has actively taken advantage of the training abroad aiming to acquire newknowledge and professional skills. The proposed paper aims at determining whether this training contribute only to one’s own careerdevelopment or to wider impact on the entire teaching staff of the sending school. The paper presents the research results on the Polishschools while covering a wide spectrum of various competences, including language and ICT proficiency, knowledge of new teaching
methods as well as communication, teamwork and leadership skills. Although teachers were the main target group of this study, thelearners and their parents were also involved in some of the research activities. The data was collected in 2016-2018, with the use of
mixed methods. The vast majority of research activities were carried out long after the mobility was completed. Finally, the results were
supplemented with an analysis of the secondary and contextual data. The study revealed that individual experience gained abroad cancontribute not only to teaching practices, but also to school’s climate, culture and institutional environment. This does not mean, however,that this pattern always occurs when the schools send their teachers overseas. The research results indicate that such a positive impact
requires a variety of other factors, including the support of management and the positive attitude of the whole community of the school.
52747

16:50-17:15 | Room 790 (7F)High Impact Professional Learning – Making a Difference in the Classroom
Sonia Sharp, Ernst & Young, Australia
Sandra Robinson, NSW Department of Education, Australia
Juliet Andrews, Ernst & Young, Australia
Nick Conigrave, Ernst & Young, Australia
Mitch Kelly, Ernst & Young, Australia

Every year, teachers and schools invest resources - dollars, time and effort - in improving professional practice through professional
learning. However, it is not always clear whether this investment really makes a difference within the classroom, either to teaching qualityof student gain or experience. This paper proposes an evidence based model for designing and evaluating high impact professional
learning...professional learning which delivers observable impact on teaching quality and student outcomes. The model was developed
through an international literature review, and initially tested as a pilot in a small number of schools. The model was then used to evaluate
practice in just under 150 schools (n = 146), across a representative sample of schools encompassing rural and urban, large and small,primary and secondary, specialist. Findings indicate 5 key features of high impact professional learning which highlight key actions forschool leaders, teachers and system leaders/administrators. These findings will be described and explored in the presentation, withconsideration of how these might be applied in different cultural and contextual settings.

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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.
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or typographicalerrors are those of the author.

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Virtual Presentations
52412

Barriers Regarding Second Language Acquisition in Female Students
Rida Sarfraz, University of Management and Technology, Pakistan
Naheed Ashfaq, University of Management and Technology, Pakistan
Faiza Abid, University of Management and Technology, Pakistan

This article explores the social, linguistic and cultural barriers that discourages English language learning in female students in two of the
major cities of Punjab (Bahawalpur and Lahore), Pakistan. The purpose of this article is to highlight the language learning barriers andhurdles created by male dominated society and how female students are facing problems. A likert scale questionnaire consisting of 15
questions were put forward to 50 respondents of age under 20 years. The questionnaires have been analyzed through SPSS along with theStephan Krashen (1986) theory of language acquisition. It will also look for the major causes of barriers in language learning especiallyfor girls. It points out the urge of female students to learn English as a second language. The learning process is hampered by the false
interpretation of social, linguistic and cultural barriers. These barriers are held responsible for the obstruction in learning second language.
Furthermore, study explores various factors involved in lapse of language learning and also tries to probe deep to take out the scenario of
Bahawalpur and Lahore, Pakistan. Through data analysis we come to know that the result of questionnaire proves to be fruitful and it is clearthat Social factors play an important role as language barrier for the female students of Southern Punjab. Hence, the paper will specificallyfocus upon the stereotypical thinking regarding the learning second language.
51786

Investigating Teachers Beliefs in Developing Learners’ Autonomy in an EFL Classroom
Fatima Zohra Athmani, University of Algiers 2, Algeria

The concept of learner autonomy and the focus on learner reflection and taking responsibility of their own learning process has received
broad international attention in the last three decades. Both scholars and practitioners discussed learner autonomy as a controversial
concept in teaching nowadays. The aim of this study is to explore teachers’ beliefs about learner autonomy in an EFL classroom in theAlgerian context. This study attempts to discover whether high school learners in Algeria are ready to be autonomous or not in learning
English. In another hand, it seeks to explore the sense of responsibility that teachers have in helping their learners become more autonomous
after the reforms in the educational system in Algeria and the shift towards a more learner-centred approach. An approach that considers
learners as a central point in the teaching-learning process using the Competency-Based Approach (CBA). This approach necessitates theautonomy of learners to be a major competency to be developed. This paper is a case study in which participants are high school teachers
and learners. The results of the study are discussed and recommendations for further research are provided.
50623

Differences in Achievement Gap in Nepal: Analysis of Teacher-student Ethnic Match
Puskar Joshi, Texas A & M University, United States

