The IAFOR Dubai Conference Series 2018

Programme & Abstract Book
ISSN: 2433-7544 (Online) ISSN: 2433-7587 (Print)

SURVIVING&THRIVINGIICEDubai2018 / IICLLDubai2018
The InterContinental Festival City Event Centre,
Dubai, United Arab Emirates

Organised by The International Academic Forum(IAFOR) in association with the IAFOR ResearchCentre at Osaka University and IAFOR’s Global
University Partners

www.iafor.org

IAFOR Global Partners
www.iafor.org/about/partners

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

www.iicedubai.iafor.org
www.iiclldubai.iafor.org

ACE2018
TOKYO, JAPAN
Come and join us in the capital of Japan, and one of the world’s greatest
cities, as we celebrate the 10th Asian Conference on Education in Tokyo.
October 13-15, 2018 | Toshi Center Hotel, Tokyo, Japan

www.ace.iafor.org

The Asian Conference on Education (ACE) was the first conference organised by The
International Academic Forum in Osaka in 2009, when the organisation was founded.
Since then, some 18,000 academics have presented at an IAFOR conference, whether
in Asia, the Middle East, Europe or North America, and that number is expected toreach 20,000 by the time we hold our 10th Anniversary Conference in Tokyo.
Founded in Japan at a time when English language conferences, and interdisciplinary
conferences did not exist, IAFOR quickly found support among a growing number ofscholars in Japan, Asia and beyond who came together to make friends, network, andat a time of rapid globalisation and technological advances, explore the latest ideas
and search for research synergies in the pursuit of addressing and finding solutions
to many of the myriad and complex challenges presented by the modern world.
2 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR"Surviving andThriving: Education inTimes of Change"
Conference theme

IAFOR now has university partners across the globe, counts some of the world’s
foremost intellectuals as advisers, and boasts an interdisciplinary research centre in
Osaka University. The organisation also has a conference program that spans threecontinents, and in a divided world, IAFOR’s founding principles of nurturing ideas,
individuals and research projects across barriers of nation, culture, and discipline are
more timely than ever.
Join us in October in Tokyo to consider how we as educators do not only survive, butalso positively thrive, in these uncertain and changing times.
For more information please visit: www.ace.iafor.org#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 3

IICEDubai2018 / IICLLDubai2018

Organising Committee

Sufian Abu-Rmaileh

Firas Al-Jubouri

Said M. Faiq

Christina Gitsaki

UAE University, UAE

American University of Sharjah, UAE

University of Sharjah, UAE

Zayed University, UAE

Christine Coombe
Dubai Men's College, UAE

Joseph Haldane

The International Academic Forum (IAFOR)The Organising Committee of The IAFOR International Conference on Education – Dubai (IICEDubai)
and The IAFOR International Conference on Language Learning – Dubai (IICLLDubai) is composedof distinguished academics who are experts in their fields. Organising Committee members may
also be members of IAFOR's International Academic Advisory Board. The Organising Committee is
responsible for nominating and vetting Keynote and Featured Speakers; developing the conference
programme, including special workshops, panels, targeted sessions, etc.; event outreach andpromotion; recommending and attracting future Organising Committee members; working with
IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships;
and oversee the reviewing of abstracts submitted to the conference.

4 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORWelcome to

IICEDubai2018 / IICLLDubai2018
Dear Colleagues,
Dubai is a fantastic location of meetings real and metaphorical, of different tribes and peoples, ofdesert and sea. The city has long been a trading post for merchants and financiers, but the has alsoestablished local centres of educational, innovative and artistic excellence, as it has sought to build
a new and sustainable existence and identity.
Our overarching conference theme of "Surviving and Thriving: Education in Times of Change"
reflects the reality of Dubai as a place that has learned to survive and thrive in this period of rapid
globalisation and change in an unstable regional environment, and will be expanded upon andunpacked in different ways over the course of the conference.
In this period of great global political and economic instability, rising inequality and social unrest, the roleof education within society has never been more important, but never more vulnerable. Our conference
theme references these inherent vulnerabilities in both educational systems and the individual students
and teachers, as well as the necessary resilience needed to not only survive, but also thrive.
How do we teachers, administrators and policymakers adopt and adapt to change outside our control?
How do we nurture and encourage positive change, through the excitement of the imagination,
innovation and creativity? How can technologies be better used to help us teach, and to help students
learn? How do we sustain and manage change? How can we react positively to negative change? How
can we, our institutions and our students survive and thrive in these times of change? What is the roleof language teaching, and how and why is it so important? Such questions will be discussed by thedelegates from some 30 different nationalities; we have a lot to learn from each other.
I would like to thank the Organising Committee members, Professor Said M. Faiq of the American
University of Sharjah, Dr Christina Gitsaki of Zayed University, Dr Sufian Abu-Rmaileh of the United
Arab Emirates University, Dr Firas Al-Jubouri of the University of Sharjah and Dr Christine Coombeof D​ ubai Men’s College, for their role in putting the conferences together, as well as our Keynote andFeatured Speakers. I would also like to thank our university affiliates, who bring their institutional
reputation and academic credibility to help make this international academic forum a reality here
in Dubai. Last, though certainly not least, I would like to thank and each and every delegate fortravelling here to take part in this event, and trust that your experience over the next few days will
make the trip worthwhile.
We welcome your active engagement in this expanding global academic community of individuals
and network of institutions, and I encourage your participation as a route to intellectual and personal
empowerment, as we transcend boundaries of nation, culture and discipline, in search of new
friendships and new knowledge.
I hope you enjoy the event.

Joseph Haldane, Chairman & CEO, IAFOR#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 5

Conference Theme

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

IICLLDubai Conference Sub-Theme: World Englishes in the MENA Region
This unique international conference, organised in affiliation with IAFOR Global Partners, offers a uniquelocation from which to consider a number of issues and trends in education. These include the different
global Englishes, language distances and access, frictions between the preservation and challenging oftraditional and cultures, languages and wisdoms, and how local societies are becoming the melting potsof different cultures, backgrounds and spoken Englishes. The population of the UAE, as well as those of the
Arabian Gulf countries, is multicultural and rich in the difference one would expect from its geographicallocation at the heart of the Middle East. The region has been undergoing continuous development inacademia, economics, trading and is growing as a recognizable and influential world power.
We hope and expect the 2018 conference in Dubai will bring together educators from around the
MENA region specifically and the world generally to exchange ideas, research and practice fromtheir own backgrounds and contexts, and draw on, and be inspired by, the local and international
body of delegates from a multitude of different national and international backgrounds.
6 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORConference
Guide
Conference at a Glance
Directions & Access
Lunch & Dinner
General Information
Floor Guide
Presentation Guide
IAFOR Journals
Professor Stuart D. B. Picken (1942–2016)
IAFOR Academic Grant & Scholarship Recipients#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 7

Friday at a Glance
February 16, 2018

09:00-10:00

Conference Registration & Coffee | Room: Al Noor

10:00-10:30
						

Announcements & Welcome Address | Room: Al Noor
Kiyoshi Mana, The International Academic Forum
Said Faiq, American University of Sharjah, UAE

10:30-11:15
		
			
			

Keynote Presentation I | Room: Al Noor
Exploring English Language Education in the MENA Region
Now and in the Future
Deena Boraie, American University in Cairo, Egypt

11:15-12:00
			
			
			

Featured Presentation I | Room: Al Noor
In the Era of Disruptive Transformations: Embracing the 		
Imperative of Dynamic Adaptation to the Evolving World of Work
Virginia Bodolica, American University of Sharjah, UAE

12:00-12:15

IAFOR Documentary Photography Award | Room: Al Noor I

12:15-12:20		

Conference Photograph | Room: Al Noor

12:20-14:00

Lunch Break

14:00-14:45
Featured Presentation II | Room: Al Noor			
Key Trends, Challenges and Opportunities in the Field of Higher
			
Education in the UAE			Martin Spraggon, Mohammed Bin Rashid School of			Government (MBRSG), UAE

8 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORFriday at a Glance
February 16, 2018

14:45-15:30
			
			
			

Featured Presentation III | Room: Al Noor
Edutainment for Political Reconciliation in South Africa: A 		Comparative Analysis of Mtwa's Bopha! and Fugard's Valley Song
Mustafa Taha, American University of Sharjah, UAE

15:30-16:00		

Coffee Break | Al Noor I

16:00-16:30
						

Featured Presentation IV | Room: Al Noor
Using Critical Thinking Techniques in the Classroom
Sufian Abu-Rmaileh, UAE University, UAE

16:30-17:30
			
			
			
			
			
			
			

Featured Panel Presentation | Room: Al Noor
Innovation in Education Through Curriculum Reform and 		Research: The Case of the UAE
Christina Gitsaki, Zayed University, UAE
Hayley Holuj, Ministry of Education, UAE
Hanada Taha, Zayed University, UAE
Radek (Radoslaw) Janik, Ministry of Education, UAE
Zainab Al Baloushi, Ministry of Education, UAE

17:30-19:00

Conference Welcome Reception | Leisure Deck

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 9

Saturday at a Glance
February 17, 201808:30-09:00		

Coffee, Tea and Pastries | Room: Al Khayma

09:00-11:00

Parallel Session I

11:00-11:30

Coffee Break | Room: Al Khayma

11:30-13:00

Parallel Session II

13:00-14:00		

Lunch Break

14:00-15:30

Parallel Session III

15:30-16:00

Coffee Break | Room: Al Khayma

16:00-18:00

Parallel Session IV

10 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORSunday at a Glance
February 18, 201808:30-09:00		

Coffee, Tea and Pastries | Room: Amwaj 1

09:00-09:45
						

Featured Session V | Room: Amwaj 1
Classroom Management: Empirical and Practical Perspectives
Christine Coombe, Dubai Men's College, UAE

09:45-10:00		

Coffee Break | Room: Amwaj 1

10:00-11:00

Parallel Session I

11:00-11:15		

Coffee Break | Room: Amwaj 1

11:15-13:15

Parallel Session II

13:15-13:30		

Closing Comments | Room: Amwaj 1

13:30-14:30		

Lunch#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 11

Directions & Access
There are two main international airports in Dubai – Dubai International Airport (DXB) and Dubai
World Central – Al Maktoum International Airport (DWC). The vast majority of international flights
are routed through Dubai International Airport (DXB).

•••

Dubai International Airport is centrally located and is accessible by bus, taxi and Dubai Metro
Dubai World Central is located towards the southern end of Dubai and is accessible by bus andtaxi
Visit the Dubai Bus Public Transport website (www.dubai-bus.com)

Venue Address
The Event Centre
Dubai Festival City
Po Box 45777
Dubai
United Arab Emirates

Around the Conference Venue
The Event Centre is Dubai’s premier conference space. Two levels of flawless function space areshared by InterContinental Dubai Festival City and Crowne Plaza Dubai Festival City, creating an
unparalleled event and conference proposition. Furthermore, if you’re seeking an outdoor setting,
you’ll enjoy the waterfront promenade, wide terraces with stunning views, and the lawn at the Al
Badia Golf Club.

12 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORLunchLunch
Lunch on Friday, Saturday and Sunday is included in the conference registration fee. Lunch will beserved each day at the Creekside Promenade at the times specified below. Please remember to bringyour conference name badge as you will need to show this in order to claim your lunch.

Lunch Times
Friday		Saturday
Sunday12:00-14:00 		
13:00-14:00 		
13:15-14:30 		

Creekside Promenade
Creekside Promenade
Creekside Promenade#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 13

General Information
Registration
You will be able to pick up your registration pack and name card at the Conference Registration Desk.
The Conference Registration Desk and Publications Desk will be situated in the following locations
during the conference:
Friday 		Saturday
Sunday09:00-17:00 		
08:30-18:00 		
08:30-13:00 		

Al Noor Foyer
Al Khayma
Amwaj 1

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

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

Internet Access
There is free Wi-Fi internet connection in The Event Centre. However, this can be unreliable and wewould strongly suggest that you do not rely on a live connection for your presentation.
The guest Wi-Fi internet connection does not requre a password.

14 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORGeneral Information
Refreshment Breaks
Complimentary coffee, tea, and water will be available throughout the conference. Light snacks andrefreshments will be provided once in the morning and once in the afternoon.

Printing
At the conference Registration Desk we are able to offer a complimentary printing service of up to ten
A4 sheets should you need this. Please be advised that printing may not be available at peak times.

Smoking
The Crowne Plaza and Event Centre have implemented a Clean Indoor Air Act; therefore, smoking is
not permitted in any of the conference rooms. There are designated smoking areas next to Al Amwaj
1 & 2 and Al Ras.

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.

Photo/Recording Waiver
There may be photography, audio and video recording at the conference. By entering the event
premises you give consent to the use of your photograph, likeness or video or audio recording inwhole or in part without restriction or limitation for any educational, promotional, or other purpose
for distribution.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 15

The InterContinental
Festival City Event Centre
Meeting Rooms Waterfront Level

16 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORThe InterContinental
Festival City Event Centre
Meeting Rooms Lobby Level#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 17

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

Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote
and connected to a LCD projector. 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 recommendthat you bring two copies of your presentation in case one fails, and suggest sending yourself thepresentation by email as a third and final precaution.

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

18 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

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

Conference Proceedings
The Conference Proceedings are published on the IAFOR website (papers.iafor.org), and can be
freely accessed as part of IAFOR’s research archive. All authors may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by March 18, 2018 through the online system. The proceedings will
be published on April 18, 2018 (target publication date). Authors will have PDF copies of theiroffprints emailed to them by May 18, 2018.

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.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 19

IAFOR Journals
www.iafor.org/journals

20 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORIAFOR Journals
www.iafor.org/journals

The International Academic Forum’s journals conform to the highest academic standards ofinternational peer review, and are published in accordance with IAFOR’s commitment to make all ofour published materials available online.

How are journal editors appointed?
Journal editors are appointed by The International Academic Forum’s leadership, under the guidanceof the International Advisory Board. The term of appointment is for one issue, to be renewed bymutual consent.

How do we ensure academic integrity?
Once appointed, the journal editor is free to appoint his or her own editorial team and advisory
members. All papers published in the journal have been subjected to the rigorous and accepted
processes of academic peer review. Neither editors nor members of the editorial team are remunerated
for their work. Authors will never be asked to contribute to publication costs.

How are papers selected?
Journal editors may accept papers through an open call, and proposed articles may be sent directly tothe respective editors. A small number of papers from the associated Conference Proceedings may also
be selected by the journal editor(s) for reworking and revising, subject to normal processes of review. It is
expected that between five and ten percent of papers included in any given Conference Proceedings will
be selected for consideration and potential publication in the associated conference journal.

How are IAFOR journals related to IAFOR conferences?
IAFOR’s journals reflect the interdisciplinary and international nature of our conferences andare organised thematically. Papers included in the associated Conference Proceedings may beconsidered for reworking by the editor(s), and are then subjected to the same processes of peer
review as papers submitted by other means.

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

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

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

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

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

IAFOR Journal of Language Learning
Dr Bernard Montoneri, National Chengchi University, Taiwan(Guest Editor)

IAFOR Journal of Business & Management
Dr Anshuman Khare, Athabasca University, Canada
IAFOR Journal of the Social Sciences
Dr Tingting Ying, Ningbo University of Technology, China
IAFOR Journal of Ethics, Religion & Philosophy
Professor Lystra Hagley-Dickinson, Plymouth Marjon
University, UK
IAFOR Journal of Sustainability, Energy & the Environment
Dr Tom Houghton, Curtin Graduate School of Business,
Australia

IAFOR Journal of Politics, Economics & Law
Dr Craig Mark, Kyoritsu Women’s University, Japan
IAFOR Journal of Cultural Studies
Professor Holger Briel, Xi’an Jiaotong-Liverpool
University, China
IAFOR Journal of Psychology & the Behavioral Sciences
Dr Shahrokh Shafaie, Southeast Missouri State
University, USA
Dr Deborah G. Wooldridge, Bowling Green State
University, USA#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 21

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

22 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORIAFOR Academic
Grant & Scholarship Recipients
Our warmest congratulations go to Omneya Omar, Omar J. Salaam and Shahla Simin, recipients of IAFOR
Scholarships, who have been selected by the conference Organising Committee to receive financial
support to present their research at The IAFOR International Conference on Education – Dubai 2018 and
The IAFOR International Conference on Language Learning – Dubai 2018.
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: iafor.org/financial-support

IAFOR Scholarship Recipient

Omneya Omar, Lancaster University, UK
Ms Omneya Omar is currently a Doctoral Student at Faculty of Arts and Social Sciences, Higher Education
Research department, Lancaster University, UK, and was previously an Academic Counseling Team Leader
at American University of the Middle East, Kuwait. Ms Omar earned her MSc. in Business Psychology from
Heriot Watt University. Her research focus well being through learning, with specific focus on lifelong
learning and capturing informal learning experiences within the society and workplace.
Saturday Session IV | 16:00-16:30 | Room: Al Thuraya
The UAE's Education Standardization Within the Global Image: A Critical Discourse Analysis to the
Qualifications Framework of Emirates
Omneya Omar, Lancaster University, UK
In this paper, I critically analyse the newly published qualifications framework of the United Arab Emirates
as discursive policy text replete with symbolic meaning related to the culture, economy and educational
goals of the country. This policy is expected to reveal a great deal about the ways in which the United
Arab Emirates seeks to position and legitimise itself on a global scale as a leader in education. I argue
that beneath the generalised rhetoric of institutional mission statements, lie powerful coded objectives.
Findings reveal evidence that policies such as the Qualification Framework Emirates and the state power
revealed through language within, contribute to the globalisation and democratisation of education.
This article contributes to the larger discussions surrounding policy sociology and the critical discourse
practice. I identify the contributions of the framework as it seeks through power language and social
policy messages assumed by the responsible government authority i.e. National Qualification Authority,
to improve the global image of the UAE. This is guided by an overarching research question, which seeks
to reveal how the UAE qualification framework is an example of the globalisation of higher education andthe impact this will have on the Emirates. The coming sections are designed to assist my research inanswering three main questions, which are: 1) What is the aim of the QFEmirates’ underlying message(s)?
2) How does the QFEmirates reflect the changing socio-cultural dimension of the Emirates as the country
implements plans to draw closer to globalisation?

IAFOR Scholarship Recipient

Omar J. Salaam, University of South Florida, USA
Omar J. Salaam holds an MEd in Educational Leadership with a concentration on the Principalship, a BA
in Music Education, and is scheduled for a final defence of his dissertation this semester to complete a
PhD in Educational Leadership and Policy Studies from the University of South Florida, USA. His twentyplus years of experiences in K-12 education incorporate success in private and public schools, local andinternational schools abroad, and as both a teacher and an assistant principal and principal. His global
brand management style also resulted in the corporate experience of working as an educational consultant.
#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 23

IAFOR Academic
Grant & Scholarship Recipients
He has worked extensively in the areas of global education, diversity and social justice endeavours. Now
living and working in Saudi Arabia as a College & Careers Counselor at an International School, Omar looks
forward to networking within the Middle East region in his pursuit of a professorship in this region.
Sunday Session II | 11:15-11:45 | Room: Al Waha
Intercultural Conversations: Parents, School Staff and Community Members Open Discussions on Human
Differences
Omar J. Salaam, University of South Florida, USA
The objective/purpose/goal of this project was to find methods for how to navigate answering thequestions of both students and their parents regarding to how best to function with an appreciation andunderstanding of human differences. Parents of various racial and cultural backgrounds on the PTA, alongwith school leadership, agreed that issues around racial, cultural and other human differences needed tobe addressed by the PTA and school leadership. They wanted to learn how to better communicate with
their children and other parents around the nature of these differences. One parent shared that Caucasianclassmates of her African-American son called him after the Trayvon Martin killing and advised him not
to wear a hoodie anymore and that they would always walk with him to make sure he never walks alone.
This is just one of the many examples parents shared in our initial meeting leading to this study. “Moreoften than not, students from kindergarten through graduate school find exploring race edgy, provocative,
and nourishing (Singleton, G., & Hays, C., 2008, p. 18).” These parents and staff members were in desireof pursuing these conversations in the best manner possible regarding their children’s questions about
racial, ethnic, cultural and religious differences. Using a Participatory Action Research (PAR) design(Kemmit, S. & McTaggart, R., 2011), my research examined: 1- parent and community engagement, 2participation in efforts to better understand human differences, and 3- globalisation in education and theInternational Baccalaureate curriculum.

IAFOR Scholarship Recipient

Shahla Simin, Teacher Training University, Iran
Dr Shahla Simin, holds a PhD in Applied Linguistics from the University of Isfahan, Iran, and an MA and BA
in TEFL. She is currently an English instructor in a teaching training program in Isfahan, Iran. Her researchinterests lie in the areas of pragmatics, sociopragmatics, sociolinguistics, discourse analysis, ESP/EAP
and online communication.
Saturday Session I | 10:00-10:30 | Room: Al Baraha 1
Pragmatic Strategies in Email Communication: A Comparative Study of Apology Emails between Iranian
EFL Learners and Native English Speaking Students
Shahla Simin, Teacher Training University, Iran
Zohreh R. Eslami, Texas A&M University, USA
This descriptive-comparative study aimed at examining how Iranian EFL learners, compared with
American Native English speaking students, formulate apology emails and what differences could beobserved in the realisation patterns of their e-mails. The data for the study were 400 e-mail messages
addressed to Iranian EFL learners’ instructors, and 200 e-mail messages addressed to American native
English speaking students’ instructors. The data were collected from different universities in Iran andthe United States. To analyse the emails, three main sequences in the apology emails - opening, bodyand closing - were identified to find the level of formality, the types and frequencies of strategies, andthe modifications employed by Iranian EFL learners and American native English speaking students.
The study also examined the influence of two social variables (i.e. gender of instructors and severity ofoffence) on the level of formality involved in openings and closings and in the use of apology strategies.
The findings indicated that both Iranian EFL learners and American native English speaking students
used relatively the same set of apology strategies, yet with significantly different preferences. In addition,
it was found that the use of strategies and modifications correlated with the level of offence: the more
serious the rate of offence, the greater number of strategies used. However, the gender of instructors did
not make any significant differences in the realisation patterns of apology e-mails.
24 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORFriday
February 16
Plenary Session & Welcome Reception
Speakers will provide a variety of perspectives from different academic andprofessional backgrounds on the IICEDubai2018 and IICLLDubai2018 conference
themes. These presentations will be recorded so please ensure that mobile phones
are switched off or set to silent mode.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 25

Conference Welcome Reception
Friday, February 16 | 17:30-19:00 | Leisure Deck
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.