The current study investigated the differences in achievement gap among the eighth-grade students in science, mathematics, social studies
and the Nepali language subjects based on teacher-student ethnic match. Using the convenient sampling procedure, records of ten schools
in Nepal were used for data collection. Using the non-parametric Mann-Whitney U test, an alternate to the independent samples t test,
students’ test scores of 2017 were analyzed to see if differences on learning outcomes existed as a result of teacher-student ethnic
association. The analysis found that there were statistically significant differences on students’ test scores based on teacher-student
ethnic match in each of the four subjects. These findings have important implications for teacher hiring and training policy for the newly
formed States of Nepal as they are in the early stage of education policy development and execution to minimize the existing achievement
disparities in schools in the country.
51724

Cognitive and Informative Level of Knowledge about Puberty in Primary School Pupils in Sweden
Miluše Rašková, Palacky University Olomouc, Czech Republic
Marcela Otavová, Palacký University Olomouc, Czech Republic

Knowledge is a summary of the acquired information gained in the learning process. It expresses pupils´awareness. Cognitive andinformative level of knowledge about puberty represents the grade of instruction and formulates the amount and quality of information or
knowledge. Puberty culminates in reproductive capacity achievement. Puberty can be described as a major hormonal process of physicalchange in connection with a significantly changing psychic, with the awareness of one´s own personality. Puberty is an important elementof sexual education in both the European and the global dimension. Children need to be prepared for puberty on time and appropriately, forall the changes, relations and context. Timely preparedness for puberty means that children should acquire the necessary knowledge ofpuberty before it starts. That is, during the prepubescent period, when they are primary school pupils. Our pedagogical research realized
what level of knowledge about puberty is shown by primary school pupils in Sweden, in the context of research results in the Czech Republic,
China and Spain. Didactic test of knowledge was used as a research method for the knowledge finding about puberty in pupils of primaryschool. The level of puberty knowledge was verified by 9 free-response test tasks. The content of the test tasks was focused on the conceptof puberty; on the puberty definition; on the age range of puberty period; on the knowledge of bodily characters changes in boys and girls;
on the knowledge of other changes emerging in puberty and on the importance of puberty in human108 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

www.vimeo.com/iafor/channels/moderated/

Virtual Presentations
52854

Lessons from the Perpetual LearnerAngela Bailey, Universidad del Norte, Colombia
Life is curious. We wake up, we make plans, and we see a slight incline, but not many major obstacles in sight. In fact, we know that ourday is going to be perfectly brilliant (perhaps). That is not always the case, however, and as learners, teachers, teacher researchers, teacher
educators, and/or administrators our days can quickly turn into an uphill battle filled with pitfalls, bridge crossings, floods, and rainstorms
until we crawl back under our rocks and wait for our next no problem day to begin. Foreign language teaching, as well, can be a difficult
task, particularly when it also involves hard-core experiential learning along the way. This presentation will take the audience through areflective journey of learning and of being involved in language teaching and language education in Colombia, South America for the past
18 years. During this presentation, we will explore the importance of critical reflection, professional development, and the importance ofbeing a perpetual learner. By the end of the journey, the audience will discover the importance of the development of emotional intelligence,
comradery, professional communties, and most importantly addressing contextual needs. Through all of this, it is hoped that audience
members are able to take away what it means to consider needs and advances through their own stages of perpetual learning and growth.
51717

A Framework for Matching the Competencies of Hospitality Graduates with Expectations from Industry in the
Ghanaian Context
Vida Commey, Central University of Technology, South Africa
Desere Kokt, Central University of Technology, South Africa
Johan Hattingh, Central University of Technology, South Africa

Purpose: The purpose of this paper is to match the skills and competencies of hospitality graduates with the expectations from industry
in the Ghanaian context. Design/Methodology/Approach: The study adopts pragmatist philosophical paradigm which employs mixed
methods based on both positivist and interpretivist epistemologies approach to collect data from key stakeholders of the hotel industry
and the hospitality school. With the mixed method, the research will use in-depth interview to collect data from industry practitioners
and lecturers whilst survey will be based on structured questionnaire for students and graduates working in the industry. Participatory
observational studies will be used to explore the best practices in the industry. Findings: Findings would be used to build a competency
framework for hospitality programs at the Ghana Technical Universities. Research Limitations/implications: This research identifies theneed to match what is taught in the Universities with the expectation of the industry and is limited to the hospitality and tourism industry
Practical Implication: The gaps between the University hospitality curriculum and the industry are identified and a framework built to fill
the gap. Originality/Value: This research work will assist in the review of the hospitality curriculum and enhance the proposed Competency
Based Teaching for the new Technical Universities in Ghana.

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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 2019. 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.

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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ECE2019

Review Committee
Dr Masooma Al Mutawah
University of Bahrain, Bahrain
Dr Najah Al Ramahi
Ajman University, United Arab Emirates
Ms Nadia Alshahrani
University of Leicester, United Kingdom
Dr Saramma Chandy
Lords Universal College of Education (RetdPrincipal), India
Dr Denise De Souza
Nanyang Technological University, Singapore
Dr Tania Dias Fonseca
Kingston University London, United Kingdom
Dr Margarita Georgieva
Blackpool & The Fylde College, United Kingdom

Dr Kazi Hossain
Millersville University of Pennsylvania, United States
Dr Shermeen Nizami
Carleton University, Canada
Dr Tony PellegriniSouthern Utah University, United States
Dr Pearl Subban
Monash University, Australia
Dr Y.M. Tang
The Hong Kong Polytechnic University, Hong Kong

ECE2019

Senior Reviewers
Dr Hazel Acosta
Universidad Nacional de Education/ National
University of Education, Ecuador
Dr Patrick Alain Tejero Azanza
Eclaro Academy, Philippines
Dr Victoria Baker
Frontier Nursing University, United States
Professor Alan Belcher
Ashford University, United States
Mizo Prova Borah
SCERT, India
Dr Camille Brandt
University of Minnesota Bemidji State,
United States
Dr Surjit Dabas
Council of Scientific and Industrial Research, India
Dr Kamaran Fathulla
University of Lincoln, United Kingdom
Dr May Olaug Horverak
Birkenes Kommune, Norway
Professor Csaba Bálint Illés
Szent Istvan University, Hungary
Dr Vida Jimenez
Philippine Christian University, Philippines
Dr Ruzica Jurcevic
University of Zagreb, Croatia
Professor Shuk-kwan Leung
National Sun Yat-sen University, Taiwan, Taiwan
Dr Moses Ogundokun
University of Ibadan, Ibadan, Nigeria

Dr Anemona Peres
Frontex, The European Border and Coast Guard
Agency, Poland
Dr Theeraphab Phetmalaikul
Srinakharinwirot University, Thailand
Dr Dominika Provázková Stolinská
Palacky University Olomouc, Czech Republic
Dr Ragnar Purje
Central Queensland University, Australia
Dr Suhair Safwat
University of Sulaimani, Iraq
Dr Sonia Sharp
Ernst & Young, Australia
Dr Sujithra T
SRM Institute of Science and Technology, India
Dr Angelicque Tucker Blackmon
Innovative Learning Center/ University of Virgin
Islands, United States
Dr Hazir Ullah
International Islamic University Islamabad, Pakistan
Dr Kerri Ullucci
Roger Williams University, United States
Dr Tina Wong
Hong Kong Polytechnic University, Hong Kong

112 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)ECE2019

Reviewers
Dr Nan Adams
Southeastern Louisiana University, United States
Dr Azza Albendary
Cairo University, Egypt
Dr Esen Altunay
Ege University, Turkey
Omotayo Awodiji
University of Ilorin, Nigeria
Dr Rima Bahous
Lebanese American University, Lebanon
Dr Rachmie Sari Baso
Akademi Bahasa Asing Balikpapan, Indonesia
Dr Abderrahmane Bassou
University of Tlemcen, Algeria
Dr Rachel Berkson
Anglia Ruskin University, United Kingdom
Dr Bruce Berryman
RMIT University, Australia
Dr Utku Beyazıt
Akdeniz University, Turkey
Dr Kathleen Campbell
Southeastern Louisiana University, United States
Professor Pen-Chiang Chao
Chung Yuan Christian University, Taiwan
Dr Anna Dunay
Szent István University, Hungary
Dr Zainab M. Gaffas
Umm Al-Qura University, Saudi Arabia
Professor Maria de Fátima Goulão
Universidade Aberta, Portugal
Dr Florentina Halimi
Gulf University for Science and Technology, Kuwait
Dr Nan Hao
Zhengzhou University, China
Dr Yi Huang
Coppin State University, United States
Dr Steven Jordan
McGill University, Canada
Dr Yuko Kato
Jin-ai University, JapanDr Olaotan Kuku
Federal College of Education (Technical), Akoka,
Nigeria
Dr Sandeep Kumar
University of Delhi, India
Dr Maria Larriva-Hormigos
University of St Andrews, United Kingdom
Dr Motshidisi Lekhu
Central University of Technology, Free State,
South Africa
Dr Choon Lim
Victoria University, Australia
Hsiu-Chen Lin
National University of Tainan, Taiwan
Professor Jane Lu
National Chung Hsing University, Taiwan
Dr Satidchoke Phosaard
Suranaree University of Technology, Thailand
Professor Subramaniam Ramanathan
Nanyang Technological University, Singapore
Dr Vandana Saxena
University of Delhi, India
Dr Celeste Thirlwell
Sleep Wake Awareness Program, Canada
Dr Marta Vianya-Estopa
Anglia Ruskin University, United Kingdom
Dr Hepi Wachter
University of North Texas, United States
Dr Sally Wai-Yan Wan
The Chinese University of Hong Kong, Hong Kong
Dr Huixuan Xu
The Education University of Hong Kong, Hong Kong
Dr Cinzia Zadra
University of Bolzano, Italy
Ulyana Zakharova
National Research University - Higher School of
Economics, Russia