26 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORFriday Plenary Session
09:00-17:30 | The Event Centre

09:00-10:00

Conference Registration & Coffee | Room: Al Noor

10:00-10:30 Announcements & Welcome Address | Room: Al Noor
Kiyoshi Mana, The International Academic Forum
Said Faiq, American University of Sharjah, UAE
10:30-11:15 Keynote Presentation I | Room: Al Noor
Exploring English Language Education in the MENA Region Now and in the Future
Deena Boraie, American University in Cairo, Egypt
11:15-12:00 Featured Presentation I | Room: Al Noor
In the Era of Disruptive Transformations: Embracing the Imperative of Dynamic Adaptation to the
Evolving World of Work
Virginia Bodolica, American University of Sharjah, UAE
12:00-12:15 IAFOR Documentary Photography Award | Room: Al Noor
12:15-12:20

Conference Photograph | Room: Al Noor

12:20-14:00

Lunch Break

14:00-14:45 Featured Presentation II | Room: Al Noor
Key Trends, Challenges and Opportunities in the Field of Higher Education in the UAE
Martin Spraggon, Mohammed Bin Rashid School of Government (MBRSG), UAE
14:45-15:30 Featured Presentation III | Room: Al Noor
Edutainment for Political Reconciliation in South Africa: A Comparative Analysis of Mtwa's Bopha!
and Fugard's Valley Song
Mustafa Taha, American University of Sharjah, UAE
15:30-16:00

Coffee Break | Al Noor

16:00-16:30 Featured Presentation IV | Room: Al Noor
Using Critical Thinking Techniques in the Classroom
Sufian Abu-Rmaileh, UAE University, UAE
16:30-17:30 Featured Panel Presentation | Room: Al Noor
Innovation in Education Through Curriculum Reform and Research: The Case of the UAE
Christina Gitsaki, Zayed University, UAE
Hayley Holuj, Ministry of Education, UAE
Hanada Taha, Zayed University, UAE
Radek (Radoslaw) Janik, Ministry of Education, UAE
Zainab Al Baloushi, Ministry of Education, UAE
17:30-19:00 Conference Welcome Reception | Leisure Deck

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 27

IICEDubai2018 / IICLLDubai2018

Featured Speakers

Deena Boraie

Virginia Bodolica

Martin Spraggon

The American University in Cairo, Egypt

American University of Sharjah, UAE

Mohammed Bin Rashid School ofGovernment (MBRSG), UAE

Mustafa Taha

Sufian Abu-Rmaileh

Christina Gitsaki

Hayley Holuj

Hanada Taha

Radek (Radoslaw) Janik

Zainab Al Baloushi

Christine Coombe

American University of Sharjah, UAE

Ministry of Education, UAE

Ministry of Education, UAE

UAE University, UAE

Zayed University, UAE

Dubai Men's College, UAE

28 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Zayed University, UAE

Ministry of Education, UAE

Keynote Presentation I: Deena Boraie
Friday, February 16 | 10:30-11:15 | Room: Al Noor

Exploring English Language Education in the MENA Region
Now and in the Future
English is now an international language and is the dominant foreign language studied worldwide.
Although English has played an important role in the MENA region since colonial times, according to
the 2016 English Proficiency Index (EPI) published by Education First, the region ranked the lowest
in the world in English language proficiency. Boraie discusses the trends and changes in English
language education in the MENA region with a critical focus on Egypt highlighting the need forinnovation in program design, curricula and materials that are aligned with 21st century language
use demands. She presents the experience of implementing a TESOL curriculum innovation in
Egypt describing the successes and the challenges faced. Finally, she reflects on the current trends
in defining the construct of English which have implications on language education policies andlanguage program design as well as the linguistic landscape worldwide.

Biography
Dr Deena Boraie is the Dean and Professor of Practice of the School of Continuing Education at
the American University in Cairo, Egypt. She leads a school that offers a wide range of continuing
education and training programs in the areas of English language, IT and business studies, Arabic
language, translation and teacher training. She is a language testing expert and an assessment andevaluation consultant and trainer. She is currently the Senior Advisor of the Minister of Education of
Egypt. She is Past President (she served as President from 2013-2014) of the TESOL International
Association a large US-based international association for Teachers of English to Speakers of
Other Languages. She has published and presented in several countries on topics ranging fromassessment literacy, language testing and assessment, language program design, teacher beliefs,
student and teacher motivation, English as a lingua franca and teacher effectiveness. She is also
a visiting professor in the MA / PhD Applied Linguistics program at the Faculty of Arts, English
Department of Cairo University where she teaches research methods.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 29

Featured Presentation I: Virginia Bodolica
Friday, February 16 | 11:15-12:00 | Room: Al Noor

In the Era of Disruptive Transformations: Embracing the Imperativeof Dynamic Adaptation to the Evolving World of Work
Over the past years we have been witnessing a significant increase in the number of technologicalinnovations and breakthroughs that have altered the traditional way of doing business and managing
people in organizations. Artificial intelligence, driverless cars, advanced robotics, big data analytics, 3D
printing, smart applications, mobile banking and cryptocurrencies are quickly reconfiguring the businesslandscape across regions, countries, industries and sectors. In this era of disruptive transformations
that brought important consequences and many uncertainties to the world of work, all players ought
to embrace the new imperative of dynamic adaptation in order to successfully navigate change. While
companies need to take drastic actions to reinvent their operating models and talent management
techniques, individuals should strive to develop a portfolio of value-adding skills that would be relevant
for building the intelligent enterprise. After discussing the current technological trends in the macroenvironment, I focus on the analysis of major organisational shifts and human skillsets that became acritical requirement in such a dynamic and rapidly evolving world of work.

Biography
Dr Virginia Bodolica, PhD (HEC Montreal, Canada), is a Professor in the School of Business Administration
at the American University of Sharjah, UAE. She teaches in the areas of strategy and innovation,
corporate governance, family business, and human resource management. Her research interests
are related to governance issues in for-profit settings, family-owned enterprises and healthcare
institutions, board of directors’ dynamics, and the incentive design of executive compensation
packages in the context of merger and acquisition transactions. She co-authored a research-driven
book on Mergers and Acquisitions and Executive Compensation, which was recently published aspart of Routledge Studies in Corporate Governance. Among other journals, Bodolica has published in
the Academy of Management Annals, Strategic Management Journal, Journal of Business Research,
Strategic Organisation, Journal of Business Ethics, Management Decision, and Health Expectations.
She received a Research and Scholarship Award from the UAE National Research Foundation for her
collaborative project on corporate governance arrangements in UAE–based family businesses that
culminated in the publication of the practice-oriented book titled Managing Organisations in the
United Arab Emirates: Dynamic Characteristics and Key Economic Developments. Bodolica assumed
consulting roles in private and public organisations and delivered executive education sessions andcustomised programs to companies in North America, Middle East, and Latin America. Her involvementin professional service activities has earned her Outstanding Reviewer Awards from the Academy ofManagement Business Policy and Strategy, Healthcare Management, and Management Education
and Development Divisions. She was a Visiting Fellow at the Middle East Center, London School of
Economics and Political Science, where she conducted research on corporate governance initiatives
in publicly listed and family-run organisations located in the Gulf region.
30 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORFeatured Presentation II: Martin Spraggon
Friday, February 16 | 14:00-14:45 | Room: Al Noor

Key Trends, Challenges and Opportunities in the
Field of Higher Education in the UAE
The field of higher education in the UAE is experiencing significant pressures for change from a variety
of stakeholders. Despite the diversity of perspectives on higher education’s best practices, there is anincreasing consensus among academics, practitioners and students that traditional teaching methods
and curricula that used to work effectively in the past are not generating the expected value due totheir misalignment with the emerging trends and new challenges in the public and private sectors. Boththe content and pedagogy ought to be revisited and rejuvenated to significantly enhance the learning
experience of participants enrolled in educational institutions in the country. Academic curricula need tobe more relevant, by accounting for the specificities of the context in which they are embedded, and also
more practical, by offering pragmatic tools that are of real value to local practitioners. Delivery methods
should shift away from the old-fashioned models that target a passive audience toward more experiential,
interactive and self-guided approaches directed to proactive and highly-engaged students. Key trends,
challenges and opportunities in the field of higher education in the UAE are highlighted and discussed.

Biography
Professor Martin Spraggon is the Associate Dean of Academic Affairs at Mohammed Bin Rashid Schoolof Government (MBRSG). Prior to joining MBRSG, he worked as a Professor of Strategic Management at
the American University of Sharjah’s (UAE) School of Business Administration where he has also served
as the Director of Executive Education. He holds a PhD in Management from HEC Montreal (Canada), an
MBA from Sherbrooke University (Canada), and a Master in Strategic Management and Entrepreneurshipfrom Institut Superieur du Commerce de Paris (France).
Spraggon’s areas of specialisation include strategic management, design thinking and innovation,organisational behaviour, international marketing, and managerial psychology. He has extensive international
experience, having conducted many consulting projects and delivered leadership development programsfor North American, Western European, Latin American, and Middle Eastern educational institutions andorganisations from the private and public sectors.
Spraggon’s research on emerging economies, behavioural governance, executive compensation, knowledge
dynamics in innovative firms and healthcare management, has been published in journals such as Strategic
Management Journal, the Academy of Management Annals, Strategic Organisation, Journal of Business Research,
Business Ethics: A European Review, Journal of Business Ethics, Health Expectations, and Public Health. His
research-driven and practice-based books, titled Mergers and Acquisitions and Executive Compensation andManaging Organizations in the United Arab Emirates: Dynamic Characteristics and Key Economic Developments,
were published by Routledge (Taylor & Francis Group) and Palgrave Macmillan, respectively.
Spraggon is actively involved in case study research and practice and serves as an Associate Editor of the
Emerald Emerging Markets Case Studies collection. He obtained a competitive research grant from the UAE
National Research Foundation to analyse corporate governance practices in local family businesses andreceived the 2013 Rupert Chisholm Best Theory-to-Practice Paper Award of the Academy of Management
Organisational Development and Change Division. He frequently assumes responsibilities as a member ofinternational program committees at academic conferences around the world and is a regular speaker andpanelist at practitioner-oriented workshops and events.
#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 31

Featured Presentation III: Mustafa Taha
Friday, February 16 | 14:45-15:30 | Room: Al Noor

Edutainment for Political Reconciliation in South Africa:
A Comparative Analysis of Mtwa's Bopha! and Fugard's Valley SongThe paper examines entertainment education with an emphasis on the role of theater in promoting
political reconciliation in post-apartheid South Africa during the 1990s. It provides a historicalbackground of the Apartheid regime and refers to its oppressive policies. The paper uses PauloFreire's philosophy of "conscientization" as a theoretical framework and articulates it in the South
African context. The paper foregrounds the role of theater in the struggle against apartheid. The paper
focuses on its central theme, which is edutainment for political reconciliation in South Africa. The
paper analyzes Bopha! which is written by Percy Mtwa, a Black South African play writer, in 1984, andValley Song which is written by Athol Fugard, a white South African, in 1996. The paper treats thesetwo plays as a continuum. Though the emergence of democracy in 1994 constitutes a watershed in
the South African history, the problems of the past remain inseparable from those of the future. From
this perspective, the paper attempts to analyze these two artistic works and to study their educational
value as vehicles for promoting political reconciliation in post-Apartheid South Africa.

Biography
Mustafa Hashim Taha has taught public relations and mass communication for more than 15 years.
His teaching includes public relations, integrated marketing communication, and research methods.
Taha’s research interest includes media representation, new media and society, media and conflict,image management and public diplomacy. Prior to his academic career, he worked as a diplomat
at the Sudan mission to the United Nations, New York; UN peacekeeping missions in Somalia andLiberia; and as a Sudanese diplomat and Consul General, a.i., in Ethiopia.

32 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORFeatured Presentation IV: Sufian Abu-Rmaileh
Friday, February 16 | 16:00-16:30 | Room: Al Noor

Using Critical Thinking Techniques in the Classroom
For a long time education treated students as passive learners who are supposed to sit in the classroom, get
instructions on what to do, take notes or copy what is written on the board. Students were allowed to reflect
much upon discuss or argue against what was being taught. They did not have a say in what is being taught, nor
on how it should be taught. They were not involved or considered a partner in the teaching and learning process.
Due to the developments that have been occurring in education, especially the technological educational
advancements, researchers and educational practitioners have reached the conclusion that students
can achieve better results when they are involved in their education and their learning. The process ofinternalising the information being transmitted to the students becomes a lot more enjoyable and pleasant.
When the students are involved in the process of their learning, they feel that the information they share ispart of them. They feel ownership of that information they share because they are involved in, analysing,reflecting on, generating ideas and concepts, critiquing theories and assessing the information being
thrown at them. They can feely argue about, synthesise and interpret the information. The metacognitive
talents and abilities are challenged and their thinking about thinking becomes natural and spontaneous.
In this paper, the author will discuss the two types of classroom learners, passive and active learners.
He will talk about the different dimensions of learning and how they are linked to critical thinking. He will
also explain and discuss the definition and the rationale for critical thinking in the classroom and what
is meant by metacognition. He will talk about how to encourage students to use critical thinking in theclassroom, identifying students’ disposition to learning and the teacher’s role in supporting students’ useof critical thinking. Finally, the author will suggest some functional approaches and techniques to help
train students on the use of critical thinking in the classroom.

Biography
Dr Sufian Abu-Rmaileh is an English Lecturer at UAE University. He was the External Projects Coordinator
for four years. He was also the Professional Development Coordinator for the Foundation Program. For the
past thirty-four years, he has been teaching English at various levels, skills and institutions in the UnitedStates and the Middle East. He has been an administrator and a team leader for over ten years in the
United States, and the UAE. He has an MA in Linguistics, and received both his TESL Certificate and his
PhD in Educational Leadership from Brigham Young University, USA. Dr Abu-Rmaileh has also won many
awards for his work as a leader, researcher and classroom teacher. He is a frequent presenter, invited andplenary speaker at local, national and international conferences. Dr Abu-Rmaileh has written on culture,classroom technology, motivation, stress and burnout, critical and creative thinking, emotional and social
intelligences, team building, problem solving and leadership. He is TESOL Arabia’s past president, pastconference co-chair, and over 20 years experience as local, regional and international conference planner.
#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 33

Featured Panel Presentation
Panellists: Christina Gitsaki, Hayley Holuj,
Hanada Taha, Radek (Radoslaw) Janik& Zainab Al Baloushi
Friday, February 16 | 16:30-17:30 | Room: Al Noor

Innovation in Education Through Curriculum Reform and Research:
The Case of the UAE
In the whirlpool of sweeping social changes brought on by globalization in the information age,educational institutions across all sectors of education are expected to keep up with these changes
by implementing much needed reforms and re-inventing educational programs. In the UAE, language
education has always been at the forefront of educational reforms as the country aspires tograduate bilingual citizens with a strong national identity ready to contribute in the multicultural andplurilingual context of the UAE. This panel of experts will first discuss the most recent changes inpublic education in the UAE with a special focus on English and Arabic language programs. Following
that, the panelists will address the role of research in effecting long term reform and innovation in
education and, finally, each member of the panel will provide a set of concrete recommendations
and guidelines for major stakeholders in order to further support the successful implementation ofreform efforts in the UAE and other Gulf countries facing similar issues.

Biography
Professor Dr Christina Gitsaki is the Research Coordinator at the Center for Educational Innovation,
Zayed University, UAE. During her 20-year career in higher education she has contributed to thefield in a number of different capacities such as English language teacher, applied linguistics
lecturer, pre-service teacher educator, in-service teacher trainer, textbook author, project manager,
curriculum leader, editor and researcher. In the past she served as the UNESCO Chair in Applied
Research in Education in Sharjah and later as the Associate Dean of the Foundations program at
HCT. Before coming to the UAE, she worked at The University of Queensland (UQ) in Australia, where
she educated pre-service ESL teachers and supervised Masters and PhD students in language
education research. She has worked with Education Queensland and The Learning Federation of theCurriculum Corporation, Australia on state and federal education projects such as the creation ofdigital Learning Objects for K-12 ESL students. Dr Gitsaki has presented her research at International
Conferences, has been an invited speaker at various professional events and she has published
34 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

72 papers in refereed journals and book chapters on language acquisition and pedagogy. She is
the author, editor and co-editor of twelve books on language education research. At the CEI sheoversees the Mobile Learning Research Fund, the SoTL Certification Course, the development of
resources for research and she provides advice and mentorship to faculty who are interested inengaging in research on teaching and learning.
Hayley Holuj is the Lead English Curriculum Specialist at the UAE Ministry of Education and heads
the English Curriculum Development Unit. Her areas of expertise include ESL curriculum design,
education management and education reform.
Professor Hanada Taha is the Endowed Professor of Arabic Language at Zayed University. Previously,
she served for six years as Acting Dean & Associate Dean of Bahrain Teachers College. She also
served as the Director of Arabic Programs at San Diego State University. Professor Taha has worked
on a $ 6 Million MEPI literacy project with Scholastic Publishing House in addition to serving as anadviser for Arab Thought Foundation managing its Arabi21 project since 2009. She serves on theboard of trustees of H.H Shaikh Mohammad Bin Rashid Arabic Award. Professor Taha reviewed
the national Jordanian Arabic language curriculum and wrote an educational reform policy paper
both commissioned by the Queen Rania Foundation. Moreover, Professor Taha evaluated the Arabic
language national curriculum in Morocco commissioned by the MOE and USAID. Professor Taha
research is mostly focused on Arabic language teaching and learning. Professor Taha holds a PhD in
Education from the University of New Orleans, USA; MA in Educational Psychology and Counselingand BA in Social & Behavioral Sciences from the American University of Beirut, Lebanon.
Radek (Radoslaw) Janik is a PhD candidate in Theoretical Linguistics in the area of Construction
Grammar. He is currently the head of the Research Development Unit within the Ministry of Educationin the UAE. His interests lie within Data Science, Education Change, and Participatory Action Research
to merge the use of data and educational practices into effective evidence-based practices.
Zainab Al Baloushi is an English Curriculum Specialist at the UAE Ministry of Education. Zainab's
work experience ranges from teaching in the government schools to curriculum development andimplementation. Her areas of expertise include applied linguistics and curriculum adaptation.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 35

THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside of the
traditional research publishing status quo – to get creative, explore
different disciplines and to have their ideas heard, shared and discussed
by a diverse, global academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2018. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.

Saturday
February 17
08:30-09:00

Coffee, Tea and Pastries | Room: Amwaj 1

09:00-11:00

Parallel Session I

11:00-11:30

Coffee Break | Room: Amwaj 1

11:30-13:00

Parallel Session II

13:00-14:00

Lunch Break

14:00-15:30

Parallel Session III

15:30-16:00

Coffee Break | Room: Amwaj 1

16:00-18:00

Parallel Session IV#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 37

Saturday Session I

09:00-11:00 | Room: Al Thuraya
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Julia V. Clark
40187

09:00-09:30 | Al Thuraya

Active Learning Class (ALC) Room at Richland Community College to Teach an Introductory Biology Course
Srinivasan Durairaj, Richland Community College, USA

As an instructor of biology for fifteen years, teaching diverse student populations (India, Fiji, and the US) has led me to create a teaching style thathelps keep students interested in my courses. Now I am using a newly designed Active Learning Classroom (ALC) with state-of-the-art technology
at Carroll Center for Innovative Learning, Richland Community College, USA to teach my introductory biology course. This Active Learning Classroom
is a flexible, innovative, open classroom design, equipped with computers for students connected to the central tech pod which can controlled by
the instructor. The flexible classroom supplied with round tables and wheelchairs, facilitate interaction among students and teamwork. It also
inspired me to move around and interact with students easily and felt that the classroom design erased the line between me and the students. Fromthe preliminary data, it is clear that the ALC support learning behaviors and pedagogical practices for student engagement and learning. Also theactive learning classroom can increase student satisfaction in their learning process and making more responsible for their own learning. In thispresentation I will discuss my experience of teaching in an active learning classroom, success and ongoing challenges.
40068

09:30-10:00 | Al Thuraya

Student Engagement in Math and Physics Using a Flight Simulator
Chadia Aji, Tuskegee University, USA
M. Javed Khan, Tuskegee University, USA

The waning interest of US students in science, technology, engineering and mathematics (STEM) is a matter of grave concern. Extensive
research continues to be carried out to identify reasons for this phenomenon and determine empirically-based mitigating strategies. Thereis a range of elements influencing student engagement and interest. The emotional, behavioral and cognitive engagement dimensions
need to be carefully exploited in the design of the learning experience. Authenticity, collaboration and inquiry are the most commonly citedelements that promote cognitive engagement. Therefore, these elements of cognitive engagement need to be well understood and should
form the basis of the learning environment. The present work discusses empirical investigation of a technology-mediated authentic
learning intervention which consisted of a one-week summer camp for middle school students. Specially designed hands-on activities
supported by a flight simulation software were used to reinforce some math and physics concepts. A within-subject repeated measuresdesign was used to determine the effectiveness of the intervention. Students’ attitudes towards STEM as well as content knowledge
were assessed with validated pre-post instruments. Additionally, a week-long professional development workshop was conducted for
math, science and technology teachers. The main objective of the professional development was to provide teachers with an efficientmethodology to confidently engage students in their classrooms. The effect of the professional development on the math, physics andtechnological self-efficacies of the participating teachers was assessed using validated pre-post instruments.
39219

10:00-10:30 | Al Thuraya

Collaborating in a Diverse World: Towards a Utilization of Interdisciplinary Group Communication Workshops
Rachel Furman, Carlow University, USAIn our ever-changing global world, with increases mobility and technological advances, we know that employers demand our students
graduate with excellent communication skills that allow them to work effectively in groups. We know that our students must be preparedto face the unknown world ahead, using these skills to work effectively in groups, solving pressing issues in their professional and personal
lives. There lies an inherent assumption that assigning a group project means that our students met the competency expectations forgroup work, as if by proxy the group experience gives them practice for “the real world.” Simply, we do not give our students the necessary
tools to succeed in group work, often commenting that “our students do not know how to work together.” This presentation discusses theutilization of interdisciplinary group communication workshops at Carlow University to facilitate effective group collaboration. We spreadbeyond the tacit oral communication development with our communication lab and developed critical workshops that teach students how
to collaborate effectively on group projects. Each group communication workshop adapts to meet disciplinary standards and promotes
problem solving. The workshops take students through personality inventories and discuss how those personality traits (self) directly
affect group work, both positively and negatively. Additionally, the workshops discuss cultural communication variations, as they relate
to the group members (other), and workshops explore how even subtle differences in such variations in time orientation or considerable
differences in collectivist/individualist orientations create significant barriers to successful communication, thus group collaboration.
39586

10:30-11:00 | Al Thuraya

Closing the STEM Achievement Gap From an International Perspective
Julia V. Clark, Program Director/National Science Foundation (NSF), USA

The achievement gap is one of the most troubling problems facing education in schools in the world today. It is the observed disparity on a numberof educational measures in academic performance between different groups of students, especially groups defined by race/ethnicity, gender,and socioeconomic status. In the US), achievement gap is used to describe the disparity in test scores between minorities, usually between (1)Blacks and Hispanics and (2) their White and Asian peers. Similar gaps exist more broadly between high-poverty students and their more wealthy
counterparts. The achievement gap in science, technology, engineering, and mathematics (STEM) education is not unique to the US Research
conducted around the world (Australia, Brazil, Canada, China, UK, Korea, Mexico, Singapore, South Africa, Turkey, and the US (Clark, 2014) provide
critical evidence that in both rich and poor nations a wide achievement gap among various groups of students exists and has become a focal pointof education reform efforts. From country to country, the severity of the deprivation and the size of the gap between advantaged and disadvantaged
groups vary greatly from culture to culture. Data show inequity in access to qualified teachers, facilities, resources, challenging mathematics andscience curricula, and opportunities, all contribute to the achievement gap in mathematics and science. Research shows how students’ data
correlated with classroom practices, teacher instruction, and academic programming, as part of efforts toward measuring growth.