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ECLL2019

Review Committee
Dr Rufaidah Kamal Abdulmajeed
College of Education for Women - Baghdad
University, Iraq
Dr Mohammed Nihad Ahmed
University of Mosul, Iraq
Dr Aliya Aimoldina
Kazakhstan Branch of Lomonosov Moscow
State University, Kazakhstan
Dr Hasan Alwadi
University of Bahrain - Bahrain Teachers College,
Bahrain
Dr Joel Claassen
University of Cape Town, South Africa

Dr Maria Nelly Gutierrez Arvizu
Universidad De Sonora, Mexico
Dr Maria Lemus-Hidalgo
Autonomous University of Aguascalientes,
MexicoDr Lam Nguyen
Vinh University, Vietnam
Dr Rasha Osman Abdel Haliem
The Higher Technological Institute& AMIDEAST, Egypt
Professor Chunlin Yao
Tianjin Chengjian University, China

ECLL2019

Senior Reviewers
Dr Baghdadi Assia
M'sila universiy, Algeria
Dr Yazid Basthomi
Universitas Negeri Malang (UM), Indonesia
Dr Lucie Betakova
University of South Bohemia, Czech Republic
Dr Mari Mar Boillos
University of the Basque Country, Spain
Santri Emilin Pingsaboi Djahimo
Nusa Cendana University (UNDANA), Indonesia
Dr Dian Marissa
Yanbu English Language Institute, Saudi Arabia
Dr Midori Mashiyama
Fukuoka Women's University, JapanDr Elisabet Murtisari
Universitas Kristen Satya Wacana, Indonesia
Dr Mitra Rabiee
York University, Canada
Dr Mehvish Saleem
Institute of Business Management, Pakistan
Dr Hongzhuan Song
Nazareth College of Rochester, United States
Dr Duygu Taşer
Middle East Technical University, Turkey
Dr Chunying Wang
Lunghaw University of Science and Technology,
Taiwan114 | IAFOR.ORG | ECE/ECLL2019 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)ECLL2019

Reviewers
Dr Shinian Wu
Grand Valley State University, United States
Dr Tajudeen Opoola
Federal University, Oye Ekiti, Nigeria
Dr George Andima
Aga Khan University, Kenya
Dr Shiao-hui ChanNational Taiwan Normal University, Taiwan
Dr Edward Y.W. Chu
The Open University of Hong Kong, Hong Kong
Dr Pary Fassihi
Boston University, United StatesDr Ángel Garralda Ortega
Technological and Higher Education Institute ofHong Kong, Hong Kong
Professor Maria de Fátima Goulão
Universidade Aberta, Portugal
Dr Chiyo Hayashi
Kunitachi College of Music, JapanDr Hülya Ipek
Anadolu University, Turkey
Dr Jackie F. K. Lee
The Education University of Hong Kong,
Hong Kong
Professor Tingting Liu
Tianjin University of Finance and Economics, China

Dr Marcela Malá
Technical University of Liberec, Czech Republic
Dr Licia Masoni
Universita' Di Bologna, Italy
Professor Sandiso Ngcobo
Mangosuthu University of Technology,
South Africa
Dr Abosede Adebola Otemuyiwa
Joseph Ayo Babalola University, Ikeji-Arakeji,
Nigeria
Dr Sefa Owusu
University of Education, Winneba, Ghana
Dr Hanne Roothooft
Public University of Navarre, Spain
Professor Roopa Suzana
The English and Foreign Languages University,
India
Dr Elin Thordardottir
McGill University, Canada
Dr Tina Waldman
Kibbutzim College of Education, Technology andthe Arts, Israel
Dr Marine Yeung
Tung Wah College, Hong Kong

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The IAFOR Conference forHigher Education Research – Hong Kong

CHER
UNCERTAIN
2019
FUTURES:NOVEMBER 8-10, 2019

The IAFOR Conference for Higher Education Research

HONG KONG

LINGNAN UNIVERSITY
November 8–10, 2019

Repurposing

Higher Education
Held at Lingnan University in Hong Kong, The IAFOR Conference
for Higher Education Research – Hong Kong is a multidisciplinary
conference co-organised by The International Academic Forum(IAFOR), Lingnan University (Hong Kong), the Asia Pacific Higher
Education Research Partnership (APHERP), and in affiliation with
the Centre for Global Higher Education (CGHE).