38 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session I

09:00-11:00 | Room: Al Noor 2
Professional Training, Development & Concerns in Education
Session Chair: Adam Al Sultan
40236

09:00-09:30 | Al Noor 2

The Inside and Outside School Literacy Practices of UAE High Schoolers
Mona Aljanahi, United Arab Emirates University, UAE

This study sought to trace the myriad of literacy practices of high school students at home and school spheres in the United ArabEmirates. The study’s participants (n=531) responded to a survey about their literacy practices inside and outside of school. Findings
revealed that the UAE high school students’ inside-school literacy practices were uniformed in nature, where students felt that in orderto do well they had to adhere to rules and guidelines set by the textbook and/or the teachers. Furthermore, the findings showcased thecomplexity of students’ literacy practices, particularly outside-school literacies, rendering them to fall under the overarching concept of
the New London Group’s (1996) definition of Multiliteracies. The students also indicated that they predominantly discussed their literacy
practices with their friends and same-aged peers, however; they revealed they did not hold discussions with their teachers. In conclusion,
the study helped shed light on the complexity and intricacy of adolescents’ literacy practices. Finally, adolescents had information abouta wide variety of topics and they engaged in practices not limited to literary forms of literacy and it would behoove teachers to bringstudents’ knowledge and experiences into the class and bridge what they learn in school with what they learn in the world.
38900

09:30-10:00 | Al Noor 2

Towards a Conceptual Framework for Effective Teaching in Lebanon
Pascale Hajal, Notre Dame University - Louaize, Lebanon

This research aimed to examine the teachers’ knowledge of what is a constructivist approach in teaching, to suggest a model for identifying
teaching in elementary cycles taking grade 4 as a case study, and to provide recommendations for future literature in teaching in schools
in Lebanon. A qualitative methodology was adopted in order to use the collected data to describe details, events, teachers, and observed
classrooms. The researcher conducted the research in 7 schools in Lebanon where each grade 4 class was considered as a case study byitself. Using naturalistic inquiry in the case-study approach adopted in this research, the current study was designed to expand the bodyof knowledge about the elementary public and private schools in Lebanon. The findings of this study shed light on teachers’ practices inpublic and private sectors in several areas in Lebanon and explored the teaching perception of different teaching methodology. Educatorsand decision makers are invited to use these findings to consider their practices and work on improving them especially when it comes tothe implications of the curriculum used in classrooms. It was significant from the findings of this study and throughout the data analysisof the observations and interviews that the teachers and coordinators did not use a constructivist teaching approach.
40193

10:00-10:30 | Al Noor 2

Technology-Enhanced Professional Development: Supporting HEA Associate Fellowship Applicants
Christine Lampe, Higher Colleges of Technology, UAE

Providing support for faculty professional development across multiple campuses presents unique challenges and opportunities that canbe addressed using commonly available technologies. In this session, a technology-enhanced approach to coaching applicants for HEA
Associate Fellowship* is presented. The subjects are early-career academics based at a campus in Fujairah, about a one-hour drive fromthe professional development team in Dubai. Distance and scheduling issues limit campus visits, so support is delivered via a blended
process combining face-to-face workshops, LMS submissions, and draft consultations supported by web conferencing tools. A key
feature of this approach is the use of the web conferencing tool in both face-to-face and online consultations to enable screen sharingof drafts and written feedback, and to record the discussion for participants to review during subsequent drafting of the application. In
addition to the practical benefits of this approach, the positive impact on the coaching and professional development experience itself isdiscussed. *Associate Fellowships are one of several Fellowships offered by the Higher Education Academy (HEA) to recognize educatorsfor effective teaching and learning practice at different career stages. Fellowship applicants must provide evidence of their engagement inpractices specified by descriptors that address relevant dimensions of the UK Professional Standards Framework (UKPSF), developed by
the HEA. This professional academic organization in the UK is dedicated to promoting effective teaching and learning in higher education;
it is becoming an international standard for teaching excellence and continuing professional development (CPD).
38706

10:30-11:00 | Al Noor 2

The Relationship Between Pre-Service Elementary Teachers' Scientific Literacy and Their Self-Efficacy
in Teaching Science
Adam Al Sultan, Imam Abdulrahman Bin Faisal University, Saudi Arabia
Harvey Henson, Southern Illinois University, USA
Peter Fadde, Southern Illinois University, USA

Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literatecommunity. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they playin preparing scientifically literate individuals. Studies showed that pre-service elementary teachers need to build more confidence in teachingscience and scientific literacy during their teacher education programs in order for them to successfully deliver science knowledge to theirstudents. Therefore, the purpose of this study is threefold. First, this study examined pre-service elementary teachers’ scientific literacy levels.
Second, this study sought to accurately measure pre-service teachers’ self-efficacy beliefs by distinguishing between their personal and subjectspecific self-efficacy beliefs. Third, this study investigated the extent to which pre-service elementary teachers’ scientific literacy levels andself-efficacy levels are related. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory
and advance) at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the
Science Teaching Efﬁcacy Belief Instrument-Preservice, and Beliefs About Teaching. Results showed that participants had a satisfactory level ofscientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showedthat both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science
methods course exhibited a preexisting relationship between scientific literacy and subject-specific self-efficacy in teaching science.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 39

Saturday Session I

09:00-11:00 | Room: Al Noor 1
International Education
Session Chair: Richard R. Marcus
40244

09:00-09:30 | Al Noor 1

Cultural Intelligence and Communities of Practice in the Transnational Teaching of Accounting: The Experienceof Foreign Academics in Vietnam
Ha Nguyen, RMIT University Vietnam, Vietnam
Brendan O' Connell, RMIT University, Australia
Meredith Tharapos, RMIT University, Australia

The dynamics of globalisation are changing in the field of higher education. Many students, who would previously have travelled overseas
to study for an international qualification, are now pursuing foreign degrees in their home country. As part of their offshore offerings, many
universities now locally employ academic staff directly to teach at their offshore branch campuses on a full-time basis. A number of theseacademics are from backgrounds other than the culture in which the branch campus is situated. This raises the question about whether
these academics possess the attributes to successfully teach in the different cultural context. Cultural intelligence (CQ) is becoming a
popular concept and is defined as ‘a person’s capability to adapt effectively to new cultural contexts’ (Earley & Ang, 2003). Using thetheoretical framework of CQ, comprising of metacognitive, cognitive, motivational and behavioural dimensions, this research examines
the perceptions, experiences and skills of accounting academics teaching full-time in a branch campus in Vietnam. In particular theacademic’s level of cultural intelligence to adapt to the new cultural context, and the usefulness of community of practice were examined.
Surveys and interviews were utilised to explore academics' perceptions.
40190

09:30-10:00 | Al Noor 1

A Midsummer Student Dream - Short Experiential ESP Courses
Branka Visnjic, Aston University, UK

Challenges of international education for smaller universities such as Aston University in Birmingham, UK have several key implications
for the academic programme and course design. Many undergraduate overseas students would like to study on dual or articulation
programmes, but that is possible for the ones who have higher IELTS or similar English test scores and whose families can afford to invest insuch education. To satisfy international students with slightly lower English language abilities or smaller budget, and even some graduateslooking for a new direction, short summer courses are a good solution. The case study of a pilot summer programme - UK Explorer at
Aston University, combining Life in the UK, English for specific academic purposes and lectures delivered by experts from various fields has
proven that such courses can attract both paying students, the ones with grants and partnership exchange students. In addition to specificlanguage skills development and insight into the chosen content matter, benefits of such courses are awareness of new teaching andlearning strategies,such as experiential and blended learning including teamwork, life on campus, purposeful visits to businesses offering
educational work-like experiences, such as Jaguar / Land Rover or Cadbury and cultural trips. To sum up, short ESP courses delivered bylanguage professionals in cooperation with other academics and experts, combined with cultural and work-like experiences offered by local
companies can contribute to diversification of academic programme portfolio and offer exciting insights to international students.
39001

10:00-10:30 | Al Noor 1

A Sky To Hang the Stars: An Emergent Theoretical Framework for Global Citizenship Education
Nicholas Palmer, University of Southern Queensland, Australia

To some Global citizenship education (GCE) and its closely related counterpart international mindedness (IM), as concepts and strategies,
are sweeping abstractions, to others, they offer an opportunity to start afresh with creative ways of interrelating and benefitting from deep
diversity. To others GCE and IM are considered, simply put, the future of education (Davy, 2011, Hacking et al., 2017)). The inherent natureof GCE and IM incorporate the work of schools and policy makers, indeed the teaching profession itself, and has the scope to radicallyshift how we conceive our place in the world. Moreover, GCE has the potential to alter the conditions under which teachers and students
respond to pressing global issues such as inequality, public health, climate change, food security and waste management. This paper
details a three-phase analysis of GCE in schools. These three phases, articulation, implementation and evaluation are developed throughan ongoing grounded theory study of GCE activation. Underpinned by Habermas' communicative action (1984) and Bourdieu's conceptionof field the practical exemplars of GCE in this paper will be applicable to educators seeking a means of operationalizing GCE in context.
39673

10:30-11:00 | Al Noor 1

Unpacking Global Learning Outcomes Across the Curricula Using a Global Learning Inventory
Richard R. Marcus, California State University, Long Beach, USA

This paper uses two datasets – one from 2013 and one from 2017 – to give a detailed look at where and how international education
is delivered throughout the university’s curricula. It measures the impact of international education interventions over the four years
and offers detailed recommendations for the next phase of program creation, reform, and assessment as well as investment in faculty
development and strategic planning. In 2013 I created two indices. The first measures breadth, type, and quantity of global educationin the curriculum. The second measures global learning outcomes and competency. The university requires robust syllabi and all arearchived. Working with a team of research assistants we codified all (7049) syllabi for the academic year across these indices into a
database. The data was used for a report which guided investment in faculty development, student scholarships, and program reforms. In
2017 we repeated the process, adding short-term study abroad courses. The second data set allows for a nuanced look at international
education in the curriculum over time at every level: class, course, program, department, college, and university. Comparing to the 2013
data, it measures the impact of international education interventions and the opportunity to guide the next phase of investment andintervention. The additional data also allows for a direct comparison of global learning between a course taken on campus and the same
course taken through short-term study abroad.

40 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session I

09:00-11:00 | Room: Al Baraha 1
Language Education
Session Chair: Ilene Winokur
40154

09:00-09:30 | Al Baraha 1

Role of Malay Language Curriculum in Inculcating Positive Values Among Students
Pairah Satariman, Ministry of Education, Singapore

This study is carried out to evaluate Malay Language (ML) curriculum for secondary schools in Singapore. The evaluation focuses on therole of Malay Language curriculum (teaching and learning) as means of inculcating positive values among the students. The study looks
into the publications of Malay Language syllabuses and teaching materials (textbook, workbook and teacher’s guide) published by MOE
from 2002 to 2014 as well as the programme that supports the implementation. Basically, the study evaluates aspects related to the value
education through ML teaching and learning such as materials used in inculcating positive values, implementation process, changes inteaching and learning approaches and its possible problems and how the existing curriculum reflects and supports features, structure andneeds of the multi-racial, multi-language and multi-cultural society and nation in Singapore.
38278

09:30-10:00 | Al Baraha 1

Timed Writing for Improved EFL Fluency and Better Content Based Instruction
Catherine-Mette Mork, Miyazaki International College, Japan

Timed writing (TW) can take place along a spectrum from simple free-writing or brainstorming sessions on simple topics in short timeframes all the way to structured, argumentative essays on challenging topics over longer amounts of time. TW can provide a gauge ofwriting ability and therefore can serve as an assessment tool. TW instruction and its implementation hold an important place in theforeign language classroom many reasons. The most prevalent rationale for TW is to foster writing fluency, but TW can also result in
improvements in the accuracy and content quality of student writing as well as in learner confidence. Additionally, in content-based
instruction (CBI) or content and language integrated learning (CLIL) environments, it can be an effective tool to help students more
fully digest and understand content. This study employs freshman EFL writing courses in Japan divided into three streamed classes.
Writing teachers have TW activities on predetermined topics covering themes from a parallel reading course over a semester. Whenusing word count as a measuring tool, it is hoped that significant gains in writing fluency will be made. Students will be surveyed using
a questionnaire to determine their perceptions of any gains made in writing fluency, vocabulary use, and content comprehension. Somesuggestions for implementing TW into an EFL, CLIL, or CBI curriculum may also be offered.
39017

10:00-10:30 | Al Baraha 1 | IAFOR Scholarship Recipient

Pragmatic Strategies in Email Communication: A Comparative Study of Apology Emails between Iranian EFL
Learners and Native English Speaking Students
Shahla Simin, Teacher Training University, Iran
Zohreh R. Eslami, Texas A&M University, USA

This descriptive-comparative study aimed at examining how Iranian EFL learners, compared with American Native English speaking students,
formulate apology emails and what differences could be observed in the realization patterns of their emails. The data for the study were 400
e-mail messages addressed to Iranian EFL learners’ instructors, and 200 e-mail messages addressed to American native English speaking
students’ instructors. The data were collected from different universities in Iran and the United States. To analyze the emails, three main
sequences in the apology emails - opening, body and closing - were identified to find the level of formality, the types and frequencies ofstrategies, and the modifications employed by Iranian EFL learners and American native English speaking students. The study also examined
the influence of two social variables (i.e. gender of instructors and severity of offense) on the level of formality involved in openings andclosings and in the use of apology strategies. The findings indicated that both Iranian EFL learners and American native English speaking
students used relatively the same set of apology strategies, yet with significantly different preferences. In addition, it was found that the useof strategies and modifications correlated with the level of offense: the more serious the rate of offense, the greater number of strategies
used. However, the gender of instructors did not make any significant differences in the realization patterns of apology emails.
40112

10:30-11:00 | | Al Baraha 1

Effective Program Review Using Data Driven Analysis in an Intensive English Program in Kuwait
Heba El-Hadary, Gulf University for Science and Technology, Kuwait
Ilene Winokur, Gulf University for Science and Technology, Kuwait
Kelle Hutchinson, Gulf University for Science and Technology, Kuwait

Is your program/curriculum effective? Do you know how to begin the process of evaluating your program/curriculum? Are you
considering applying for accreditation for your program? This presentation will show how a data driven curriculum review was created
and implemented in an Intensive English Program at a private university in Kuwait. The presenters will use their own experiences during
the CEA accreditation process in the English Foundation Unit as an example of how a team can respond to standards. This case study
will discuss time frame, challenges, and other key elements necessary for completing a comprehensive review and creating a sustainable
process with the necessary mechanisms in place once the accreditation process is completed. Program/curriculum review has two majorroles: 1) for strategic planning, including review of program mission, course goals, objectives, and outcomes. 2) to look for deficiencies
in student learning by focusing on curriculum components and skill areas in order to guide the teacher’s instruction in the classroom.
This case study discusses how a variety of tools were identified and data analyzed to validate the quality of the program: outcomes,
instructional strategies and student progress. The model is applicable to other IEP programs that can apply the same methods used by
GUST EFU to determine what tools to use and how to implement a comprehensive review.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 41

Saturday Session II

11:30-13:00 | Room: Al Thuraya
Educational Policy, Leadership, Management & Administration
Session Chair: Maxime Jaffré
38890

11:30-12:00 | Al Thuraya

Remote Learning - Supporting Rural Education Throughout the World
Robert Mitchell, University of Colorado – Colorado Springs, USA

Schools and learning in remote parts of the world continue to struggle in regards to locating, recruiting and retaining educators willingto work in these regions. This presentation focuses on the emerging practices that center on how to support students and schools inrural and semi-rural areas - with an examination of policies that have attempted to ensure that students in these regions have qualified
educators within in the classroom. The study examines the breadth and scope of the issue, along with an evaluation of initiatives that havebeen undertaken throughout the world to help staff schools in rural areas with teachers, administrators and other educational support
personnel. A focus area also includes the role of international labor to supplement the current educational labor force around the world
and the impact of this international teaching population.
40248

12:00-12:30 | Al Thuraya

Tokyo 2020 Olympic and Paralympic Games: Current Directions in the Development of the Olympic Education Program
Jeffrey David Trambley, Musashino Gakuin University and Graduate School, Japan

Pierre de Coubertin, the founder of the modern Olympic Games, strongly believed that the Games could deliver educational benefits to
its participants and host country. This has served as an essential underpinning to the Olympic philosophy ever since. Accordingly, it is
now the responsibility of host cities to design and implement Olympic Education programs as part of carrying out terms dictated in theofficial Olympic Charter. This paper examines the development of the Tokyo 2020 Olympic Education program through examining current
directions in Olympic Education materials. Analyzing materials from several outlets including including the Tokyo Metropolitan Board of
Education (BOE), Japanese Olympic Committee (JOC) and the Centre for Olympic Research and Education (CORE) at Tsukuba University,
show that despite the stated goals for the program, there is a lack of cohesiveness and organization in the current Olympic Education
program's development.
40151

12:30-13:00 | Al Thuraya

Managing Youth Education in Times of Change in Europe: The European Capitals of Culture Program andCultural Diplomacy
Maxime Jaffré, CNRS - Centre Norbert Elias, France
Elena Raevskikh, CNRS - Centre Norbert Elias, France

European cultural policy programs, such as European Capitals of Culture (ECC), seek to develop new forms of civic cohesion throughinclusive and participative cultural events. The cultural assets of a city elected "ECC" are mobilized to attract a wide range of new audiences,and more particularly youth and immigrants that remain in most cases, poorly integrated into local cultural life. In the current context
of increasingly challenged perception of Europe's leadership, European cultural policies aim to enhance European values through thecreation of new cultural institutions that intend to accelerate both territorial and cross-border European cohesion. This new educational
pattern is conceived to stimulate integration and mobility, but also to create a new “young” and transnational ideal European citizen
type. However, cultural struggles and identity conflicts that are emerging in contemporary Europe, especially in the context of increasing
immigration issues, raise new challenges for European cultural policies to address inclusion and integration with populations poorly
integrated into local cultural life. This presentation aims to explore how audiences poorly integrated into local cultural life (esp. youth
and immigrants) perceive new European cultural policies and management? Are they becoming more participative, or conversely, do theyremain resilient to cultural institutions, and to the new cultural offerings? For this, we measure the impacts of European cultural policies
by analyzing the urban cultural geography through innovative statistical and cartographical methods.

42 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session II

11:30-13:00 | Room: Al Noor 2
Higher Education
Session Chair: Huiming Yu
40231

11:30-12:00 | Al Noor 2

Clustering the Patterns of Program Cooperation Among Cross-Strait Universities
Dian-Fu Chang, Tamkang University, Taiwan
Wen-Ching Chou, Tamkang University, Taiwan

This study aims to evaluate the patterns of program cooperation among cross-strait universities for promoting mutual development. This
study collected the data related to the current cross-strait university cooperation and exchange programs. Fifty-eight leading universities
have been reviewed by using their numbers of ongoing cooperation and exchange programs in their official web pages. The target grouphas been reviewed, which includes 31 universities in Taiwan and 27 universities in mainland China. This study transformed the data by
applying mean, t-test, and cluster analysis for further interpretation. The result reveals the cooperation differences among the universities
by sectors and their locations. According to Euclidean distances, three significant clusters among the universities have been found.
The different patterns of linkage among the universities provide more meaningful implications for university cooperation. Moreover, theSWOT analysis provides further information to interpret the selection of strategies among the cross-strait universities to enhance theircooperation. Finally, this study proposes some suggestions for researchers to expand knowledge in this issue.
40212

12:00-12:30 | Al Noor 2

Adapting the HEA UKPSF to the Gulf Context: A Dialogue with Higher Education Practitioners
Mahinour Ezzat, Higher Colleges of Technology, UAE

In response to internationalisation and globalisation, increasingly Gulf higher education institutes are seeking to align their practices
with international benchmarks such as the UK Professional Standards Framework (UKPSF) developed by the Higher Education Academy(HEA). However, these standards should be integrated with local values and practices that are meaningful in this region. In this session, we
will explore possible extensions of the framework that would ensure Gulf educators are also meeting local needs, values and practices. We
will examine the key dimensions of the UKPSF, then consider existing resources for higher education practice in the Gulf region comparedwith the wider literature available in the West. Participants will be asked to contribute their own experience of key values and practices
that might be incorporated in a Gulf-localised framework. The HEA is a professional academic organisation in the UK that promotes
effective teaching practices in higher education. Their UK Professional Standards Framework (UKPSF) was developed to benchmark
critical teaching and learning practices for educators and programs. Higher education practitioners may achieve recognition as HEA
Fellows, Senior Fellows or Associate Fellows by providing evidence of their effectiveness in alignment with the dimensions of the UKPSF.
39286

12:30-13:00 | Al Noor 2

Challenging of Teaching Cybersecurity

Huiming Yu, North Carolina A&T State University, USA
Cyber security is a fast development area that involves various technologies. In the new security areas, faculty have difficulty findinga suitable textbook. How we teach these new security concepts is a challenge. We have developed seven course modules to teachstudents new security knowledge that no current textbooks cover. These modules are Introduction to Writing Secure Code for freshman,
Introduction to Secure Program Design for freshman, Secure Data Structures for sophomore, Secure Algorithms for sophomore, Java
Security for junior, Database Security for junior, and Software Security Requirements and Design for senior. We also developed several
interactive visualization education tools to increase students’ interest in Cyber security studies and enhances their learning experience.
The Interactive SYN Flood Simulator allows students to interact with the simulator to see what can happen in a SYN Flood situation andcomplete challenge questions. The Cryptography Education Tool implements three categories ciphers that are Transmission of Password,
Secret Key Cryptography and Public Key Cryptography. The third is a HTTPS training tool that helps students understand the concepts ofcertificate and Security Socket Layer/Transport Layer Security, the security functions that HTTPS provided and how to implement HTTPS.
These tools and modules have been used in our undergraduate and graduate courses. Students’ surveys and feedbacks reflect that they
are very useful. By using these modules and tools, students can quickly learn and practice Cyber security related knowledge.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 43

Saturday Session II

11:30-13:00 | Room: Al Noor 1
Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Session Chair: Liliana Dozza
39395

11:30-12:00 | Al Noor 1

Do Motivation and Innovation Potential of Teacher-Educators Influence Their Policy Entrepreneurship Outcomes?
Vijaya Sherry Chand, Indian Institute of Management Ahmedabad, India
Samvet Kuril, Indian Institute of Management Ahmedabad, India
Anurag Shukla, Indian Institute of Management Ahmedabad, India

The role of policy entrepreneurs in shaping the process of policy implementation is well recognized. However, current research tends
to focus more on the process of policy change, and less on the quality of the outcomes of such policy shaping. Individual traits likemotivation and contextual factors are known to shape the actions of policy entrepreneurs, but how do these affect the outcomes ofpolicy implementation? To address this, we study the response of about 75 teacher-educators in 26 districts in a province in India to apolicy of the National Curriculum Framework for Teacher Education to incorporate the experiences of teachers in the teacher education
curriculum. The opportunity spotted was teacher-driven innovations in schools and the entrepreneurial response took the shape of twoday “Educational Innovation Fairs” conducted in 2015 in all the districts. These brought together about 1000 innovative practices inschools to public fora which were visited by more than 25000 teachers. The practices were rated by the visiting teachers and converted
into casebooks for use in teacher education. The fairs were repeated in 2016. The quality of the casebooks and the ways in which they areused show much diversity. The specific question we seek to answer is, “Do teacher-educators’ motivation and their innovation potential
affect the quality of the outcomes of their policy entrepreneurship, controlling for contextual factors that affect such entrepreneurship?”
The findings will contribute to an understanding of the factors influencing the quality of policy entrepreneurship outcomes.
38587

12:00-12:30 | Al Noor 1

Is Science Education Naturalistic?