Now Accepting Abstracts >>www.cher-hongkong.iafor.org

Key Deadlines for Presenters:
Early Bird Abstract Submission Deadline: June 28, 2019
Final Abstract Submission Deadline: August 29, 2019
Early Bird Registration Deadline: July 25, 2019
Advance Registration Deadline: August 29, 2019
Regular Registration Deadline: September 26, 2019

CHER2019 is co-organised by IAFOR, APHERP & Lingnan University

iafor

A-Z Index ofPresenters

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A-Z Index of Presenters
Aanensen, Mariette				pp. 45, 82
University of Agder, Norway
Abid, Faiza				p. 108
University of Management and Technology
Lahore, Pakistan
Aboelnagah, Hadeer			p. 76
Prince Sultan University, Riyadh, Saudi Arabia
Achufusi, Akachinyere			p. 62
Institute of Management and Technology,
Enugu, Nigeria
Acosta, Hazel				p. 95
National University of Education, Ecuador
Adams, Nan				p. 59
Southeastern Louisiana University, United States
Al Lily, Abdulrahman			
p. 96
King Faisal University, Saudi Arabia
Al Mohammedi, Najah			
p. 42
United Arab Emirates University,
United Arab Emirates
Al-Ali, Sebah				p. 103
Lancaster University, United Kingdom
Alamri, Wafa				p. 56
University of Essex, United Kingdom
ALhabbash, Maha Omer			p. 42
United Arab Emirates University,
United Arab Emirates
Almdahem, Almabrok			
p. 70
University of Wolverhampton, United Kingdom
Alnemari, Aeshah				p. 56
Cardiff University, United Kingdom
AlOthali, Safa				p. 42
United Arab Emirates University,
United Arab Emirates
ALshebaily, Muhammad			p. 99
Prince Sultan University, Saudi Arabia
Altunay, Esen				p. 64
Ege University, Turkey
Altunay, Esen				p. 104
Ege University, Turkey
Arslan, Maha				p. 103
Sakhnin Academic College, Israel
Athmani, Fatima Zohra			p. 108
University of Algiers 2, Algeria
Ayesha, Abida				p. 80
University of Glasgow, United Kingdom
Azanza, Patrick Alain Tejero			p. 102Eclaro Academy, Philippines
Babangida, Amal				p. 94
American University of Nigeria Yola, Nigeria
Bahous, Rima				p. 95
Lebanese American University, Lebanon
Bailey, Angela				p. 109
Universidad del Norte, Colombia
Baker, Victoria L.				
p. 92
Frontier Nursing University, United States
Barnett, Jennifer Ann			p. 43
Nipissing University, Canada
Baso, Rachmie Sari				p. 104
Akademi Bahasa Asing Balikpapan, Indonesia
Basthomi, Yazid				p. 63
Universitas Negeri Malang (UM), Indonesia
Berkson, Rachel				p. 96
Anglia Ruskin University, United Kingdom
Betakova, Lucie				p. 46
University of South Bohemia, Czech Republic
Bin Ghali, Nada				p. 50
Newcastle University, United Kingdom
Booth, Paul				p. 48
Kingston University, United Kingdom
Brandt, Camille				p. 45
University of Minnesota Bemidji State,
United States

Budakoğlu, Irem				p. 102Gazi University, Turkey
Burgess, Chris				p. 49
Tsuda University, Japan
Cabantug, Nyra Angie			p. 70
National Centre for Mental Health, Philippines
Campbell, Kathleen				p. 77
Southeastern Louisiana University, United States
Carter, Mindy				p. 43
McGill University, Canada
Chalauisaeng, Bussabamintra		
p. 80
Khon Kaen University, Thailand
Chan, Shiao-hui				p. 52
National Taiwan Normal University, Taiwan
Chao, Pen-Chiang				p. 68
Chung Yuan Christian University, Taiwan
Chen, Hsin-Jen				p. 101
National Chung Cheng University, Taiwan
Chen, Li-Ju				p. 101
National Kaohsiung Normal University, Taiwan
Chetouane, Abdelkader			
p. 80
Manchester Metropolitan University,
United Kingdom
Chiu, Yun-Ju				p. 71
Chang Gung University, Taiwan
Chu, Edward Y.W.				
p. 42
The Open University of Hong Kong, Hong Kong
Commey, Vida				p. 109
Kumasi Technical University, Ghana
Cristofol Garcia, Blanca			p. 81
Universitat Oberta de Catalunya, Spain
D'Orazzi, Giuseppe				p. 56
University of Melbourne, Australia
Dean, Prem				p. 44
National University La Jolla, California,
United States
Del-Olmo-Ibáñez				p. 42
University of Alicante, Spain
Dick-Bursztyn, Marta			p. 48
University of Rzeszów, Poland
Djahimo, Santri Emilin Pingsaboi		
p. 88
Nusa Cendana University (UNDANA), Indonesia
Dobboletta, Elsa				p. 83
Universidad Tecnologica Nacional, Argentina
Dominguez, Luzia				p. 86
Cardiff University, United Kingdom
Dunay, Anna				p. 78
Szent István University, HungaryDvořák, Petr				p. 46
University of South Bohemia, Czech Republic
Elsayed, Mayada				p. 77
German University in Cairo, Egypt
Estacio, Rhenan				p. 81
Centro Escolar University, Philippines
Farag, Sophie				p. 82
The American University in Cairo, Egypt
Fathulla, Kamaran				p. 59
University of Lincoln, United Kingdom
Fear, Elizabeth				p. 45
Excelsior Education
and The University of Melbourne, Australia
Fedotova, Vera				p. 96
National Research University Higher Schoolof Economics, Russia
Field, Sara A.				
p. 89
George Mason University, United States
Fisher, Anthony				p. 105
University of Waikato, New ZealandFong, Yuen Shan Michelle			p. 50
Technological and Higher Education Instituteof Hong Kong, Hong Kong