Shoaib Ahmed Malik, Zayed University, UAE
To the average student science may seem like a neutral platform in which nature is probed for answers; it simply delivers theories,
equations and facts. However, this is a very limited understanding in how science works. Scientific concepts are not created in a conceptual
vacuum, rather each theory has its own underlying assumptions that grounds its scope and applicability. Though such assumptions are
sometimes explicitly observed by scientists when mediating their object of study through various metaphysical and epistemologicalassumptions, students do not necessarily get this explicit awareness and end up having a pre-packaged output of readymade scientificdefinitions and equations. This lends the possibility of students not always acknowledging and distinguishing between the metaphysicaland epistemological components of their learnt scientific concepts, which can result in science being presented or interpreted as anaturalistic domain (in toto) due its highly empirical focus. If so, then science can no longer be seen as a neutral enterprise seeing thatstudents may occupy worldviews that conflict with naturalism, and thus forces student to either completely accept or reject science as avalid domain in their worldview. If rejected, then science may become a fragmented domain in the mind of many students that is only tobe reserved in the classroom and laboratory without any impingement on one’s worldview. In this article I look at how the philosophicaldistinction between metaphysical naturalism and methodological naturalism can aid students’ worldviews alongside their implicationsin science pedagogy.
40238

12:30-13:00 | Al Noor 1

Education, Earth, Nature Imagining: Ecological Ways of Inhabiting the Earth
Liliana Dozza, Free University of Bozen-Bolzano, Italy

A new ecological culture puts Earth and Nature—and not only human beings—at the center of Planet's life. This change of perspective
should be accomplished at every level: law, politics, economy, education. At an educational level, this choice concerns lifelong education
since the earliest stages of life, and involves the development of more holistic mind-sets based on: (a) Knowledge and understanding ofphenomena grasped in their relations to one another (Dewey, 1933; Vygotsky, 1930, 1934) that connect human beings and the being of thePlanet; (b) An ethics of respect and care (Capra, 1997), which involve empathy with Nature, pro-sociality, reflective thinking (Bruner, 1997),
mindful understanding of emotions, storytelling, dialogue and cooperation. To support this view, I present an educational research design
as an example of an experience in the field. Research with children (Kirk, 2007; Christensen-Allison, 2008; Moore et al., 2008; Mortari,2009), or Children-centered research is the methodology used. Such approach is evidence-based (Jean-Luc Maron, 2001; Berg et al.,2008) within the epistemological framework of the naturalistic inquiry (Erlandson et al., 1993; Woodhead, 1996; Graue,Walsh, 1998; Greig,
Tailor, 1998; Punch, 2002; Mortari, 2002, 2004, 2007, 2009). Focus group with primary school teachers and children from primary schools
in the north of Italy are currently being conducted. Analysis will include children`s individual diaries that report reflections and emotions
regarding their weekly experience with nature (Leopold, 1970; Tanner, 1980; Thoreau, 1962; Chawla, 1998; Smith, Dunca, Marshall, 2005;
Mortari, 2009, 2017; Dozza, 2018; Fellin, 2018) that is part of the school curriculum. Preliminary findings suggest that by perceiving Nature
through all their senses and by reflecting on their emotional connection with Nature, children acquire a new more systemic awarenessand begin to feel as active agents of Earth.

44 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session II

11:30-13:00 | Room: Al Baraha 1
Language Education
Session Chair: Yanyan Wang
40191

11:30-12:00 | Al Baraha 1

Japanese Teacher's Beliefs About Learning and Teaching in Language Education
Midori Mashiyama, Fukuoka Women's University, Japan

Teachers’ beliefs about learning affect the teachers’ beliefs about pedagogy and practices in the classroom, such as choices of activities
and tasks. Then how were these beliefs shaped? In the previous study (Mashiyama, 2004), perception of Japanese teachers of English
on language teaching and learning was investigated, and strong influence of experiences as learners, especially experiences with theirpast teachers was identified. On the other hand, the influence of teacher training courses in college was minimum. Another factor toshape the beliefs about learning and teaching English was peer pressure, or rather needs of assimilation in the institution in the Japanesecontext. Are the results of the previous study context sensitive? Is peer pressure seen in the previous study observed in other contexts?
In the present study, the participant was a novice Japanese teacher. To understand his beliefs about language learning and teaching, thedata were collected through a questionnaire, interviews, and classroom observations. To obtain a deeper understanding of his beliefs,
interviews and observations were repeated. The collected data were analyzed in the comparison with the previous cases.
39095

12:00-12:30 | Al Baraha 1

Teachers' Performance Assessment Practices and Their Second Language Acquisition Approaches
Yanyan Wang, Shanghai University of International Business and Economics, China“Performance assessment is a measure of assessment based on authentic tasks such as activities, exercises, or problems that
require students to show what they can do”. Although teachers are implementing the same performance assessment to test students’language ability required by English for International Business curriculum, their attitudes towards the performance assessment, theirreal classroom performance assessment practices, the effects of their performance assessment practices and students’ feedback
differ. Why do the teachers perform differently in the process of their implementing performance assessment under the same
curriculum? This query triggers the present study The study aims to 1) construct a descriptive model for EIB teachers’ performanceassessment practices; 2) find out the relationship among teachers’ performance assessment practices, teachers’ approaches to SLA
and other contextual factors. Around these research purposes, the two main research questions for this study are: 1) How do theteachers conduct performance assessment in an EIB context? 2) If teachers do differ in their performance assessment practice, thenwhat account for the differences? Through the qualitative case studies, an in-depth description and explanation about how and why
teachers conduct performance assessment in a current way will be achieved. By comparing with the teachers’ SLA approaches andtheir performance assessment practices which have been concluded by questionnaire survey, interviews and classroom observation,
three relationship patterns of the relationship among teachers’ performance assessment practices, their SLA approaches and the twocontextual factors—module syllabus and British program coordinator emerge.
39241

12:30-13:00 | Al Baraha 1

Mindful Teaching - Applying Circle Sharing in Teaching Speaking
Thien Loc Dinh, Vietnam National University, Vietnam

One of the most challenging tasks for ESL teachers in Asian communities is to raise students’ confidence and motivation to share
their opinion. The problem even becomes overwhelming when it comes to speaking classes despite that one may already apply various
ice breaking activities beforehand. “Circle sharing” basically originates from Native American culture as a ritual practice; however, its
applications have been reported widely in many aspects. The purpose of this presentation, therefore, is to demonstrate the effectivenessand value of such a method in creating a barrier-free classroom where all participants are equal and free of judgement from the others.
More than just motivating reluctant learners to reach beyond their comfort zone, “Circle sharing” allows teachers to create an emotional,
yet practical activity which encourages bonding, sharing and helping experience among participants. Students can also benefit fromauthentic dialogues and insightful feedbacks from their peers. Attendees may find it useful to engage their students in a more dynamic
environment and maximize verbal interaction. The presentation is open to teachers of all levels and requires basic classroom facilities.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 45

Saturday Session III

14:00-15:30 | Room: Al Thuraya
Educational Change Through Technologies
Session Chair: Soyoung Park39244

14:00-14:30 | Al Thuraya

YouNow – Look at Me! Chances and Risks of Media Usage Amongst YouthYvonne Herzig Gainsford, University of Applied Sciences HTW Chur, Switzerland
Amina Ovcina Cajacob, University of Applied Sciences HTW Chur, Switzerland

YouNow is a video portal that allows users to stream live, track or comment. In the USA the platform is existing since 2011, in the
german speaking world since 2014. The age limit is 13 years, but the age does not get properly checked when registering. The dangers
associated with platforms of this kind are repeatedly pointed out by various parties. In an effort to protect their children, parents and those
responsible at school often disregard the desire of the youth to act independently. The children and teenagers for example have to expectthat the websites they call up will be controlled. However, it would be important for them to be able to make their own experiences, to beable to get involved in areas that are also associated with danger. This is the only way they can learn to handle this danger in a suitablemanner. A survey conducted at various schools in the german-speaking part of Switzerland examined how well-known the platform isamongst the 10- to 18-year-olds and how it is judged by the target group. The survey, which involved a total of 1’510 children and young
people, also focused on media usage and the question how the participants deal with their own privacy. The final goal of the projectthat will be continued is an interactive booklet which should support the young people, but also their environment such as educational
institutions, parents and peers.
40067

14:30-15:00 | Al Thuraya

Investigating the Need of Library Members of Institute for the Intellectual Development of Children and Young
Adults of Ahvaz City
Zohreh Mirhosseini, Islamic Azad University - Tehran North Branch, Iran
Esmaeil Khademizadeh, Islamic Azad University - Science and Research Branch, IranMarjan Arab Rahmatipour, Islamic Azad University - Science and Research Branch, Iran
Laleh Foroutan- Rad, Islamic Azad University - Tonekabon Branch, IranSince the Children libraries can play an effective role aside the formal educational systems, especially when the school libraries are weak,
this study aims to investigate the need for educational programs for library members of the Institute for the Intellectual Development ofChildren and Young adults in Ahwaz (a cultural city in Iran) to provide non-book/electronic materials services. This is an analytical survey.
An organized questionnaire was used for collecting information. The results were presented using descriptive statistics. The researchcommunity consists of two groups of managers (7) and members of the libraries of the Institute (172). The findings showed that 33.7% of
the members go to the library twice a week and 54.07% of them use library for personal study. Among them, 30.81% were not satisfied withlibrary resources. 6.65% of the members needed education to use online search services via the internet, and 4.97% needed education foroffline services. The results showed that there are not many non-book materials such as slides and films, as well as electronic resources
such as databases in the libraries. In some libraries it is possible to provide non-book materials and electronic services in terms of current
facilities. Therefore, the libraries aside the schools need to provide educational workshops in this respect. Emphasis must be placed on
the planning for educational services for children and young adults in these libraries to help and support school programs and promoting
research activities through children libraries.
39398

15:00-15:30 | Al Thuraya

Effect of Mobile SPAT on Learning

Soyoung Park, Education Research Institute at Seoul National University, South Korea
Ilju Rha, Seoul National University, South Korea
This study is to investigate the effect of mobile SPAT on learners’ mobile learning. For this purpose, the researchers conducted anexperimental study. 88 college students were divided randomly into two groups and each group accomplished their mobile learning withdifferent formats of mobile contents – one with SPAT format the other one with streaming video format. Although the result shows nostatistical difference between two groups, the group provided with SPAT format reported their learning was highly effective in terms ofmemorization and understanding of the contents with less cognitive load. These results imply that SPAT format needs be considered in
mobile learning design to promote learning with less cognitive load.

46 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session III
14:00-15:30 | Room: Al Noor 2

Education, Sustainability & Society: Social Justice, Development & Political Movements
Session Chair: Antonella Coppi
39174

14:00-14:30 | Al Noor 2

Management Education for Global Sustainability
Robert Taylor, Montclair State University of New Jersey, USA

Challenges to corporate business success requires the development of a new type of manager/leader who can integrate businessexpertise with knowledge of science and technology. The Professional Science Masters (PSM) Degree in Sustainability Science is an
example of this new model of graduate education. While the PSM degree has grown significantly in US graduate education, this paper
tests its viability as a professional degree program designed to prepare sustainability professionals for Vietnamese businesses. A survey
was delivered in Ho Chi Minh City, Vietnam to discover if local companies find sustainability education to be a current or future humanresource need for their organizations; if so, what education and job skillsets are business organizations looking for; and to assess theirsupport for an experiential program, internship or consultancy for students in such a program. The results of this survey indicate that
there is a growing need for sustainability professionals in Vietnam and that companies would be interested in developing research andinternship opportunities with local universities.
39623

14:30-15:00 | Al Noor 2

Establishing Community-Based Arts Education in Hong Kong
Zoran Poposki, The Education University of Hong Kong, Hong Kong

This paper is a case study of a pioneering community-based art education masters programme in Hong Kong, founded and run by
the author at the Education University of Hong. Community-based art, also known as social practice, is a fairly new development incontemporary art that has expanded rapidly throughout the world in the past decade. It involves the use of art to address community
issues, relying on community participation and regarding the process itself as an artistic product. However, community based art education
as well as art projects of both the art society and the social service community in Hong Kong are still not very common. The Master of Arts
in Community-based Arts Education [MA(CBAE)] is first programme of its kind in Hong Kong and East Asia integrating arts and education
practices with community engagement and public development. It supports interdisciplinary projects that combine a range of art forms
and culture with experimental pedagogy, public policy, social theory, arts management and education. Working across disciplines andconnecting their practice to research in their chosen fields through electives and community partnerships, students of the MA(CBAE)
programme are guided to develop projects with potential impact on the public sphere, alongside educational, social and environmental
considerations. The case study will discuss the challenges of establishing and running a community-based arts education programme inone of the biggest art markets in the world, focusing on the process and opportunities for community activation through arts education.
40261

15:00-15:30 | Al Noor 2

Didactic and Pedagogical Implications in Community and Arts
Antonella Coppi, Free University of Bolzano-Bozen, Italy

This paper explores the relationship between art practice and dialogic forms of education. Drawing on theoretical framework andinterviews with selected artists and stakeholders, the text examines these practitioners’ constructions of art practice and the perceptionsof how they engage with learners. The reflections illuminate the opportunities afforded by artist-led teaching and learning, whilst drawing
attention to some of the future challenges. The author introduces the concept of Community Arts and Music, as scientific discipline rooted
in its practical origins, to the Italian artistical learning scene, engaging to provide information on the current situation of CM and to be
descriptive as to the characteristics and different contexts. The model serves to help place art and music-making in the hands and voicesof everyone by creating equal opportunities for people to enjoy active and creative participation in music and in the arts. The learning
approach involves different groups of children, adults, young people, refugees and ethnic communities as well as other minority groups:
recent research delivered strong and consistent evidence to suggest that group arts and music making is a powerful personal and social
health promotion activity.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 47

Saturday Session III
14:00-15:30 | Room: Al Noor 1

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Sheilah Marion Paul39167

14:00-14:30 | Al Noor 1

Effect of Handedness on the Completion Rate of Chemistry Timed Tasks by Left-Handed Learners
Benerdeta Malusi, University of Nairobi, Kenya

Handedness affects left-handers’ performance generally and specifically during laboratory work in chemistry. This is because of learning
difficulties associated with handling and manipulating right-handed instructional resources. The study aimed at investigating whether
left-handed learners’ use of right handed instructional resources has any significant effect on task completion rate in chemistry. Data
was collected from 17-20 year old left- and right-handed students of chemistry (N=22) from a Kenyan secondary school during a timed
task. On- and off-task activities were recorded. Data showed no statistical significance between on- and off-task time by left- andright-handers. However, it was established that left-handers have to not only work faster, but also put in more effort and time in order tocomplete timed tasks. An independent t-test showed no significant difference between left- and right-handers’ task scores. Their different
performance index was despite selecting the participants based on their based on past test results. The findings helped demonstrate thatleft-handers’ use of right-handed instructional resources may have an undesirable effect on the completion rate of timed chemistry tasks.
In order to increase construct and concurrent validity, time-on-task samples from a larger participant group should be obtained. Further,to alleviate the negative effects of switches during task taking process, learners with the same challenge (for example left-handedness)need to be put together so that they all transit together during learning.
40136

14:30-15:00 | Al Noor 1

Teachers' Perceptions of Successful Transitioning for Children with and Without Down Syndrome
Rachel Allison Takriti, United Arab Emirates University, UAE
Hala Elhoweris, United Arab Emirates University, UAE
Susan Atkinson, Leeds Beckett University, UK

The process of entering full time schooling is known as “transitioning”. Transition into school, for the first time, as a young child has
been shown to correlate with later school outcomes, both academic and social. Research suggests that transitions in the early years
are especially influential in determining the course of the school experience. Children with SEN face a challenging transition to school.
Pianta and Kraft-Sayre (1999) stressed the importance of taking the perspectives of teachers, parents and the community into accountwhen trying to understand what would make a successful transition. Teachers’ perspectives are one of the most important when planningtransition for children with and without special needs. Teachers working in the UAE in Early Years’ education completed a questionnaire,asking them to rate the importance of 20 statements in answer to the question “How important are the following for deciding whethera child has had a successful first two terms of school?”. The items were scored on a 4 point Likert scale (Not Important, Somewhat
Important, Very Important, Extremely Important). This questionnaire was taken from Dockett and Perry (2010). The participants wereasked to complete the questionnaire twice, once thinking about their expectations of a child without any special needs and once thinking
about a child with Downs Syndrome. Findings are discussed in relation to differences in expectations according to whether children haveDowns Syndrome or not, and in relation to recent policy changes on inclusion within the UAE.
40090

15:00-15:30 | Al Noor 1

Their Right and Our Obligation: Political Will and Social Acceptance of the Special Education Enterprise in
Caribbean Countries
Sheilah Marion Paul, Medgar Evers College of CUNY, USA

Research showed that the lack of specific laws and policies to guide special education implementation from the cradle to career forchildren and youth with disabilities (UNESCO 2008, 2010; Paul 2011) continue to be major hurdles in Trinidad & Tobago, Grenada, andother developing countries in the Caribbean. Recently, the UN Global Monitoring Report indicated that “people with disabilities are among
the most marginalized and excluded groups and are routinely denied their right to education of good quality education” in Europe (Global
Monitoring Report, 2016, p265). This finding is similar to those experienced in the Caribbean region. A major challenge with reporting
disability and special educational needs in the region is the lack of data (Paul, 2011). This study was piloted in the island of Tobago througha series of consultations, professional development and practical workshops with all stakeholders, in order to develop a coordinated andcollaborative developmental framework to guide 21st century special education implementation in the Caribbean region. The resulting
plan begins at birth and progresses through the developmental stages of children’s lives through adulthood. Implementation of this plan
promises to improve the quality of life for students with disabilities and their families in these developing countries, while simultaneously
fill the void in data on disabilities and special needs education. Moreover, it can serve as a model for other islands in the Caribbean andother developing regions.