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A-Z Index of Presenters
Gallo, Nélida				p. 83
Instituto de Educación Superior Nº 28"Olga Cossettini", Argentina
Garralda Ortega, Ángel			p. 50
Technological and Higher Education Instituteof Hong Kong, Hong Kong
Gee, Ricky				p. 78
Nottingham Trent University, United Kingdom
Georgieva, Margarita			
pp. 57, 93
Blackpool & The Fylde College, United Kingdom
Goh, Thian Huat				p. 47
The Chinese University of Hong Kong, Hong KongGoulão, Maria de Fátima			p. 67
Universidade Aberta, Portugal
Gundsambuu, Sainbayar			
p. 87
Osaka University, Japan
Gutiérrez-Fresneda, Raul			p. 91
University of Alicante, Spain
Hahn, Jee-Won				p. 65
Pukyong National University, South Korea
Halimi, Florentina				p. 49
Gulf University for Science and Technology,
KuwaitHamid, Shazia				p. 50
Yanbu English Language Institute, Saudi Arabia
Hapsari, Iriani Indri				p. 45
Universitas Padjadjaran, Indonesia
Hayashi, Chiyo				p. 89
Kunitachi College of Music, Japan
Hazard, Russell				p. 54
Beijing Aidi Teaching, Learning, & Innovation
Center, China
Hazard, Russell				p. 87
Beijing Aidi Teaching, Learning, & Innovation
Center, China
He, Fang					p. 55
Beijing Union University, China
Ho, Hau					p. 100
Victoria University of Wellington, New Zealand
Horton, Todd				p. 70
Nipissing University, Canada
Horverak, May Olaug			
pp. 45, 82
Birkenes Kommune, Norway
Hou, Ying					p. 82
Beijing Sport University, China
Hsu, Chao-Chun				p. 101
National Kaohsiung Normal University, Taiwan
Huang, Tzu Hua				p. 60
University of Taipei, Taiwan
Huang, Yi					p. 61
Coppin State University, United States
Hurley, Peter				p. 101
Victoria University, Australia
Hwang, Heesook				p. 67
Pukyong National University, South Korea
Ibarra Solís, Israel				p. 94
Instituto Politécnico Nacional (UPIIG), Mexico
Illés, Csaba Bálint				p. 78
Szent Istvan University, Hungary
Ishii, Haruko				p. 68
Hokkai-Gakuen University, Japan
Janosova, Lenka				p. 51
Masaryk University, Czech Republic
Jia, Luo					p. 51
Yunnan Normal University, China
Joshi, Puskar				p. 108
Texas A&M University, United States
Karali, Hassan				p. 71
Newcastle University Medicine Malaysia(NUMed), Malaysia
Kato, Yuko				p. 69
Jin-ai University, Japan