48 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session III

14:00-15:30 | Room: Al Baraha 1
Language Education
Session Chair: Imed Louhichi
39992

14:00-14:30 | Al Baraha 1

On the Influence L1 Training onto L2 Learning: Evidence from the use of 'From', 'Out of' and 'Off'
Imed Louhichi, The American University of Ras Al Khaimah, UAE

Linguistic relativity proponents (Slobin 2000, Levinson 2003) claim that the grammatical categories of a language influence the way
its speakers ‘conceive of’ and ‘talk about’ Space. Based on the narrative behavior of Arabic speakers, English speakers, and ‘advanced’
speakers of English whose first language is Arabic (L2), we show that a semantic domain like Motion is conceptualized differently inEnglish and Arabic. While Arabic speakers use the preposition min ‘from’ as a generic spatial term to express the various onset pointsof a Motion Event, English utilizes three different prepositions for this purpose. As such, out of’ describes motion that starts from theinner-boundary of a three-dimensional space, ‘off’ from the outer-boundary, and ‘from’ describes everything else. Crucially, the various
uses of these spatial terms suggest they are in complementary distribution in English. Crucially, this division of labor has not surfacedin the L2 narratives suggesting that L1 linguistic habits are too strong to change. These findings are theoretically significant in that they
corroborate the relativistic thesis. They are also pedagogically instructive in that they explain why the expression of motion may not easily
obtain for learners of English whose L1 is Arabic despite many years of target language exposure.
33698

14:30-15:00 | Al Baraha 1

Amount of Vocabulary to Grasp Comprehension in a Text
Jalal Albaqshi, Alahsa College of Technology, Saudi Arabia"The more vocabulary you are familiar with, the more comprehension you achieve in reading". This saying has always been said or written
by English teachers, researchers and in articles. Nation (2002) from J. Richards and W. Renandya raises the significance of vocabulary for
text comprehension and assert that "Adults learners of another language may already be fluent readers of their first language. One of the
major barriers to reading in the second language is vocabulary size" (p. 268). In fact, reading facilitates to learn contextualized vocabulary
and this is inevitable. However, how much known vocabulary in a text does a second language learner need in order to grasp a generalcomprehension of the text. This leads us to two focal points which are: curriculum development and teachers' perceptions towards how
to teach reading. This study aims at exploring what amount of vocabulary is needed to be familiar within a text by L2 learners in order tobe able to communicate with the text at a reasonable level. Methodology of the study is an experimental design in which the researcher
provides L2 learners based on their level with a text and ask them to read it and record the feedback of what they understood. This will
narrow down the research into corpus results by which teachers can teach reading effectively. The results will conclude a clue on optimal
pedagogical practices implemented by teachers.
40585

15:00-15:30 | Al Baraha 1

Patterns of Grammaticalization of the Lexical Verb Yi in Temne
Sullay Mohamed Kanu, Abu Dhabi University, UAE

Studies carried out on grammaticalization in African languages (Heine 1984, 2002; Lord 1993, 1976; Hopper & Traugott 2003) haveshown that certain verbs are susceptible to grammaticalize into function words such that they shed off some of their semantic meaning
as they take on new syntactic functions. Although this phenomenon has been reported in many Niger-Congo languages, including Ewe,Twi, Efik, Ga and Yoruba for cases in which a number of verbs have become redeployed as prepositions, auxiliaries, conjunctions, andcomplementizers, there has been little or no discussion of this process in Temne. In this paper, I examine the morpheme yi ‘be/exist’ andshow that it is highly multi-functional and polysemous in Temne, displaying about eight distinct usages. Syntactically, it functions as alexical verb, auxiliary verb and preposition. It also has various grammatical functions such as locative, possessive marker, auxiliary verb,
comitative, coordinator, attributive marker and instrumental. I argue that the diverse usage patterns of this verb are not random. Rather,
they have developed from a common source in patterns that are similar phenomenon in genetically-related languages. I analyze thesesemantic usages and map out the grammaticalization channels involved in this transition.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 49

Saturday Session IV

16:00-18:00 | Room: Al Thuraya
Educational Policy, Leadership, Management & Administration
Session Chair: Asnah Said
39053

16:00-16:30 | Al Thuraya | IAFOR Scholarship Recipient

The UAE's Education Standardization Within the Global Image: A Critical Discourse Analysis to the Qualifications
Framework of Emirates
Omneya Omar, Lancaster University, UK

In this paper, I critically analyze the newly published qualifications framework of the United Arab Emirates as discursive policy text repletewith symbolic meaning related to the culture, economy and educational goals of the country. This policy is expected to reveal a great
deal about the ways in which the United Arab Emirates seeks to position and legitimize itself on a global scale as a leader in education.
I argue that beneath the generalized rhetoric of institutional mission statements, lie powerful coded objectives. Findings reveal evidence
that policies such as the Qualification Framework Emirates and the state power revealed through language within, contribute to theglobalization and democratization of education. This article contributes to the larger discussions surrounding policy sociology and thecritical discourse practice. I identify the contributions of the framework as it seeks through power language and social policy messages
assumed by the responsible government authority ie. National Qualification Authority, to improve the global image of the UAE. This isguided by an overarching research question, which seeks to reveal how the UAE qualification framework is an example of the globalizationof higher education and the impact this will have on the Emirates. The coming sections are designed to assist my research in answering
three main questions, which are: 1. What is the aim of the QFEmirates’ underlying message(s)? 2. How does the QFEmirates reflect thechanging socio-cultural dimension of the Emirates as the country implements plans to draw closer to globalization?
39073

16:30-17:00 | Al Thuraya

Language and Educational Leadership Effectiveness
Laila Aljabeli, Kuwait University, Kuwait
Abdulmuhsen Alqahtani, Kuwait University, Kuwait

Language plays a vital role in explaining the practice of leadership. The way leaders use language reflects their leadership style and greatly impacts
workers, which may aid in generating enthusiasm and inspiration. Literature on leadership communication has shown that leaders spend mostof their time communicating verbally. However, little attention has been paid to the significance leadership language has on enhancing effective
educational leadership. To date, most scholars and researchers place more emphasis on the behavioral traits of leadership and gave little importanceto the linguistic aspect of leaders. Most leaders know little about the effective strategies to develop linguistic competency, which may affect theirinfluence on individuals who are involved in the communication process. For this, the current study aims at exploring the interrelationship between
language and leadership by employing the systematic review technique to collect and analyse literature pertaining to these themes. Findings fromthe literature revealed four broad themes of leadership language, namely, motivational language, rhetorical language, narratives, and politeness. I
believe that these themes in leadership language aid in enhancing educational leadership effectiveness. This study contributes to the educational
leadership language literature dedicated to the study of how language plays a crucial role in educational leadership.
39166

17:00-17:30 | Al Thuraya

The Role of Self-Efficacy as an Attribute of Principals' Leadership Effectiveness in K-12 Private and Public
Institutions in Lebanon
Sandra Baroudi, Zayed University, UAE
Zeina Hojeij, Zayed University, UAE

This study explores the role of K-12 school principals’ self-efficacy as an attribute for their leadership effectiveness in Lebanon. By
comparing private and public schools in Lebanon, all located in the governorate of Mount Lebanon, the researchers revealed the extent towhich principals’ self-efficacy plays a role in their leadership. In addition, while no statistical difference was found between self-efficacy
levels of private and public principals, females reported higher scores on the majority of the dimensions than males’ counterparts in bothschools. This study highlights the importance of the interaction effect of age and gender on self-efficacy levels. Implications discussed thenecessity of seeking wider authorities in order to increase principal effectiveness at public schools. Moreover, this study offers knowledge
and practice to policy makers when recruiting principals or designing training programs. It also suggests the implementation of an inhouse mentoring program to create school-school partnerships. Finally, this paper offers a platform for future researchers interested inprincipal self-efficacy in similar conflict-affected places with high economic depression.
39981

17:30-18:00 | Al Thuraya

Analysis of Student Satisfaction and Concerns on Administrative Academic Services Open University Indonesia
Asnah Said, Open University, Indonesia

Open University is a State University that organizes higher education with Distance Learning System. The purpose of this research is to get a
picture of student's satisfaction and interest in academic administration service of Open University. Which includes services in the field of academic
administration are: general service aspects, registration, tutorials, practice, teaching materials, and the conduct of exams. This study aims to
examine the relationship between the satisfaction and concerns of Open University students toward these six components. This research method
using Survey. To analyze the result data from survey used Importance Performance Analysis method, which consists of: Quadrant Analysis and Gap
Analysis (Gap). Quadrant Analysis to measure the relationship between consumer perception and priority of product / service quality improvement
is divided into four parts. Gap Analysis to see the gap between the performance of a variable with the expectation of the consumer against thevariable. The Quadrant analysis results are as follows: Quadrant One (Maintain Performance "High Importance & High Performance"). Quadrant
Two (Increase Performance "High Importance & Low Performance"). Quadrant Three (Low Priority "Low Importance & Low Performance. Quadrant
Four (Tendering Excessive Low Importance & High Performance). The results of the gap analysis of service satisfaction and service interests are
as follows: gap values obtained in all aspects are not too large, still below 0, 50. All aspects of service is considered good. Improvements should beprioritized / started on aspects, completeness of practical / practicum equipment, quality of tutorial facilities.

50 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session IV
16:00-18:00 | Room: Al Noor 2

Learning Experiences, Student Learning & Learner Diversity
Session Chair: Kun Yan
38723

16:00-16:30 | Al Noor 2"I Thought People Should Know that this is not only a Tourist Country": International Student Mobility
Experience in Thailand
Navaporn Snodin, Kasetsart University, Thailand

This study uncovers pull factors of Thailand and Thai higher education institutions through narratives of international students enrollingin different universities across different regions in Thailand. What made these people choose Thailand as their preferred destination to
study is an interesting area to explore as very little exploration has been made of international students in new emerging educational hubs
in non-native English language countries such as Thailand. The findings show that word-of-mouth referrals, geographical and cultural
proximity to home country and availability of scholarships appear to be important pull factors. Other considerations include Thai culturesand people, academic reputation, safe and pleasant living conditions, travelling opportunities, and better opportunities to improve English
than home countries. A series of interviews with these international students, who were from many different cultures, from both developed
and developing countries, yield some surprising insights including strong research support in some disciplines and that academic life ispersonalised in Thai universities.
39952

16:30-17:00 | Al Noor 2

The Impact of Students Dropout of School in Sokoto State: A Challenge to Human Security
Bello Musa, Sokoto State University, Nigeria

This paper viewed school dropout as discontinuations of educational programme by a child or students. Education is the most important
instrument for national development. Every nation irrespective of its economic growth as developed, developing, and underdeveloped
engineers her educational programmes towards the provision of mass literacy for the production of quality manpower for humanresources and economic growth for national development. This research is descriptive co-relational type. The study was limited to school
dropout within the Sokoto metropolis. A total number of 300 participants were selected through random sampling techniques. Tworesearch questions were rose and answered. One instrument was used to collect the data, the questionnaire titled Students Dropout of
School Questionnaire (SDSQ). The findings of the study revealed that students dropout of school has negative impact on human security.
Therefore this paper recommended that government should encourage mass literacy.
38862

17:00-17:30 | Al Noor 2

The Elementary School Choice Dilemma for Foreign Muslim Parents in China: A Case Study of Muslim
Community in Yiwu
Kun Yan, Tsinghua University, China
Zhejun Qiu, Tsinghua University, China
Hao Xue, Tsinghua University, China

As the Muslim community in Yiwu grows in the most recent decade, however, challenges arise, among which elementary education for
Muslim children is a significant one. For Muslim students, Arabic as their home language is not yet offered in public schools. Meanwhile,
enrollment quota of these children is another increasingly challenging issue. Additionally, foreign Muslim traders expect their cultural andconventional needs catered to during the teaching process, which more or less conflicts with the Chinese schools within a compulsory
education system; on the other hand, the mobility of the traders conflicts with the stability needed by school education. Although Yiwu
government have kept their doors wide open and encouraged Muslim merchants to come, not all educational policies and schools areprepared to satisfy the special needs of Muslim population. It is the aim of this research to contribute to the process of informing andimproving services for Muslim merchants.
39052

17:30-18:00 | Al Noor 2

Building Peace through the Arts at the American University in Dubai: Middle Eastern Studies Students Tell Their Stories
Pamela Chrabieh, American University in Dubai, UAE

This paper presents the results of a qualitative research at the crossroads of Peace Education, Art History and Sciences of Religions at
the American University in Dubai. It focuses on the artworks and conceptual statements of 160 students from different religious, ethnic,
national and socio-economic backgrounds enrolled in Middle Eastern Studies courses from 2015 to 2017. These students told stories ofpeace through diverse artistic forms and styles, including paintings, drawings, cartoons, poems, photographs, calligraphy, videos and digital
installations. Samples of their works and stories will be displayed during the conference, as well as the analysis of their intercultural andinterreligious exchanges in the classrooms aiming at fostering non-violent alternatives to contribute to a culture of peace in the Middle East.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 51

Saturday Session IV
16:00-18:00 | Room: Al Noor 1
Higher Education
Session Chair: Emad Ata Shahrouri
40164

16:00-16:30 | Al Noor 1

Supporting HEA Fellowships in the UAE Higher Education Context
Mahinour Ezzat, Higher Colleges of Technology, UAE
Christine Lampe, Higher Colleges of Technology, UAE

In this session, we will present our experience in developing and delivering support for multicultural, multidisciplinary faculty applying
for Fellowships with the Higher Education Academy (HEA). The HEA is a professional academic organization in the UK that promotes
effective teaching practices in higher education. Their UK Professional Standards Framework (UKPSF) was developed to benchmark
critical teaching and learning practices for educators and programs. Higher education practitioners may achieve recognition as HEA
Fellows, Senior Fellows or Associate Fellows by providing evidence of their effectiveness in alignment with the dimensions of the UKPSF.
With input from the HEA, we have developed and delivered a comprehensive support approach that includes informational webinars,
writing workshops, a peer review process, and individualised coaching. During the session, we will highlight some of the challenges wehave faced and how we have addressed these in our approach.
39519

16:30-17:00 | Al Noor 1

Evaluation Research and Development of Strategic Plan for Faculty of Public Health Burapha University
Pongthep Jiraro, Burapha University, Thailand
Patchana Hengboriboonpong Jidee, Burapha University, Thailand
Deachit Noommeechi, Burapha University, Thailand
luck Chuncharoen, Burapha University, Thailand
Akkaranon Jitdee, Burapha University, Thailand

Research Objectives to evaluate and develop a strategic plan of the Faculty of Public Health Burapha University. The source of data
are 349 students, 40 Executives and professors of the Faculty of Public Health and 17 Staffs. The result found that: The researchsummarized assessment strategic plan KPI by 64.29 per cent, KPI by goal were found that, Goal 1: 66.67 percentage pass Goal 2: 75
percent pass Goal 3: the strategic plan KPI pass by 54.55 percent. The new strategic plan found that, Strategy1: improving the quality ofgraduates with 5 strategies. Strategy 2: Improving Quality of Research and Outreach with 3 Strategies. Strategy3: potential developmentof personnel with 4 strategies. Strategy 4: participation and social responsibility with 4 strategies. Strategy 5: the development ofeffective internal management strategy is 1 strategy. The evaluate result of new strategic plan found that, All strategies are suitablefor Very good level (100 percent), by 52 indicators found that: the good level of 15 indicators (28.85 percent).The Most of 37 indicators(71.15 per cent) are Very good level.
40155

17:00-17:30 | Al Noor 1

Developing Student's Innovative Thinking in Undergraduate Programs of Business School
Bilin Xu, Tianjin University of Finance & Economics, China

How to develop students' innovative thinking is one of the core issues in business school education, and the development of students'
innovative thinking is the mission of business education. Some early research show that students' creative thinking relies on teacherinspired teaching and the relationship between students' creative thinking and teacher-inspired teaching is positive. However, little
research examined, In the era of information and big data, which factors influence the effect of teacher-inspired teaching in undergraduate
programs of business education in China. On the basis of theoretical review, the survey of 1,215 students, they were in undergraduate
programs of Business school, was conducted in April 2017, and 1196 sample are valid. The questionnaire included 3 latent variables and23 observed variables in a structural equation model (SEM). The data are analyzed by SEM, and the paper found 3 dimensions(latentvariables) and 6 factors(observed variables) directly or indirectly affect the development of student's innovative thinking. Finally, theimplications for undergraduate programs of business school education are also discussed.
40777

17:30-18:00 | Al Noor 1

To What Extent are Universities Innovative in Teaching and Learning? A Case Study in Dubai
Emad Ata Shahrouri, American University in the Emirates, UAE

The aim of this research is to examine the extent of using innovative strategies in teaching and learning in universities through defining
three main areas: 1) Using educational technology; 2) Adopting modern pedagogical model 3) the Psycho-Social cultural backgroundperceived by instructors and students. The research focused on two universities in Dubai which were taken as a sample. One represents
the private sector and the other represents the governmental sector. In-depth analysis was conducted by interviewing instructors andstudents asking them about the usage of innovative strategies in the teaching-learning process. An open-ended questions session
was designed for this purpose, the sample includes (30) faculty members and (40) students. The results show that although thetwo universities have inaudible elements of innovative strategies in teaching and learning, the universities were not perceived to bevery innovative by students except by using educational technology. On the other hand, it was perceived to some extent innovativeby instructors in all the three areas. Therefore, enhancing innovation in universities is one of the key requirements to improve theteaching-learning experience and context.

52 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOR

Saturday Session IV

16:00-18:00 | Room: Al Baraha 1
Language Education
Session Chair: Kiddinapillai Sanmuganathan
39664

16:00-16:30 | Al Baraha 1

The Translation of Humour in Chinua Achebe's Things Fall Apart
Mary Effiong Nyong, College of Education, Ikere Ekiti, Nigeria

This paper is an in-depth study of the translation of humour in Chinua Achebe's Things Fall Apart, a novel which has been translated
into the French language as Le monde s'effondre by Michel Ligny. Since humour is an interesting and important aspect of human life,
this paper examines the cultural, linguistic and semantic challenges posed in the translation of humour in a novel originating from aculture different from that of the translator. For translation to be judged effective and faithful, the sentiments evoked in the readers of theoriginal texts must also be felt by the readers of the target texts. Adopting the Interpretive Approach, the paper reveals that Michel Lignyhas demonstrated great understanding of the culture of the source text. The paper concludes that the translator has been faithful in thetranslation of humour in Things Fall Apart.
40016

16:30-17:00 | Al Baraha 1

Linguistic Hybridity and Bicultural Identities in the United Arab Emirates
Sarah Hopkyns, Zayed University, UAE

In the super-diverse context of the United Arab Emirates (UAE), linguistic hybridity in the form of code-switching, translanguaging and‘Arabizi’ (Arabic using the Latin script) is omnipresent. Such linguistic hybridity is not only changing the UAE’s linguistic landscape but
it is also reshaping identity construction. In this presentation, the pivotal theme of global English and its effects on cultural identities
will be discussed. The context of the UAE will then be explored, before presenting findings from a phenomenological case study
involving 100 Emirati university students and 52 faculty members. Drawing upon social constructivism, the theoretical perspective ofinterculturality (IC) is used as a lens in which to examine the findings, together with thematic data analysis. IC problematizes culturaldifferences and emphasizes the ‘inter’ nature of interactions, recognizing the complex, plural, changeable, fluid, and socially-constructednature of identities. The study explores attitudes towards English, the effects of global English on various layers of cultural identity, andperspectives on English Medium Instruction (EMI). Key findings revealed although participants valued English particularly for its enabling
qualities, the effects of English on cultural identity were both positive and negative, complex, and at times conflicting. In response to thecurrent country-wide EMI policy in higher education, there was a call for a choice regarding medium of instruction. The presentation ends
with a discussion of the implications of the study and recommendations for policy-making, teaching and learning. Time for questions willbe allocated at the end of the talk.
39850

17:00-17:30 | Al Baraha 1

Conversational Code Switching in Contemporary English Radio Programs Across Oman English Foreign
Radio Station 90.4 FM
Faisal Ali Saif Al Shihhi, Sohar College of Applied Sciences, Oman

This paper examines how contemporary English language radio broadcasting in Oman uses code switching and code mixing techniques
in order to promote Arabic language and culture. Drawing on English language programs from the Oman foreign English radio station
90.4FM the research examines how presenters present the culture, heritage, and religion of Oman to the target audience of expatriate
listeners. The study draws particular attention to the use of conversational code switching within radio media context to examine thehost and guest interactional work within the three program areas. The key finding is that the content of the three selected contemporary
programs for this study rely heavily on borrowing (loanwords), and code switching from Arabic to English to emphasise local Omani
identity and culture in a way that sees English being given a local flavour in Arab postcolonial broadcasting.
40077

17:30-18:00 | Al Baraha 1

A Sociolinguistic Study on Tamil English Code-Mixing Among Urban Bilinguals: A Study on Pedagogical Perspective
Kiddinapillai Sanmuganathan, University of Jaffna, Sri Lanka

This paper analyses the various reasons for code-mixing, and the domains where a mixed code is preferred by Tamil speakers. Sri Lanka
is a multilingual country where code-mixing is a communication strategy used by speakers of different indigenous languages. Mixingof Tamil and English is common speech behaviour that occurs in the discourse of educated bilinguals. There are various factors that
influence the use of English in a mother tongue discourse. The research design combines quantitative and qualitative approaches. The
data for this study was collected by means of a questionnaire. The participants were educated urban bilinguals in the Jaffna district. The
data collected from the subjects’ responses were analyzed and the findings were derived. The bilinguals were required to self-report theirawareness of the frequency and purposes of using code mixing in different situations in their day to day conversation. The results showedthat the degree of code mixing depends on various factors such as amount of exposure to English, the medium of instruction in school
and the frequency of language used in different domains, contexts and topics of discussion. This paper throws light on the fact that mixing
Tamil and English facilitates communication and is performed for certain practical reasons.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 53

The IAFOR Silk Road Initiative

Nurturing interdisciplinary research in the global public interest
As an organisation, IAFOR’s mission is to promote international exchange, facilitate interculturalawareness, encourage interdisciplinary discussion, and generate and share new knowledge. In 2018,
we are excited to launch a major new and ambitious international, intercultural and interdisciplinary
research initiative that uses the silk road trade routes as a lens through which to study some of theworld’s largest historical and contemporary geopolitical trends, shifts and exchanges.
IAFOR is headquartered in Japan, and the 2018 inauguration of this project aligns with the 150th
anniversary of the Meiji Restoration of 1868, when Japan opened its doors to the trade and ideas thatwould precipitate its rapid modernisation and its emergence as a global power. At a time when global
trends can seem unpredictable, and futures fearful, this Silk Road Initiative gives the opportunity torevisit the question of the impact of international relations from a long-term perspective.
This ambitious initiative will encourage individuals and institutions working across the world to encourage
research centring on the contact between countries and regions in Europe and Asia, from Gibraltar to
Japan, and the maritime routes that went beyond into the South-East Continent and the Philippines, andlater out into the Pacific Islands and the United States. The IAFOR Silk Road Initiative will concern all
aspects of this contact, and will examine both material and intellectual traces, as well as consequences.
A series of round tables on the IAFOR Silk Road Initiative is being held in Japan, the UK and Spain in
2017, and the initiative will become a central aspect of a series of conferences, meetings, seminars
and workshops from 2018 in Asia, Europe and North America.

Rationale
The occidentalisation of history and the grand narrative of European and American progress has
consigned the Silk Road instead to historical quaintness, exotic literary caricature in the adventuresof Marco Polo, or the sort of esoteric academic investigations that receive little attention. This largely
ignores its huge historical and present-day importance and relevance to the routes and paths that
continue to connect humans through trade and exchange.
In a world of rankings, algorithms, unedited “news”, and self-referential “centres of excellence”, it isfacile to conclude that the centre and pinnacle of all knowledge is held by a few pockets of venturecapital-backed open-plan offices in Silicon Valley, or schools and universities in which the cloisteredarchitecture does not even offer the pretence of openness. Globalisation, and the technology thathas enabled it, has allowed an immense flowering of possibilities in communication and access toknowledge, while at the same time increasing alienation from self and society, encouraging “virtual”
worlds, creating and cementing fissures, and encouraging fear of the foreign.
It is only through encounters with difference that we are able to shape ourselves and our ideas, andphysical human interaction is and remains at the source of all value. The international, interculturaland interdisciplinary meetings that lie at the heart of IAFOR and this research initiative have neverbeen more important in our globalised world.

Lead Institutions
•
•
•
•
•
•
•

The International Academic Forum (IAFOR), Japan
Osaka University, JapanThe IAFOR Research Centre (IRC), Japan
Belgrade University, Serbia
École Normale Supérieure (ENS), France
DAMIN, France
MONETA, France

If you wish to be informed of the latest news and developments, please subscribe to the mailing liston the IAFOR Silk Road Initiative website: www.silkroad.iafor.org

Sunday
February 18
08:30-09:00

Coffee, Tea and Pastries | Room: Amwaj 1

09:00-09:45

Featured Session | Room: Amwaj 1
Classroom Management: Empirical and Practical Perspectives
Christine Coombe, Dubai Men's College, UAE

09:45-10:00

Coffee Break | Room: Amwaj 1

10:00-11:00

Parallel Session I

11:00-11:15

Coffee Break | Room: Amwaj 1

11:15-13:15

Parallel Session II

13:15-14:30

Lunch & Closing Comments#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 55

Featured Presentation V: Christine Coombe
Sunday, February 18 | 09:00-09:45 | Room: Amwaj 1

Classroom Management:
Empirical and Practical Perspectives
Both new and veteran teachers consider the development of effective classroom management to be themost important – and the most difficult – skill a language teacher can master. Classroom management
refers to the procedures, strategies, and instructional techniques teachers use to manage student
behaviour and learning activities in their classrooms. It is one of the most talked about topics in English
language teaching professional development. Why is it so important? Effective classroom management
creates an environment that is conducive to teaching and learning. Ineffective classroom management
often creates chaos as teachers must discover new ways of dealing with problematic classroom situations.
In this presentation, we will explore the research surrounding why classroom management is sometimes
difficult to achieve and why past techniques no longer work with modern-day students. We will look at thecauses of classroom management issues and some ways to overcome them. Finally, based on a reviewof the literature, techniques and strategies that work with teachers worldwide with be shared.

Biography
Christine Coombe has a PhD in Foreign/Second Language Education from The Ohio State University. She iscurrently on the English faculty of Dubai Men's College. She is the former Testing and Measurements Supervisor
at UAE University and Assessment Coordinator of Zayed University. Christine is co-editor of Assessment
Practices (2003, TESOL Publications); co-author, A Practical Guide to Assessing English Language Learners(2007, University of Michigan Press); co-editor, Evaluating Teacher Effectiveness in EF/SL Contexts (2007,UMP); co-editor, Language Teacher Research in the Middle East (2007, TESOL Publications), Leadership in
English Language Teaching and Learning (2008, UMP) Applications of Task-based Learning in TESOL (2010,TESOL Publications), The Cambridge Guide to Second Language Assessment (2012, Cambridge University
Press) and Reigniting, Retooling and Retiring in English Language Teaching (2012, University of Michigan
Press). Christine’s forthcoming books are on research methods in EF/SL and life skills education.
Christine has lived and worked in the Arabian Gulf for the past 21 years. In this capacity, she has served as
the President and past President of TESOL Arabia and as the Founder and Co-chair of the TESOL Arabia
Testing Special Interest Group who organise the Current Trends in English Language Testing (CTELT)
Conference. Christine is also the Founder and Chair of the TESOL Arabia Leadership & Management SIG.
During her tenure in the Middle East, she has won many awards including: 2002 Spaan Fellowship for
Research in Second/Foreign Language Assessment; 2002-03 TOEFL Outstanding Young Scholar Award;
TOEFL Board Grant for 2003-04, 2005-06, 2007-08 and 2009-10 for her work in delivering assessment
training assessment in developing countries. Most recently she served on the TESOL Board of Directors
as Convention Chair for Tampa 2006 and was the recipient of the Chancellor’s Teacher of the Year for
2003-04. She served as TESOL President (2011-2012) and was a member of the TESOL Board of Directors(2010-2013). Christine received the British Council’s International Assessment Award for 2013.
56 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORSunday Session I

10:00-11:00 | Room: Al Waha
Workshop Presentation
39986

10:00-11:00 | Al Waha

Automated Student Outcomes Assessment & Evaluation Based on Bloom's Three Domains of Learning Levels:
Utilizing State of the Art Web-Based Software
Wajid Hussain, Islamic University, USA

In this session, stakeholders in the higher education process, such as administrators, faculty, and accreditation agencies, will be
introduced to state of the art methodology, digital technology and systems that support automation, streamlining of the student outcomes
assessment process for Continuous Quality Improvement (CQI). A case study with streaming video examples of actual applicationsof specific performance indicators to assess various student engineering activities related to ABET student outcomes using state of
the art web based digital technology and collected data utilized for student, program evaluation, performance failure analysis and CQI.
An analysis of culminating student outcomes is made with reference to Bloom’s three learning domains and their learning levels. A
hypothetical model is presented for this analysis. The necessity of the use of performance indicators is highlighted especially in reference
to the measurement of course learning outcomes and development of assessments, teaching and learning activities. The correlation of
culminating student outcomes, course learning outcomes and performance indicators is clearly outlined. The importance of scientificconstructive alignment of learning outcomes, performance indicators, assessments, teaching and learning strategies is highlighted. A
novel hybrid rubric for accurate assessment and scoring of student performances is presented. In summary, this workshop presents thebenefits of using a combination of specific, generic performance indicators and their rubrics to accurately assess student engineeringlearning activities related to the culminating student outcomes while supporting principles of authentic OBE, scientific constructivealignment, efficient performance failure analysis and continuous quality improvement.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 57

Sunday Session I

10:00-11:00 | Room: Al Majlis
Professional Training, Development & Concerns in Education
Session Chair: Abdelmagid Abdelrahman Awadelkarim
39043

10:00-10:30 | Al Majlis

Saudi TESOL Teachers’ Perspectives on the Impact of Continuing Professional Development
Ohood Alshammary, Exeter University, UK

This is an ongoing research on Saudi TESOL teachers’ perspectives on the impact of continuing professional development on theirteaching practice. As the field of education is constantly undergoing change, it requires complex alterations that are hard to achieve,
and CPD programs are recognized as an effective tool to facilitate this process. Not surprisingly, this has led many universities all over
the world to design and implement professional programs that aim to enhance teachers’ knowledge and skills. This new educational
reform acknowledged that professional development is central factor for successful educational change to occur, and societies finallyrecognized that teachers are “not only one of the ‘variables’ that need to be changed in order to improve their education systems, butthey are also the most significant change agents in these reforms” (Reimers, 2003, p.7). CPD for teachers is seen as the centrepiece topromote change (Sykes,1999) and literature review shows that teachers need to be provided with professional development so they canmaintain their level of professionalism and keep up with educational change. Hence, this research aims to see if Saudi TESOL teachers
agree with this statement, and if so, in what way? Do the different forms of professional activities enable them to be more effective in theirteaching practice and coop with change? Data is going to be collected through semi-structured interviews and closed questionnaires as
the research employs mixed-method methodology.
40089

10:30-11:00 | Al Majlis

The Role of Community of Practice in Staff Development: A Study of the Weekly Seminar of the Department of English
Abdelmagid Abdelrahman Awadelkarim, Majmaah University, Saudi Arabia

The Department of English at the College of Education, Majma University, has been running a weekly/periodical seminar for five years.
It has been a unique experience branding the department academically/ professionally. Being interdisciplinary, these seminars discussa wide range of topics in theoretical/ applied linguistics, teacher education, EFL theories, SLA, culture studies, etc. The selected topic
may be a recently published article, a personal initiative/reflection, an emerging idea/ practice, etc. Discussion will then be carried on acyber forum created for developing/expanding the topic. The study will draw on the theory of Community of Practice (CoP) developedby Lave and Wenger (1991) and Wenger (1998). Wenger's often quoted definition of (CoP) is" groups of people who share a concern or apassion for something they do and learn how to do it better as they interact regularly”. Relevant theories/concepts including Vygotsky's
ZPD / Bourdieu's social capital (1991) / Bandura's social cognitive theory (1977), Norton's identity (including teacher identity), knowledge
management /discourse-based theories of identity will be made use of. This study seeks to examine the possible impact of this experienceon the process of staff/teacher development/training in the department/teacher identity/teaching improvement and the overall academic
quality of the department. Data will be obtained via participant observations, interviews, questionnaires, and focus discussions. Results
are expected to be of significance, to the department, university, and similar contexts.

58 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORSunday Session I

10:00-11:00 | Room: Al Rimal
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Christopher Momanyi
39653

10:00-10:30 | Al Rimal

Culturally Relevant Pedagogy and Inquiry in the Science Classroom: Enhancing Teacher Practices ThroughObservation, Feedback and Coaching
Rashida Askia, Auburn University, USA
Ashley Hill, Auburn University, USA
Joni Lakin, Auburn University, USA

Culturally relevant pedagogy is an instructional approach that uses the culture and predisposed knowledge of the student as a vehicle
for learning (Ladson-Billings, 1995). Inquiry-based approaches to learning have been demonstrated to foster cognitive strategies tosupport critical thinking, self-regulation, as well as motivational factors, self-efficacy and personal interest (Boddy et al., 2003). The
focus of our study is a grant program that developed inquiry-focused science curriculum to enhance the interests and knowledge ofscience content for middle school students in rural settings. Through the evaluation process we noted a lack of congruence between
module development, interpretation by middle grade science teachers, and a lack of significant growth in student science knowledge.
The data addressed a need to reexamine the module design and applicability of each lesson in relation to the student population. Using
culturally relevant pedagogy (Ladson-Billings, 1995) and inquiry-based instruction as a lens to support effective classroom instruction,
we sought to better understand how teachers used a combination of instructional strategies and support systems to enhance teacher
practice and student understanding of complex science concepts. In adhering to the mission of the grant, this required a thoroughexamination of what aspects of the science modules were (in)effective and how additions to the evaluation process helped teachers’augment the material to enhance the learning of others.
39058

10:30-11:00 | Al Rimal

Competence Based Curriculum for Skills Development Through Dual Training: Evidence From Eastlands
College of Technology, Nairobi, Kenya
Christopher Momanyi, Strathmore University, Kenya

This research paper will address the issue of “Education for What” in the context of vocational and technical training by presenting
the evidence from the Dual Training System (DTS) adopted by Eastlands College of Technology in conjunction with the motor vehicleindustry. The Dual Training System is the educational model followed by Germany and some other Central European Countries thatcombines the classroom and on job training. The Vocational Training Institution and the Workshop in the Industry are two placesof learning. DTS motivates the youth to take up vocational education enthusiastically, gives the resources to the students and thecolleges to finance the training and what is more important provides the industry with trained manpower that fits its needs. Data
collected from interviews and questionnaires administered to the stakeholders (college, industry, student, parents and policy making
bodies) will be analyzed. The results of the data will help benchmark the local adaptation of DTS with the traditional implementationin Europe. The paper recommends to adopt the Dual Training System as one of the methods to teach Competency Based vocational
training to prepare manpower for the industrial growth of the country. It also provides the resources needed to finance the training byinvolving all the stakeholders of the vocational education.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 59

Sunday Session II

11:15-12:45 | Room: Al Waha
Educational Research, Development & Publishing
Session Chair: Salha Mohd Hussain
39212

11:15-11:45 | Al Waha | IAFOR Scholarship RecipientIntercultural Conversations: Parents, School Staff and Community Members Open Discussions on Human Differences
Omar J. Salaam, University of South Florida, USA

The objective/purpose/goal of this project was to find methods for how to navigate answering the questions of both students and theirparents regarding to how best to function with an appreciation and understanding of human differences. Parents of various racial andcultural backgrounds on the PTA, along with school leadership, agreed that issues around racial, cultural and other human differences
needed to be addressed by the PTA and school leadership. They wanted to learn how to better communicate with their children and otherparents around the nature of these differences. One parent shared that Caucasian classmates of her African-American son called him
after the Trayvon Martin killing and advised him not to wear a hoodie anymore and that they would always walk with him to make surehe never walks alone. This is just one of the many examples parents shared in our initial meeting leading to this study. “More often thannot, students from kindergarten through graduate school find exploring race edgy, provocative, and nourishing (Singleton, G., & Hays, C.,
2008, p. 18).” These parents and staff members were in desire of pursuing these conversations in the best manner possible regarding theirchildren’s questions about racial, ethnic, cultural and religious differences. Using a Participatory Action Research (PAR) design (Kemmit,
S. & McTaggart, R., 2011), my research examined: 1- parent and community engagement, 2- participation in efforts to better understandhuman differences, and 3- globalization in education and the International Baccalaureate curriculum.
39233

11:45-12:15 | Al Waha

Investigating the Connection Between Reading and Spelling Knowledge
Fatma Elshafie, Zayed University, UAE
Zeina Hojeij, Zayed University, UAE

Emirati students studying EAP seem to face difficulties in spelling and reading. This presentation reports on a research study that aims at
categorizing the type of spelling errors made by EAP Emirati students, investigating the correlation between their spelling knowledge andreading skills, and implementing an intervention to promote spelling ability. Research has given evidence that spelling is a developmental
process and that it is linked to the development of reading and writing. The presenter will first talk about the interference and impact ofparticipants’ first language (Arabic) on their spelling performance in English. More specifically, she will report on a study that investigatedthe extent to which the Arabic phonological system affects the spelling of some English letters. The second part of the presentation will
be devoted to reviewing the literature that links spelling to reading and presenting the results of a study that investigated the correlation
between participants’ spelling skills and their performance in a reading test. The last part of the presentation will focus on presenting
some instructional strategies as well as the utilization of mobile technology to help enhance participants’ spelling performance. The
population that participated in this study were 90 Emirati female students from three levels of the Academic Bridge Program at Zayed
university at the United Arab Emirates. The levels are EGAP2, 3 and 4 (EGAP stands for English for General Academic Purposes). Each level
represents a level of proficiency in English roughly corresponding to lower Intermediate, Intermediate and Upper-Intermediate.
40168

12:15-12:45 | Al Waha

The Effectiveness of Process Writing in the New Malay Language Curriculum for Primary Schools in Singapore
Salha Mohd Hussain, Ministry of Education, Singapore

In 2010, the Ministry of Education (MOE) of Singapore conducted a review of the Malay Language (ML) curriculum and pedagogy in
Singapore. Through the review, some recommendations were made to nurture active learners who are able to use the ML efficiently intheir daily lives. In response to the review, a new ML syllabus and teaching package were developed in stages for primary schools in
Singapore. The new package, called CEKAP, was implemented for Primary 1 in all primary schools from 2015. Various resources andteaching strategies were developed so that pupils will be able to use the language and communicate orally and in writing effectively andto be able to learn independently. A research was conducted as part of the trial-run for the Primary 4 CEKAP instructional materials in 16
primary schools. The trialing project was also seen as a way of exploring the impact of the new initiatives taken by the MOE in learning ML.
The process writing approach is a new feature that was included in the package at Primary 4. There have been a number of researches thatshows the process writing instruction does improve the quality of students’ writing and the motivation to write especially at the primarylevel. This paper will look into the findings of this research on the effectiveness of the process writing approach in schools in Singapore
and how some forms of modifications were made to suit the profile and needs of the pupils.

60 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORSunday Session II

11:15-12:45 | Room: Al Majlis
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Prayekti40255

11:15-11:45 | Al Majlis

Impactful Differentiated Instruction: A Pilot Study on Students 'at Risk' in the UAE
Dalel Louhichi, ADVETI, UAE

Continuous improvement plans often thrive upon the outcomes of analysis of student performance. Yet, current thinking in education
does not reflect a level of awareness that ‘good teaching’ is not about working harder. It is about working smarter! With this motto inmind, in this presentation we report on the outcome of a pilot project that we conducted at Sharjah Institute of Science and Technology(under ADVETI). The main framework thrives upon Tomlinson’s (2010, 2013 & 2014) inspirational ideas about differentiated instructions.
However, rather than keeping differentiation within the confines of a single classroom, we have extended it across our institution. As such,
7 students from different classes and different stages have been identified as ‘at risk’, and consequently, were assigned to an on campus
Learning Centre for targeted support. Pre-test and post-test results show noticeable improvement in speaking, reading, and writing skills,
as well as, in responses to specific grammatical tests (i.e. quizzes, Mid-term and Final exams). Importantly, these findings provide strong
arguments in favor of differentiated instructions as proactive measures that could supplement in-class reactive measures.
39180

11:45-12:15 | Al Majlis

The Effect of use of new Technologies on EFL Teaching Profession
Sally Kondos, American University in Dubai, UAE

In the past decade there is a major trend toward integrating computer technology in all the language classes. The integration has increased
because the computer technology represents an accessible and instant information, enormous potential for interactivity and media–
rich communication, as well as educational tools which engage the students in the classroom (Mouza, 2002). Undoubtedly the recent
advancement in information technology and computer usage in the classroom is rapidly transforming the environment of the classroom.
The teachers cannot ignore the reality the today’s classroom must provide technology-supported learning (Angers & Machtmes, 2005).
Being prepared to integrate the technology in the classroom has become a paramount skill in every teacher’s professional repertoires
The traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in
the classroom. This introduces a very valid point of how the teaching profession will change in the era of digital technologies. What is therole of the teacher in a classroom where he/she is no longer the only source of knowledge? How can he/ she teach effectively in a class,where every student has his/her computer and can Google any pieces of information? In the presentation, I will share with my colleagues
the result of my recent study, which investigated the effect of the implementation of the technology in the EFL classes on the nature of
the teachers’ profession.
39823

12:15-12:45 | Al Majlis

Learning Materials for Atomic Physics Course Corresponding to Students' Characteristics Using Research andDevelopment
Prayekti, Open University of Indonesia, Indonesia
Raihanati, University of Jakarta, Indonesia

Development of teaching materials using Research and Development for Atomic Physics course was conducted in preparing learningmaterials that are in accordance with various characteristics of students who come from different backgrounds and cultures as wellas learning abilities. The materials developed consisted of audio, visual, and conventional materials supporting the learning processof Atomic Physics course using Research and Development method. It was expected to answer problems that the students had
according to their individual characteristics as learners. The Atomic Physics course was considered as one of the hardest courses tobe learned independently, which is one main characteristic of the Open University students. It was expected that the students can utilize
the developed learning materials in order to help them understand the course materials based on their characteristics in the form of
conventional, blended, or online learning settings. The material development was in compliance with the technological developmentsthat have got more developed and advanced and the arrangement of the learning materials was no longer separate from, but intertwined
with, the learning media integrally and indispensably. In conclusion, 1) the development of the learning materials using R&D was quite
laborious, especially in terms of revising the module arrangement from the conventional method to R&D model, most of the module writers
experienced difficulties understanding the concept of R&D which was very much different from the module composition that they usually
had; 2) Having mutual perceptions between the material, media, and IT experts on R&D concept was time-consuming, even though at theend of the day the final points can be agreed by all; 3) When a trial-test was conducted to the students, there were many things to prepare
well in case that the students experienced any difficulties, especially changing their conventional learning materials to the new ones,
which are more suitable to the students’ characteristics; 4) It required a great patience for the material developers to do their task and theresearcher to prepare the subsequent steps of R&D.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 61

Sunday Session II

11:15-13:15 | Room: Al Rimal
Innovative Language Teaching and Learning Methodologies
Session Chair: Ping Wang
38395

11:15-11:45 | Al Rimal

Effectiveness of Problem Based Learning Approach in Engineering Education at Indian Polytechnics
Jagroop Singh, Mehr Chand Polytechnic College, India

Nowadays engineering students need to possess self monitoring and life long learning skills. They need to be creative, critical thinkers,
problem solvers and analytical in their approach. In the present scenario, teachers at Polytechnics in India are still practicing the age
old traditional and conventional methods of giving lectures in classrooms where students acquire and absorb information as provided
to them. Students can no longer survive by memorizing textbooks, they now need to explore every possibility and experience genuinetasks that encounters them to the real world problems in which they can develop, master and demonstrate authentic skills. Engineering
Education at the Polytechnics need to move from an Instructivist to Constructivist approach. PBL (Problem Based Learning) is one suchapproach where cooperative sharing and teamwork among small groups of learners in solving ill structured problems play an importantrole in the learning method. This approach of teaching combines problems, challenges, creativity and fun into learning. This paper
provides a detailed description and comparative study of both these systems of learning and discussion at length the need, objectives,
research methodology, future scope and effectiveness of PBL in improving the learning and creative skills among engineering students
with a special focus on below average group.
39871

11:45-12:15 | Al Rimal

The Unplugged Class and Speaking Skills - Benefits of Autonomy
Smriti Singh, Indian Institute of Technology Patna, India
Sadeqa Ghazal, Indian Institute of Technology and Magadh University, India

In traditional teacher-centered English as a Second Language (ESL) classes speaking skill of students are often neglected. This problem
is even more pronounced in large classes where focus of the instruction is strictly limited to learning through a pre-selected coursebook
and practicing grammar lessons. Students seldom get a chance to practice speaking in class. This classroom-based action researchstudy took place in a similar context in a high school. The purpose of this study was to develop students’ speaking skill and promotelearner autonomy. It also aimed to bring about informed changes in classroom teaching practices by making lessons more learnercentered. The study was conducted in three cycles over nine months and the collected data was used to inform and shape the projectthrough each cycle. The data was collected both quantitatively and qualitatively through the students’ survey, feedback, samples of
their work, and through the principal investigator’s observational notes. In this paper, we describe how we created ‘Dogme moments’(Meddings and Thornbury, 2011) in our class to enable learners to speak more. Learners were encouraged to talk freely on the topics thatinterest them rather than being assigned a topic by the teacher. Appropriate classroom dynamics were developed and sustained in which
the learners’ contributions were welcomed and not judged solely in terms of their accuracy. Finally, we discuss the benefits of using the
Unplugged approach and how it helped in creating learner talk-time in a meaningful way.
39855

12:15-12:45 | Al Rimal

A Study of an Online Community of Practice for EFL Learning in a Chinese University
Ping Wang, Ludong University, China / HCT Sharjah Women's College, UAE

The aim of this paper is to report the investigation of an online communication group as a supplementary media for student learning
English; and to report how communication online facilitated student learning and student-teacher relationship. Drawing literature onreflection and Communities of Practice (CoPs), a case study was undertaken involving 30 students in an online communication group (aQQ group with technology supported by qq.com). Data were collected from Questionnaires with students before and after the study andarchives of online communication activities. It was found that after participated in the study, students were willing to communicate with
their teacher and fellow students online; they discussed on a variety of topics in this CoP, such as learning English, future career, future
study, and topics relating to their daily life. It was also found that Internet connection, the students’ need of obtaining prompt solutions of
their learning problems are the main factors that hindered their participation in the online CoP. Teacher roles in the CoP are also discussed
in this paper. Consideration of building an online CoP in this study built on knowledge of how online learning communities might work toaddress the needs of Chinese EFL learners at the tertiary level.
40783

12:45-13:15 | Al Rimal

The Impact of Model Essays, Writing Process Approach, Blogs, and Wikis on the Writing Proficiency of Seventhand Eighth Graders
Reem Antably, Lebanese University, Lebanon

The current study attempted to investigate the impact of using the writing process approach, native model essays, blogs, and wikis on
the academic fluency and accuracy of seventh and eighth graders. Participants were 107 seventh and eighth graders from eight intact
classes of a private school in Lebanon. Four classes were randomly assigned as the control classes who were engaged in the traditional
collaborative process writing approach. Four other classes were assigned as experimental classes where participants had to post theiressays on two class blogs and wikis in addition to using the traditional collaborative process writing approach. Before the treatment, thecontrol and the experimental classes had to write descriptive essays which served as the pre- tests. The treatment lasted one academic
year during which all classes completed eight collaborative writing tasks. After the treatment, students also had to write descriptive
essays which served as the post-tests. Towards the end of the inception of the study, a questionnaire was used in order to survey
students’ perception towards the implementation of such tools. Quantitative and qualitative analyses were conducted to analyze the data.
It was found that online collaborative academic writing seems to be more effective than traditional collaborative writing in motivating
students to write more responsibly.