Katz, Heidi				pp. 65, 103
Åbo Akademi University, Finland
Khan, Rana				p. 54
Algonquin College, Kuwait
Khokhlova, Olga				p. 49
Middlesex University Dubai,
United Arab Emirates
Kou, Christy				p. 47
The Chinese University of Hong Kong,
Hong Kong
Kumar, Sandeep				p. 61
University of Delhi, India
Larriva-Hormigos, Maria			p. 49
University of St Andrews, United Kingdom
Lateef, Tauseef				p. 77
School Education & Literacy Department,
Goverment of Sindh, Pakistan
Lea, Virginia				p. 100
University of Wisconsin-Stout, United States
Lee, Jackie F. K.				
p. 88
The Education University of Hong Kong,
Hong Kong
Lee, James				p. 79
Xi'an Jiaotong-Liverpool University, China
Lee, Miranda Ky				p. 47
The Chinese University of Hong Kong,
Hong Kong
Lee, Younwoo				p. 66
Pukyong National University, South Korea
Leung, Shuk Kwan				p. 44
National Sun Yat-sen University, Taiwan
Leung, Suzannie				p. 61
The Chinese University of Hong Kong,
Hong Kong
Li, Mengke				p. 89
The University of Edinburgh, United Kingdom
Li, Xue					p. 86
Harbin Institute of Technology, China
Lin, Hsiu-Chen				p. 67
National University of Tainan, Taiwan
Lin, Showyu				p. 69
Aletheia University, Taiwan
Lin, Vienne				p. 68
University of Hong Kong, Hong Kong
Liu, Hsueh-Jung				p. 93
National University of Tainan, Taiwan
Liu, Tingting				p. 46
Tianjin University of Finance andEconomics, China
Liu, Xiaoling				p. 42
Beijing Union University, China
Liu, Xu					p. 42
United Arab Emirates University,
United Arab Emirates
Lu, Cecilia				p. 65
Concordia Interational School Shanghai, China
Lu, Jane					p. 92
National Chung Hsing University, Taiwan
Luis, Simao				p. 84
The Hong Kong Polytechnic University,
Hong Kong
Luneta, Kakoma				p. 60
University of Johannesburg, South Africa
Malá, Marcela				p. 80
Technical University of Liberec, Czech Republic
Marissa, Dian				p. 50
Yanbu English Language Institute, Saudi Arabia
Martin, Christopher			p. 82
University of Wolverhampton, United Kingdom
Martins, Clarice				p. 104
Insper Instituto de Ensino e Pesquisa, Brazil
Mashiyama, Midori				p. 85
Fukuoka Women's University, Japan

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A-Z Index of Presenters
Masoni, Licia				p. 62
Universita' Di Bologna, Italy
McCullagh, Marie				p. 83
University of Portsmouth, United Kingdom
Mirioğlu, Meryem				p. 95Çukurova Üniversitesi, Turkey
Mita, Kaoru				pp. 66, 69
Jissen Women's Junior College, Japan
Molway, Laura				p. 48
University of Oxford, United Kingdom
Mori, Reina				p. 66
Teikyo University, Japan
Mui, Elizabeth Yee Yen			p. 53
Association for Persons with Special Needs,
Delta Senior School, Singapore
Mukdaprasert, Kittiya			p. 80
Khon Kaen University, Thailand
Murtisari, Elisabet				p. 52
Universitas Kristen Satya Wacana, Indonesia
Naidu, Thivashni				p. 97
University of Wolverhampton, United Kingdom
Nalla, Sharada Mani			p. 100The English and Foreign Language University,
India
Ngcobo, Sandiso				p. 90
Mangosuthu University of Technology,
South Africa
Nizami, Shermeen				p. 57
Carleton University Canada
Nomaan, Saima				p. 55
Higher Colleges of Technology (HCT),Al Ain Men's College, United Arab Emirates
O'Donovan, Richard			p. 94
Monash University, Australia
Otavova, Marcela				p. 108
Palacký University Olomouc, Czech Republic
Otemuyiwa, Abosede Adebola		p. 53
Joseph Ayo Babalola University,
Ikeji-Arakeji, Nigeria
Otsuka, Misa				p. 65
Jissen Women's Junior College, Japan
Otsuka, Misa				p. 71
Jissen Women's Junior College, Japan
Oyama, Mai				p. 91
University College London, Institute of
Education, United Kingdom
P Subramanian, Kabaly			p. 58
Arab Open University, Oman
Pachocki, Michal				p. 105
Foundation for The Development of the
Education System and Polish Academy of
Sciences (GSSR), Poland
Peponi, Angeliki				p. 105
University of Glasgow, United Kingdom
Peres, Anemona				p. 79
Frontex, The Europena Border andCoast Guard Agency, Poland
Pham, Ngoc Thinh				p. 79
Newcastle University, United Kingdom
Phetmalaikul, Theeraphab			
p. 44
Srinakharinwirot University, Thailand
Phosaard, Satidchoke			p. 102
Suranaree University of Technology, Thailand
Qazi, M.Habib				p. 92
University of Leicester, United Kingdom
Qureshi, Muhammad			p. 46
Zayed University, United Arab Emirates
Rabiee, Mitra				p. 83
York University, Canada
Ramanathan, Subramaniam			p. 93
National Institute of Education, Nanyang
Technologtical University, Singapore