62 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORVirtual
Presentations
Virtual presentations afford authors the opportunity to present their research to
IAFOR’s far-reaching and international online audience, without time restrictions,distractions or the need to travel. Presenters are invited to create a video of theirpresentation, which is then uploaded to the official IAFOR Vimeo channel and remains
online indefinitely. This is a valuable and impactful way of presenting in its own right,
but also an alternative means for those delegates who may be unable to travel to theconference due to financial or political restrictions.

www.vimeo.com/iafor#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 63

Virtual Presentations
www.vimeo.com/iafor

38699

Designing a 21st Century Curriculum to Promote Flexible Learning Arrangements Focused on Growth
Zohraida Sibtain Karim, Atlantic International University, USA

In today’s era,the biggest challenge schools face in order to survive and thrive with education during these times of changes is thecurriculum design.The school curriculums need to support multiple intelligences and diverse learning styles while simultaneously
preparing students for life and work in the 21st century.Today’s world is vastly different from that of 50 years ago.The pace of changeis accelerating, with increasing globalization; advances in technology,communications and social networking; increased access to
information; explosion of knowledge;an array of increasingly complex social and environmental issues.The world of work also is
undergoing rapid change with greater workforce mobility, growth in knowledge-based work,the emergence of work teams engaged ininnovation and problem solving and a much greater requirement for continual workplace learning.The school curriculum must equip
students for this significantly changed and changing world.However, many features of the school curriculum haven’t been re-designed
to facilitate these requirements.We continue presenting disciplines largely isolated from each other, placing emphasis on the mastery oflarge bodies of factual and procedural knowledge, treating learning as an individual rather than collective activity. Meeting this challenge
requires significant rethinking of school curriculums.Objectives should include giving greater priority to skills and attributes required
for life and work in the 21st century – including skills in communicating, creating, using technologies, working in teams and problem
solving – developing students’ deep understandings of essential disciplinary concepts and principles and their ability to apply theseunderstandings to complex,engaging real-world problems.
39173

21st Century Technology Tools to Provide Regular and Substantive Interaction Between Learners and Faculty
Tony Pellegrini, Southern Utah University, USA

Student learning outcomes in the 21st Century have been identified as Life and Career Skills, Learning and Innovation Skills, andInformation, Media, and Technology skills. The engagement in and daily application of these skills by our learners is critical for theircontribution to society. through their contributions, they move from becoming simply utilizers of information to becoming providers of
information and services. This presentation will outline emerging technology tools that are designed to engage digitally native learners
and baby boomer faculty in regular and substantive connections. These connections are designed to immerse learners in the content
area while providing the instructor with new approaches to connect with learners across generations. The use of learning management
systems, audio and video resources, cell phones, tablets, and Chromebooks will be shared to reach out to our 21st Century learners withtools and approaches which they use to communicate and make meaning happen within their world. Synchronous and asynchronous
instructional approaches will be outlined and modeled through this presentation. In part, because of its virtual format, participants will beable to engage with the presenter synchronously and have their questions addressed. Regardless of your current approach to instruction,
the future is clear that technologically mediated communication will only increase in practice, not decrease. Invest in the future of yourdigitally native learners and reach out to connect and engage with them through the integrated application of the tools and practices inwhich you will engage in this presentation.

64 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORConference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed university presidents, faculty deans, journalists,
national politicians, government ministers, diplomats, charity leaders, think tankdirectors, company presidents, documentary photographers, movie directors,
members of the armed forces, actors, lawyers, doctors, jurists, artists, poets, writers,
clergy, scientists, philosophers...
Here are some highlights from the past twelve months, from our events in six cities, infive countries, and over three continents.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 65

Some 250 scholars and educators from more than 40 countries came together for the IAFOR International Conferences on Education(IICEHawaii2018), and Sustainability, Energy and the Environment (IICSEEHawaii2018) at the Hawaii International Convention Center in Honolulu,
Hawaii for an event held in partnership with the University of Hawaii at Manoa, and with the support of the East West Center, Brigham Young
University, and the World Bank.
Above left: Dr Joseph Haldane, Chairman and CEO of IAFOR chaired a plenary panel entitled “Educational Policy: Does the Democratisation of
Education in Educational Systems Fuel Economic and Social Inequality?”. Above right: Professor Xu Di and David P. Ericson, both renowned
educational philosophers based at the University of Hawai’i at Manoa, delivered addresses first, giving both the local context and then drawing
on examples from other countries, before Dr Haldane then opened the floor to questions and then a more general discussion of the topic.
Below left: Dr Xiaoyan Liang is a Lead Education Specialist in the World Bank, with a focus on educational development in Africa and East
Asia. Her wide ranging keynote, “Education in a Changing World: New Partnership and Changing Paradigm for Education Development”, wassponsored by the World Bank. Below right: Dr Andy Curtis of Anaheim University, USA, a language educator with an international reputation, andpast president of TESOL International, delivered a funny but stinging keynote entitled “‘Ignorance is Bliss’: The New Anti-Education Movement”,
that looked at educators navigating a world in which political leaders often boast of their ignorance, rather than education.

66 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORAbove left: Dr Failautusi ‘Tusi’ Avegalio is the director of the Pacific Business Center Program and the executive director of the Honolulu
Minority Business Enterprise Center at the University of Hawai'i at Mānoa’s Shidler College of Business. Descended from a long line of
Samoan chiefs, Dr Tusi was raised in the coastal village of Leone in American Samoa before receiving university education in the UnitedStates, and becoming a professor. Here he delivers a keynote address that looks at the importance of respecting indigenous knowledge andwisdom in the context of modern educational systems. Above centre: Dr Sela V. Panapasa of the University of Michigan, USA, addresses the“Surviving and Thriving in Times of Change” theme of the conference in her excellent keynote address entitled, “Anticipating Educational
Needs That Ensure a Diverse, Equitable, and Inclusive Workforce for a Changing U.S. Population”. Dr Panapasa is a sociologist who wasborn in Fiji, and who has worked extensively throughout the Pacific Islands. Above right: Dr Sheri-Ann Daniels is the executive director of
Papa Ola Lōkahi, the Native Hawaiian health board, and chair of Nā Limahana o Lonopūhā, the Native Hawaiian Health Consortium. Hereshe delivers a keynote presentation entitled “Native Hawaiian Health: Opportunities to Develop A Healthy Leadership and Workforce”.
Below left: Dr Richard R. Vuylsteke is President of the East-West Center, a renowned and unique institution that promotes better relations
and understanding among the people and nations of the United States, Asia, and the Pacific through cooperative study, research, anddialogue. His wide ranging keynote address introduced some particular East-West Center approaches to education, including “place
utility,” “cross-cubed” programs, and social media umbrellas, and he asked delegates of the ways in which they might be able to implement
such approaches in their home institutions. Below right: Dr Hiagi M. Wesley, responds to questions following his keynote entitled “PacificIndigenous Perspectives vs Global Ways of Learning”, which dovetailed perfectly with Dr Avegalio’s address, and looked at the value ofindigenous ways of learning. A Rotuman by birth, Dr Wesley is Director of the Center for Hawaiian and Pacific Island Studies and Associate
Dean in the College of Arts and Humanities at Brigham Young University, Hawaii.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 67

The Asian Conference on Media, Communication and Film (MediAsia) 2017 was held in Kobe, Japan, with the conference theme of “History,
Story and Narrative”.
Above left: Multi-Emmy Award winning filmmaker, and former NBC television producer, Gary Swanson, opens the MediAsia 2017 conferencewith a hard-hitting keynote on “Fake News and the Attack on America’s Freedom of the Press”, in which he outlined the hostility of Donald
Trump and his administration toward the press, arguing that “the press is the enemy; nothing it says should be believed; and there is no role orneed for the press in American democracy”. Above right: Professor Virgil Hawkins of Osaka University’s School of International Public Policy(OSIPP) describes the Global News View (GNV) research centre, dedicated to working towards the realisation of an information environment
in which people can comprehensively and objectively view the world and the issues it faces, in the context of little or no information aboutcertain issues or geographic areas of the world, leading to a lack of care and attention about events in these places.
Below left: Professor Yoneo Ota of Osaka University of Arts, and founding director of Kyoto’s Toy Film Museum talks about the project tocollect and restore privately held toy films to reconstitute a historical record and archive, and reappraisal of their value in documenting
Japanese society. Below right: William Lyndesay OBE is a renowned geographer, author and film-maker, celebrate inside and outside China
for his long and steady commitment to the study and preservation of the Great Wall(s) of China, despite his earliest efforts falling repeatedly
foul of the Chinese authorities. His keynote showed how diverse, personal, unconventional and “foreign” approaches have made significant
contributions to the surprisingly narrow, Sino-centric and limited corpus of Great Wall knowledge, as well as popular understanding.

68 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORAbove left: Professor Richard Roth of Northwestern’s Medill School of Journalism delivered a very personal keynote address on theyear of his retirement, looking at how he has tried throughout his career as a journalist and educator to mentor and nurture young talent
in an industry where it is said that there is no apprenticeship. His presentation talked about his own experience as a rookie reporter
coming of age in a foreboding American prison called Attica, one part of an American system that holds more than 2 million people
captive, more than in any other nation. Roth was one of two newspaper reporters inside the prison yard at Attica during the September
9-13 riots in 1971, serving on the Select Observers Committee, and his subsequent writing about Attica earned him a 1972 nomination
for the Pulitzer Prize. Above right: Dr Yutaka Mino, Director of the Hyogo Prefectural Museum of Art (the conference venue), is one
of Japan’s most sought after museum directors, and among the country’s most prominent supporters of the public and educationalrole of art. In this keynote address he describes how an art museum can strategically write (or paint) itself into the history, story andnarrative of a city, or else consign itself to irrelevance.
Below: The Asian Conference on Media, Communication and Film (MediAsia) 2017 was held at the Hyogo Prefectural Museum of Art
and attracted 125 delegates from 25 countries. Here delegates pose outside the Tadao Ando designed building, and in front of Kenji
Yanobe’s Sun Sister.
For more information about The Asian Conference on Media, Communication and Film (MediAsia) please visit www.mediasia.iafor.org.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 69

The Asian Conference on Education 2017 (ACE2017) saw more than 250 scholars from 38 countries come together in
Kobe, Japan to look at the theme of “Educating for Change” from a variety of interdisciplinary perspectives, cultural
backgrounds, and national contexts.
Above left: Dr Charles Allen Brown of Hokkaido University, Japan, in a lighter moment following his featured
presentation at ACE2017, which looked at, and questioned the hitherto unassailable position of the native speakerin language learning. Above right: Dr Paul Lai of Nagoya University’s academic writing center delivers a featured
address on how his pioneering center has helped research students and faculty develop clear and convincing ideas
in their research writing, thus improving publication chances and impact.
Below left: Dr Connie Guberman of the The University of Toronto, listens to questions following her featured address
on an initiative using oral history as a means of educating for change by challenging traditional institutional structuresof knowledge creation. Below middle: Dr Jack Frawley of the University of Sydney’s National Centre for CulturalCompetence delivers a plenary address on leadership and intercultural studies. Below right: Dr Tzu-Bin Lin of the
National Taiwan Normal University explains how professional development and leadership programs are developing
on Taiwan to raise standards in secondary schools.

70 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFOROpposite Bottom: After an amazing taiko drum performance and interactive music workshop, delegates from aroundthe world mix with local students from AIE International High School's drum club.
Above left: Dr Joseph McClanahan of Creighton University (USA), and co-convenor of the Asian Undergraduate
Research Symposium (AURS) delivered a wide ranging featured address on how mentoring undergraduate students
provides tools for student success after graduation, and concentrating on the importance that educators continue
to adapt and develop new approaches that create equal opportunities for productive educational experiences forall students. Above right: Dr Yvonne Masters of Newcastle University, Australia, and AURS co-convenor, asks theconference to consider two simple but fundamental questions when we talk about change in Education, “By Whom?”and “For Whom?”.
Below: A group shot of delegates, taken in the Kobe Art Center venue, reflecting the diversity of attendees at The Asian
Conference on Education. The next ACE event will be held in Tokyo, Japan, from Saturday, October 13, 2018 ​to Monday,
October 15, 2018. For more information please visit www.ace.iafor.org.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 71

Above left: Dr Simon Sleight, Senior Lecturer in Australian History at King's College London delivers a Keynote Speech at The IAFOR
International Conference on the City 2017 (City2017) in Barcelona, addressing delegates on the topic of memory and the modern city. Dr
Sleight’s work explores the history of urban place-making, the evolution of youth cultures and the Australian presence in Britain. Aboveright: Internationally renowned constitutional lawyer and jurist Professor Adrien Katherine Wing gives a Keynote Presentation at The
IAFOR International Conference on Global Studies 2017 (Global2017) on the legal status of women of colour around the world undernational and international law. Professor Wing is the Associate Dean of International & Comparative Law Programs at the University of
Iowa College of Law, USA, and was involved in the drafting of the South Africa and Kosovo constitutions.
Below left: Multiple Academy Award winning documentary filmmaker, Mark Jonathan Harris, director of Breaking Point: The War for
Democracy in Ukraine, an Official Selection of the IAFOR Documentary Film Award 2016, responds to questions following his Featured
Presentation entitled “Breaking Point – Ukraine in the Era of Trump” at Global2017. Professor Harris is Distinguished Professor in the
School of Cinematic Arts at the University of Southern California, USA , where he heads the documentary program. Below right: MarkJonathan Harris's award-winning documentary, Breaking Point: The War for Democracy in Ukraine, was screened at City/Global2017 andwas followed by a Q&A with the Director.

72 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORAbove left: In a City2017 Featured Presentation, Gloria Montero, celebrated Spanish novelist, playwright and poet, offers her own insights into thecity of Barcelona, where she has made her home and where City2017 was held. Above center: Professor Georges Depeyrot, monetary historianat the ENS (Paris) and Member of the Board of Trustees of the French National Center for Scientific Research (CNRS), France, introduces the
IAFOR Silk Road Initiative in an information session at Global2017. Above right: In a Keynote Presentation entitled “Refuge: Refugee: Moonlightand Precarious Love” at Global2017, Professor Baden Offord of the Centre for Human Rights Education, Curtin University, Australia, discusses
the human condition in relation to people’s suffering around their sexuality with reference to the Academy Award winning film, Moonlight.
Below: An image from the series Single Mothers of Afghanistan by Canadian/Iranian photojournalist Kiana Hayeri, Grand Prize Winnerof the 2017 IAFOR Documentary Photography Award. Winners were announced at The European Conference on Media, Communication& Film 2017 (EuroMedia2017) in Brighton, UK. As an organisation, IAFOR’s mission is to promote international exchange, facilitate
intercultural awareness, encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with this mission,
in appreciation of the great value of photography as a medium that can be shared across borders of language, culture and nation, and to
influence and inform our academic work and programmes, the IAFOR Documentary Photography Award was launched as a competition
that would help underline the importance of the organisation’s aims, and would promote and recognise best practice and excellence. In
support of up-and-coming talent, the IAFOR Documentary Photography Award is free to enter. For more information about the award,
please visit: www.iaforphotoaward.org.

#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 73

Above left: Dr Paul Lowe, Founding Judge of the IAFOR Documentary Photography Award, gives a Keynote Presentation on “Testimonies oflight: Photography, Witnessing and History” at The European Conference on Media, Communication & Film 2017 (EuroMedia2017). Dr Loweis an award-winning photojournalist who has covered breaking news around the world, 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. Above right: In a Featured Panel Presentation at
The European Conference on Arts & Humanities 2017 (ECAH2017) Professor Donald Hall, Dr Linda Schwarz and Professor Amanda Bright
discuss the challenges of doing research and creative activity in the arts and humanities today. Donald E. Hall is a Vice-President of IAFOR and
Dean of the College of Arts and Sciences at Lehigh University; USA. Linda Schwarz is Dean of the Faculty of Arts & Science and Professor ofInterdisciplinary Studies at Ambrose University, Canada, and. Amanda Bright has been Head of the School of Art at the University of Brighton, UK.
Below left: At EuroMedia2017, Dr Rodney Hill of the Lawrence Herbert School of Communication at Hofstra University, USA, and Francis
Ford Coppola Archivist presents on the topic of “Mythologizing One’s Own History Through Narrative” by referencing Coppola’s Tetro”.
Below right: Dr Alfonso García Osuna, Editor of the IAFOR Journal of Arts & Humanities, delivered a Spotlight Presentation entitled “ReCreating the Past: Fascist Comics and the Rehabilitation of History”, at ECAH2017. Dr Osuna has taught at Hofstra University in New York,USA, for over thirty years.
Bottom: The Conference Welcome Reception provides a great opportunity for delegates to network and get to know each other.

74 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORAbove left: Keynote Speaker at The European Conference on the Social Sciences 2017 (ECSS2017) Dr Anke Schwittay discusses inclusive
innovation in international development. Dr Schwittay is Head of International Development at the University of Sussex in the UK, andSenior Lecturer in Anthropology and International Development at the School of Global Studies. Above right: Dr Georgios Tsakos, Reader
in the Department of Epidemiology and Public Health at University College London, UK, gives a Keynote Presentation on the topic of “Links
Between Oral and General Health: Putting the Mouth Back in the Body” at ECSS2017.
Below: In a Plenary Panel Presentation on sustaining the city at The European Conference on Sustainability, Energy & the Environment
2017 (ECSEE2017), Professor Anne Boddington, Duncan Baker-Brown and Cat Fletcher examine the rationale behind The Brighton Waste
House – Europe's first permanent public building made almost entirely from material thrown away or not wanted (shown bottom left).
Anne Boddington is Professor of Design Innovation and Dean of the College of Arts and Humanities, University of Brighton, UK, Duncan
Baker-Brown is an expert in contemporary methods of ecology-friendly building design, an architect and an academic, and Cat Fletcher isFounding Member, Elected National Representative and Head of Media for Freegle UK.
Bottom right: ECSS2017 Featured Speaker Professor Grant Black of the Faculty of Humanities and Social Sciences, University of Tsukuba,
Japan, addresses conference delegates on the subject of “East Meets West: Innovation and Discovery in Education Reform at an Elite
Japanese University”. Professor Black is Vice-President (at large) of IAFOR.

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Above left: At The European Conference on Psychology & the Behavioral Sciences 2017 (ECP2017), Professor Geoff Beattie of Edge
Hill University, UK, delivers a Keynote Presentation entitled “Hidden Thoughts: Do Your Hand Gestures Reveal More About You Than
You Think?” Professor Beattie is a world renowned expert on non-verbal communication and a noted author, broadcaster and public
intellectual, who was the resident on-screen psychologist for Big Brother for eleven series on Channel 4. Above right: Dr Katie Woodward
discusses public attitudes towards counter-terrorism in a Featured Presentation at ECP2017. Dr Woodward is currently a Principal
Psychologist working in the Human and Social Sciences Group at the Defence Science and Technology Laboratory in Hampshire, UK.
Below left: Dr Stephen E. Gregg, Senior Lecturer in Religious Studies at the University of Wolverhampton and Keynote Speaker at The
European Conference on Ethics, Religion & Philosophy 2017 (ECERP2017), enjoying a lighter moment, after a wide-ranging address
examining the topic of complicating religious identity in the twenty-first century. Below right: Professor Thomas Brian Mooney gives
a Featured Presentation entitled “The Virtue of Politeness As a Part of the Virtue of Justice” at ECERP2017. Thomas Brian Mooney is aphilosopher with an international reputation and Head of the School of Creative Arts and Humanities, Charles Darwin University, Australia.
Bottom left & right: IAFOR’s European Conference Series is held in Brighton, UK, and features an optional tour of Bateman’s, the Jacobean
home of The Jungle Book author Rudyard Kipling, and the spectacular Hever Castle and gardens, once home to Anne Boleyn, Henry VIII’s
second wife.

76 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORAbove left: At The European Conference on Education 2017 (ECE2017), Professor Kwame Akyeampong of the Centre for International
Education (CIE), University of Sussex, UK, gives a Keynote Presentation on transforming the educational experience of African children throughemancipatory research. Professor Akyeampong has been a senior policy analyst at UNESCO, and also consulted for the Ghanaian Ministryof Education. Above right: ECE2017 Keynote Speaker Matthew Taylor, Chief Executive of the Royal Society for the Encouragement of Arts,
Manufactures and Commerce, UK, delivers an address entitled “Think Like a System, Act Like an Entrepreneur” as part of the conference Plenary
Panel. Prior to becoming Chief Executive of the RSA, Matthew Taylor was Chief Adviser to Prime Minister Tony Blair, as head of the Number 10
Policy Unit, and is the author of the 2017 Taylor Review of Modern Working Practices, commissioned by the incumbent UK government.
Below left: Professor Svetlana Ter-Minasova engages the audience at The European Conference on Language Learning 2017 (ECLL2017)with a Keynote Presentation on how to shatter the linguistic, cultural and psychological barriers to international communication. Professor
Ter-Minasova is founding President of the Faculty of Foreign Languages and Area Studies at Lomonosov Moscow State University, Russia
and a public intellectual in Russia. Below right: Professor Anne Boddington, Professor of Design Innovation and Dean of the College ofArts and Humanities, University of Brighton, UK, moderates the Plenary Panel “Think Like a System, Act Like an Entrepreneur” at ECE2017.
Bottom left: ECE2017 Featured Speaker Professor David Hicks of Virginia Tech, USA, addresses delegates on the topic of “Teaching
Difficult Histories Through Film: Examples and Perspectives from the Field”, highlighting the pedagogical challenges that emerge whenfilm is used to teach about the complex business of the representations of “the other”. Bottom right: Professor Brian Hudson, Professorof Education and Head of the School of Education and Social Work at the University of Sussex, UK, moderates a Plenary Panel entitled“Education for Change: Addressing the Challenges of UN Sustainable Development Goal 4” at ECE2017.