Raskova, Miluse				p. 108
Palacký University Olomouc, Czech Republic
Redelinghuys, Aniel			p. 87
Stellenbosch University, South Africa
Richter, Uwe Matthias			p. 96
Anglia Ruskin University, United Kingdom
Rizwan, Muhammad			p. 52
Govt. Postgraduate College, Burewala, Pakistan
Roothooft, Hanne				p. 46
Public University of Navarre, Spain
Roth-Barkai, Yael				p. 67
Tel-Aviv University, Israel
Roxas, Emiliana				p. 77
Department of Education, Philippines
Roy Chowdhury, Banani			p. 103
Institute of Applied Technology,
United Arab Emirates
Ruiz de Arbulo Alonso, Borja			p. 91
Boston University, United States
Sadig, Helen				p. 54
University of Leeds, United Kingdom
Safonova, Victoria				p. 98
Lomonosov Moscow State University, Russia
Saxena, Vandana				p. 99
University of Delhi, India
Sembrana, Patria				p. 70
De La Salle University, Philippines
Senobari, Sara				p. 81
University of Sorbonne Nouvelle- Paris 3, France
Sharp, Sonia				p. 105
Ernst & Young, Australia
Shaya, Nessrin				p. 94
American University in the Emirates,
United Arab Emirates
Sialini, Irina				p. 97
Shantou University, ChinaŠimůnková, Renata				p. 55
Technical University of Liberec, Czech Republic
Smith, Jamie				p. 102
University of Lincoln, United Kingdom
Song, Hongzhuan				p. 98
Nazareth College of Rochester, United States
Sonina, Snejina				p. 98
University of Toronto Scarborough, Canada
Suliman, Ashairi				p. 99
Universiti Kebangsaan Malaysia, Malaysia
Sultana, Nuzhat				p. 90
The University of Hong Kong, Hong Kong
Suthasinobon, Kittichai			p. 95
Srinakharinwirot University, Thailand
Suzana, Roopa				p. 63
The English and Foreign Languages University,
India
Tamura, Mika				p. 66
Kyushu University, Japan
Tan, Rendell				p. 93
Singapore Institute of Technology, Singapore
Thant, Win Min				p. 43
Buffalo State College, State University of
New York, United States
Thirlwell, Celeste				p. 96
Sleep Wake Awareness Program, Canada
Thordardottir, Elin				p. 90
McGill University, Canada
Tran, Hung				p. 48
University of Alberta, Canada
Tran, Mai					p. 97
Birkbeck, University of London, United Kingdom
Tran, Minh				p. 100
Victoria University of Wellington, New Zealand
Trinder, Magdalena				p. 88
Rzeszów University, Poland

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A-Z Index of Presenters
Tucker Blackmon, Angelicque		p. 76
University of the Virgin Islands, United States
Ullucci, Kerri				p. 72
Roger Williams University, United States
Velasco, Hugo				p. 76
Casa Grande University, Ecuador
Vianya-Estopa, Marta			p. 57
Anglia Ruskin University, United Kingdom
Villarante, Maria Luz			p. 84
University of Perpetual Help System Dalta,
Philippines
Wachter, Hepi				p. 64
University of North Texas, United States
Walland, Emma				p. 101
Cambridge Assessment, United Kingdom
Wan, Sally Wai-Yan				p. 60
The Chinese University of Hong Kong,
Hong Kong
Wang, Ya-Hsuan				p. 59
National Chung Cheng University, TaiwanWest, Joyce				p. 84
University of Pretoria, South Africa
Wilk, Jowita				p. 53
Pedagogical University of Cracow, Poland
Williams-Foster, Charlotte			p. 43
Notting Hill and Ealing High School,
United Kingdom
Wong, Tina				p. 79
Hong Kong Polytechnic University, Hong Kong
Wongsathain, Nunthawadee			p. 83
Rajamangala University of Technology, Thailand
Wu, Shinian				p. 48
Grand Valley State University, United States
Wu, Yu-Chieh				p. 76
University of Hawaii at Manoa, United States
Xu, Huixuan				p. 44
The Education University of Hong Kong,
Hong Kong
Yagar, Kubra				p. 97
Cag University, Turkey
Yeo, Wendy				p. 53
Association for Persons with Special Needs,
Delta Senior School, Singapore
Yeung, Marine				p. 99
Tung Wah College, Hong Kong
Zajaczkowska, Natalia			p. 85
University of Social Sciences and Humanities,
PolandZakharova, Alexandra			
p. 58
National Taiwan University of Science andTechnology, Taiwan
Zhang, Ruidan				p. 85
Shanghai International Studies University, China
Zhang, Shuting				p. 81
University of Hong Kong, Hong Kong
Zhang, Xinxin				p. 47
Tianjin University of Finance and Economics,
China
Zhang, Xue				p. 51
Yunnan Normal University, China
Zhang, Yang				p. 98
Harbin Institute of Technology, China

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Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international andinterdisciplinary research projects. The main focus is to encourage mutual international
and intercultural understanding and cooperation in line with IAFOR’s missionof encouraging interdisciplinary discussion, facilitating heightened interculturalawareness, promoting international exchange, and generating and sharing 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
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