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The Asian Conference on Social Sciences 2017 (ACSS2017), The Asian Conference on Sustainability, Energy & the Environment 2017
(ACSEE2017) and The Asian Conference on Aging & Gerontology (AGen2017), were held in Kobe, Japan, June 8–11, 2017. Above left: His
Excellency Dr Toshiya Hoshino gives an incisive Keynote Presentation as part of an ACSS2017 Plenary Panel entitled “East Meets West”,
giving a historical overview of recent trends in International Relations. Dr Hoshino is now Japanese Ambassador to the United Nations in New
York, having been seconded from Osaka University, where he is Professor at the Osaka School of International Public Policy (OSIPP). A former
Vice-President of the university, he is also a member of IAFOR’s Board of Directors. Above center: Professor Haruko Satoh of Osaka Schoolof International Public Policy (OSIPP), Osaka University, Japan, addresses delegates as part of the same ACSS2017 Plenary Panel. Professor
Haruko Satoh is a member of IAFOR’s Academic Governing Board. Above right: Political Philosopher, Professor Michael Anthony C. Vasco,
Dean of the Faculty of Arts and Letters at the University of Santo Tomas in the Philippines, sits on the same Plenary Panel at ACSS2017.
Below left: Director of the NACDA Program on Aging and Vice-President of IAFOR Dr James W. McNally gives a Featured Presentation
on methodologies for the collection of comparative community-level public health data at AGen2017. Below right: Dr Hiroshi Ishida,
Professor of Sociology at the Institute of Social Sciences, University of Tokyo, Japan, sits on an AGen2017 Plenary Panel entitled “Easts
Meets West – Healthy, Active and Beautiful Aging in Asia”.
Bottom left: ACSS2017 Featured Speaker Dr Philip Sugai of Doshisha Business School, Japan, examines the concept of value in marketing. Bottom
right: ACSEE2017 Spotlight Speaker Dr Maxime Jaffré, Assistant Professor in Sociology of Culture at the Ecole des Hautes Etudes en Sciences
Sociales and a member of IAFOR’s International Academic Advisory Board, questions whether data science can do without the field survey.

78 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORThe Asian Conference on Cultural Studies 2017 (ACCS2017), The Asian Conference on Asian Studies 2017 (ACAS2017) and The
International Conference on Japan & Japan Studies (IICJ2017), held June 1–4, 2017, brought together delegates from all over the world to
explore the theme of "Global Realities: Precarious Survival and Belonging".
Above left: Professor Gaurav Desai of the University of Michigan, Ann Arbor, USA, examines the figure of the migrant in recent Anglophone
fiction from Africa and South Asia in his ACCS2017 Keynote Presentation entitled “Precarious Futures, Precarious Pasts: Migritudeand Planetarity”. Above right: In a Featured Panel Presentation at ACCS2017, Professor Donald E. Hall, Professor Emerita Sue Ballyn
and Professor Emeritus Yasue Arimitsu discuss the challenges of doing Cultural Studies today, exploring the emerging geo-politicalconstraints on their work, as well as their respective national and institutional contexts, and interact with the audience on the topic ofstrategies for individual and collective response to the challenges that we face.
Below left: The University of Barcelona’s Professor Emerita Sue Ballyn gives a Spotlight Presentation at ACCS2017 on the subject ofsurgeons on eighteenth-and-nineteenth-century female convict transports, often the unsung heroes of hazardous passages to the
Antipodes, discussing the importance of their power at sea and on land, their care of their charges and how medical improvisation very
often saved a patient’s life. Below right: In his ACAS2017 Featured Presentation entitled “Buddhist Terrorism?”, Dr Brian Victoria of the
Oxford Center for Buddhist Studies examines the long history of those calling themselves Buddhists who engaged in warfare, despite
Buddhism’s long-standing reputation in the West as a religion of peace.

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Above: To ensure that delegates have an especially memorable experience, IAFOR conferences include tours to places of historicand cultural interest, led by experienced tour guides.
Fushimi Inari Grand Shrine in Kyoto, Japan, features an iconic pathway lined with orange torii, each donated by a Japanese business,that creates a 4 km tunnel leading up a mountain behind the shrine.
Below left: Professor Ted O’Neill of Gakushuin University, Tokyo, Vice-President (at large) of IAFOR, gives a Keynote Presentation
entitled “Change in Japanese Tertiary Education: Implementing Content and Language Integrated Learning (CLIL) in Japan” at
The Asian Conference on Language Learning 2017 (ACLL2017). Below center: Featured Speaker Professor Mark Pegrum presents
on moving beyond web 2.0 when designing authentic mobile learning for everyday contexts in Asia at The Asian Conference on
Technology in the Classroom 2017 (ACTC2017). Mark Pegrum is an associate professor in the Graduate School of Education at The
University of Western Australia, where he specialises in mobile learning and, more broadly, e-learning. Below right: Professor Barbara
Lockee, Associate Director of the School of Education and Associate Director of Educational Research and Outreach at Virginia Tech,
USA, explores the changing landscape for instructional design professionals in educational contexts and their potential to serveas change agents in the adoption of learning innovations at ACTC2017. Dr Lockee is Vice-President of IAFOR’s Education Division.

80 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORAbove left: During the annual haiku workshop at The Asian Conference on Literature 2017 (LibrAsia2017), Hana Fujimoto of the
Haiku International Association, Japan, gives a background and history to haiku and invites participants to write their own poems.
Above right: Also at the LibrAsia2017 haiku workshop, Emiko Miyashita, a prominent haiku poet who is also a councillor for the Haiku
International Association, and a board member of the JAL Foundation, reads world-famous haiku before inviting audience members
to compose haiku of their own. In addition to the yearly haiku workshop, LibrAsia2017 features the IAFOR Vladimir Devidé Haiku
Award Ceremony, at which all award-winning entries are read out. The IAFOR Vladimir Devidé Haiku Award is an open competition
for previously unpublished haiku written in the English language. The award is for haiku regardless of whether in the traditional ormodern style; it transcends haiku divisions and is based only on literary merit.
Below left: Celebrated international pianist and former Fulbright scholar Marusya Nainggolan of the University of Indonesia,
Indonesia, gives a resounding performance at The Asian Conference on Arts & Humanities 2017 (ACAH2017). Marusya Nainggolan
performs music nationally and internationally, as well as teaching European Studies at the University of Indonesia and serving
as a music counsellor for studies on music and health in the Indonesian National Health Department. Below right: At The Asian
Conference on Arts & Humanities 2017 (ACAH2017) Dr Yutaka Mino, Director of the Hyogo Prefectural Museum of Art and the Yokoo
Tadanori Museum of Contemporary Art, and Honorary Director of the Abeno Harukas Museum of Art, Japan, speaks on “Art andNarrative in the Public Sphere”, examining art as a medium for telling stories and creating narrative, and how curation can be used
to contextualise and situate works of art.
Bottom left: Professor Georges Depeyrot is a monetary historian at the French National Center for Scientific Research (CNRS) in
Paris. As part of a Featured Panel Presentation on “Constructing History” at The Asian Conference on Literature 2017 (LibrAsia2017),
he discusses the importance of the construction of national history in the creation of personal and national identity. Bottom right:
In the same Featured Panel Presentation at The Asian Conference on Literature 2017 (LibrAsia2017), Professor Myles Chilton, amember of the Department of English Language and Literature at Japan’s Nihon University, explores how history shapes our politicaldecisions today, and how we go about building, revising and deconstructing history.

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Above left: In a Featured Panel Presentation on the right to education at The Asian Conference on Education & International
Development (ACEID2017), Osaka University’s Professor Haruko Satoh, Chair of the Politics, Law & International Relations sectionof IAFOR’s International Academic Advisory Board, examines the conference theme, “Educating for Change”, in the context of theconference screening of Among the Believers, and the friction between preserving culture and challenging culture in areas of theworld where education is highly politicised. Above right: At the same conference, Professor Adrian Ziderman, Sir Isaac Wolfson
Professor in Economics and Business Administration at Bar-Ilan University, Israel, gives an interactive Spotlight Workshop on
publication ethics as part of his role as Research Chair and Trustee at the Committee on Publication Ethics (COPE).
Below left: Also at ACEID2017 Featured Speaker Jessica Loh gives an engaging presentation entitled “Values for Global Citizenship:
Fostering Innovation and Access with the Higher Education Context”. Jessica Loh is Director of Outreach at the Institute ofInternational Education, Thailand. Below center: In a Featured Presentation at ACEID2017, Dr Rachel Lam of the Department of
Learning Sciences and Higher Education at ETH Zurich in Switzerland, discusses the importance of environmental education inprimary school. Below right: Professor Hiroshi Nittono, Full Professor of Experimental Psychology at the Graduate School of Human
Sciences, Osaka University, Japan, gives a Keynote Presentation on the psychology of Japanese “kawaii” culture at The Asian
Conference on Psychology & the Behavioral Sciences 2017 (ACP2017).
Bottom left: ACP2017 Featured Speaker Professor Ronald Mellado Miller of Brigham Young University – Hawaii, USA, presents on“A Poverty of Hope: Towards a Psychology of Humanitarian Success”, discussing how programmes and implementations can meetboth physical and psychological needs and how taking into account psychology can enhance humanitarian success and achieve
far more than simply extending life. Bottom center: In a Featured Panel Presentation at The Asian Conference on Ethics, Religion &Philosophy 2017 (ACERP2017), Professor Koji Higashikawa of Kanazawa University, Japan, engages the audience on the subject offree speech and hate speech in the context of the conference theme, “History, Story, Narrative”. Bottom right: In the same ACERP2017
Featured Panel Presentation, Shiki Tomimasu discusses the important ethical issues surrounding Japan’s recent Hate Speech
legislation, drawing on his experience as lead counsel for the Hate Speech Legislation Japanese Supreme Court test case.

82 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORThe IAFOR Dubai Conference Series was held in February 2017 at the The InterContinental Festival City Event Centre in Dubai, UAE.
This interdisciplinary event considered the joint themes of “Educating for Change” and “East Meets West: Innovation and Discovery”.
Top left: Professor Donald E. Hall, Dean of the College of Arts and Sciences at Lehigh University, USA, gives a compelling Keynote
Presentation at The IAFOR International Conference on Education – Dubai 2017 (IICEDubai2017) on “Interdisciplinary Education
for Innovation and Change”. Professor Hall is Vice-President of IAFOR. Top right: IICEDubai2017 Keynote Speaker Professor
Christina Gitsaki of Zayed University, UAE, addresses delegates on the topic of “Education: A Supertanker in an Ocean of Change
and Innovation”, discussing change in education from a number of different perspectives, at The IAFOR International Conference on
Education – Dubai 2017 (IICEDubai2017).
Below left: In a Featured Presentation at The IAFOR International Conference on Education – Dubai 2017, Dr Fadi Aloul speaks onbringing education to schools and universities to help create future innovators. Dr Fadi Aloul is Professor and Department Headof Computer Science and Engineering and the Director of the HP Institute at the American University of Sharjah (AUS), UAE. Belowright: As a Featured Speaker at the same conference, Dr Sufian Abu-Rmaileh of UAE University, UAE, presents on “Leadership Skills& Styles for Successful Administrators”. Dr Abu-Rmaileh is President of TA Toastmasters and former President of TESOL Arabia.
Bottom left: In a lively Featured Presentation at The IAFOR International Conference on the Social Sciences – Dubai 2017, Dr
Virginia Bodolica, American University of Sharjah, UAE, discusses “Managing for Innovation and Sustainability: Lessons from theGulf Region”, illustrating the recent accomplishments of several Gulf-based nations in espousing the principles of the knowledgebased economy and delineating strategic priorities for attaining sustainable development goals. Bottom right: Dr Christine Coombeof Dubai Men’s College, UAE, gives a Featured Presentation as part of The IAFOR International Conference on Education – Dubai
2017 on educators’ productivity, sharing the results of a research project investigating how the most productive TESOLers “fit it
all in” and attain the ever-elusive work-life balance. Dr Coombe is a past president of both TESOL Arabia and TESOL International.

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Introducing IAFOR’s Academic
Grants & Scholarships
IAFOR is dedicated to helping young scholars achieve their research and academic
goals, while also encouraging them to apply the principles of interdisciplinary study
to their work. IAFOR offers travel and accommodation grants and full or partial
scholarships covering conference registration fees to PhD students and early career
academics who might not otherwise have the financial resources to be able to attend
our academic conferences.
Who can receive an IAFOR grant or scholarship? Awards are based on theappropriateness of the educational opportunity in relation to the applicant’s field ofstudy, financial need, and contributions to their community and to IAFOR’s missionof interdisciplinarity. Scholarships will be awarded based on availability of funds fromIAFOR and will vary with each conference.
How are recipients of an IAFOR grant or scholarship selected? The Organising
Committee of the relevant IAFOR conference will award scholarships to eligible
applicants who have submitted exceptional abstracts that have passed the blind peer
review process and have been accepted for presentation at one of our conferences.
How can I apply for an IAFOR grant or scholarship? If you are eligible for an IAFOR
grant or scholarship and would like to be considered, please submit your abstract tothe conference you would like to attend and select the checkbox for the relevant award
during the submission process. Abstracts must be submitted by the initial submission
deadline of the relevant conference in order to be considered for funding. Applicants
will be notified of results within three to four weeks of the initial submission deadline.
For more information please visit www.iafor.org/financial-support

84 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORThe IAFOR
Documentary
Photography
Award
Join us as we celebrate the winners of this year’s IAFOR Documentary PhotographyAward – an international photography award that seeks to promote and assist
in the professional development of emerging documentary photographers andphotojournalists.

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Award Judges

Paul Lowe
Founding JudgeDr Paul Lowe is the Course Director of the Masters Programme in
Photojournalism and Documentary Photography at the London Collegeof Communication, University of the Arts London. He was responsible
for the development and launch of a new part-time version of thecourse delivered entirely online using web conferencing, blogs and the
VLE, launched in 2008. He is an award-winning photographer whose
work is represented by Panos Pictures, and who has been publishedin Time, Newsweek, Life, The Sunday Times Magazine, The Observer
and The Independent, among others. He has covered breaking news
around the world, including the fall of the Berlin Wall, Nelson Mandela’s
release, famine in Africa, the conflict in the former Yugoslavia and thedestruction of Grozny.

He is a consultant to the World Press Photo Foundation in Amsterdam,
an independent, non-profit organisation that is a major force in developing and promoting visual journalism
worldwide. His book, Bosnians, documenting 10 years of the war and post-war situation in Bosnia, waspublished in April 2005 by Saqi Books. He regularly contributes to international and national conferences inphotography, media and education, and has published chapters in edited books on these themes as well.

Monica Allende
Guest Judge

Monica Allende is a photo editor, curator, cultural producer and educator.
She is GetxoPhoto Festival Artistic Director from 2017 to 2019, and is
the Director of FORMAT17 International Photography. She is currently
producing several multidisciplinary projects with artists worldwide,
has collaborated with screen projects, and is co-founder of Offspring
Photo Meet, London. Previously she was Photo Editor at The Sunday
Times Magazine, where she launched the award-winning photography
section “Spectrum”. She is a visiting lecturer at the London College ofCommunication and lectures and teaches workshops in photography
at, among others, ScreenLab, London; EFTI, Madrid; Tashkeil, Saudi
Arabia; Mentorship Business Programme DEVELOP at the University ofSunderland; Festival di Internazionale a Ferrara; WPP workshop Angola;
Magnum Professional Practice Workshops.

She nominates photographers for Deutsche Börse Photography Prize, Prix Pictet and The Joop Swart Masterclass/World Press Photo, and has served on juries worldwide including World Press Photo, Visa Pour L’image and the
National Portrait Gallery’s Taylor Wessing photographic Portrait Prize. She produced and curated Darfur: Images
Against Impunity, an exhibition and a book by Stanley Greene, Lynsey Addario and Alvaro Ybarra Zavala. She is therecipient of the Amnesty International Media Photojournalism Award, the Picture Editor’s Award, the Online Press
Award and Magazine Design Award for Best Use of Photography. She also writes and consults on photography.
Jocelyn Bain Hogg began his career as a unit photographer on movie
sets after studying Documentary Photography at Newport Art College.
He shot publicity for the BBC, photographed fashion and now works on
documentary projects and commercial and editorial assignments. His
editorial work features in Vanity Fair, The Sunday Times, The New Yorker,
Style.com, Vogue, Elle, Harper’s Bazaar, Lui, Marie Claire, Stern, GQ, Esquire,
Le Monde, Cahiers du Cinéma, L’Espresso and La Repubblica amongst
others. In 2016 he co-instigated Sea Change as photo director, where aswell as photographing British youth for the project he commissioned 12other photographers to document the issues affecting young people in
12 countries across Europe. A continuing initiative, Sea Change has so far
realised a book, an ongoing touring exhibition and workshop programme.
Guest Judge
In addition to this work, he is the author of six photographic books todate and his first, The Firm, presented an astonishingly intimate viewof London’s organised crime world, and won international acclaim, garnering the prestigious Lead Award for
portraiture. His latest project, Public House, published in 2016, documented the denizens of a local pub, forced
to close due to the lamentable issue of social cleansing in London.

Jocelyn Bain Hogg

In February 2013, he was invited onto the jury of the World Press and was a juror for the Sony World PhotographyAwards in 2015. He is currently the head of the BA photojournalism and documentary photography course at
the UAL LCC in London and is a member of the VII Photo Agency.
86 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORIAFOR Documentary Photography Award 2017
Friday, February 16 | 12:00-12:15 | Room Al NoorAward 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 developmentof emerging documentary photographers and photojournalists. The award has benefitted since the outset
from the expertise of an outstanding panel of internationally renowned photographers, including Dr Paul Loweas the Founding Judge, and Ed Kashi, Monica Allende, Simon Roberts, Jocelyn Bain Hogg, Simon Norfolk andEmma Bowkett as Guest Judges. Now in its third year, the award has already been widely recognised by thosein the industry and has been supported by World Press Photo, Metro Imaging, MediaStorm, Think Tank Photo,
University of the Arts London, RMIT University, British Journal of Photography, The Centre for Documentary
Practice, and the Medill School of Journalism.
As an organisation, IAFOR’s mission is to promote international exchange, facilitate intercultural awareness,encourage interdisciplinary discussion, and generate and share new knowledge. In keeping with thismission, in appreciation of the great value of photography as a medium that can be shared across bordersof 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 importanceof the organisation’s aims, and would promote and recognise best practice and excellence. Winners of the
IAFOR Documentary Photography Award 2017 were announced at The European Conference on Media,
Communication & Film 2017 (EuroMedia2017) in Brighton, UK. The award follows the theme of the EuroMedia
conference, with 2017’s theme being “History, Story, Narrative”. In support of up-and-coming talent, the IAFOR
Documentary Photography Award is free to enter.
Image | From the project Single Mothers of Afghanistan by IAFOR Documentary Photography Award 2017 Grand Prize Winner, Kiana Hayeri.

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Supporters
The IAFOR Documentary Photography Award is supported by a number of leading institutions, organisations
and publications around the world in its aim to promote and recognise best practice and excellence indocumentary photography and photojournalism. These partnerships are a testament to the high regard inwhich the award is held within the photography industry.
The IAFOR Documentary Photography Award would like to thank the following organisations for their support:

Sponsorship Opportunities
Through social media, product integration, logo placement, potential press coverage, promotion at the Award
Ceremony and subsequent exhibitions in Japan, Spain, UAE, USA and UK, you have the opportunity to help bringattention to the work of highly talented photographers. For information on sponsorship opportunities or becominga supporter of the IAFOR Documentary Photography Award, please contact Thaddeus Pope (tpope@iafor.org).

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is an internationally reviewed and editoriallyindependent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Like all IAFOR publications, it is freely available to read online, and is free of
publication fees for authors. The first issue was published in May 2013, andthe journal continues to publish three issues per year.
The IAFOR Journal of Education is calling for submissions for a special issue on“Teacher Education: Challenges and Opportunities”, with a target publication
date of September 30, 2018.
Guest Editor: Dr Yvonne Masters, University of New England, Australia
Submission deadline: March 1, 2018
The aim of this special issue is to discuss teacher education and its
opportunities and challenges. In the current accountability climate, where
everything is expected to be measurable, the words evidence and impact areat the forefront in new policies, all in the pursuit of quality teachers. The quality
imperative has raised questions in many areas of teacher education: who isselected for teacher education courses? Can prior experience be recognised?
What capstone assessment will measure compliance with standards? Whatis good evidence? These are only a few of the questions surrounding a muchcontested education arena.
We are calling on anyone who is working and/or researching within the teacher
education field to submit an article to this special issue. We welcome articles
about one of the issues mentioned above or about any other topic within thewider field. Our aim is to publish about teacher education around the globe,
highlighting similarities and differences in multiple countries.
We encourage you to submit your manuscript (as a Word file) via the manuscript
submission form available on the journal homepage (www.ije.iafor.org). Please
include “Special Issue” at the beginning of your article title in the submission
form and article file. Submissions open on October 1, 2017. Please read theinformation on the journal homepage and follow the journal’s Author Guidelines
before submitting your paper.
We look forward to receiving your submissions. If you have any questions, please
don’t hesitate to contact the special issue Guest Editor, Dr Yvonne Masters(yfmasters@gmail.com), or the IAFOR Publications Team (publications@iafor.org).
For more information about the IAFOR Journal of Education please visit:www.ije.iafor.org

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Presenters& Reviewers
IAFOR depends on the assistance of a large number of international academics andpractitioners who contribute in a variety of ways to our shared mission of promotinginternational exchange, facilitating intercultural awareness, encouraging interdisciplinary
discussion and generating and sharing 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 eachyear for presentation at our conferences, IAFOR relies on academics around the world
to ensure a fair and timely peer review process in keeping with established 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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A-Z Index of Presenters
Abdelati Elshafie Mohamed, Fatma		
p. 60
Zayed University, UAE
Abdelrahman Awadelkarim, Abdelmagidp. 58
Majmaah University, College of Education,
Saudi Arabia
Aji, Chadia				p. 38
Tuskegee University, USA
Al Shihhi, Faisal				p. 53
Sohar College of Applied Scienes, OmanAl Sultan, Adam				p. 39
Imam Abdulrahman Bin Faisal University,
Saudi Arabia
Albaqshi, Jalal				p. 49
Alahsa College of Technology, Saudi Arabia
Aljabeli, Laila				p. 50
Kuwait University, Kuwait
Aljanahi, Mona				p. 39
United Arab Emirates University, UAE
AlShammary, Ohood			p. 58
Exeter University, UK
Antably, Reem				p. 62
Al Bayader School, Lebanon
Askia, Rashida				p. 59
Auburn University, USA
Baroudi, Sandra				p. 50
Zayed University, UAE
Chang, Dian-Fu				p. 43
Tamkang University, Taiwan
Chrabieh, Pamela				p. 51
American University in Dubai, UAE
Clark, Julia V.				
p. 38
National Science Foundation, USA
Coppi, Antonella				p. 47
Free University of Bolzano, Italy
Dinh Thien, Loc				p. 45
Vietnam National University, Ho Chi Minh,
Vietnam
Dozza, Liliana				p. 44
Free University of Bolzano, Italy
Durairaj, Srinivasan				p. 38
Richland Community College, USA
El-Hadary, Heba				p.41
Gulf University for Science and Technology,
KuwaitEzzat, Mahinour				p. 43
Higher Colleges of Technology, UAE
Ezzat, Mahinour				p. 52
Higher Colleges of Technology, UAE
Furman, Rachel				p. 38
Carlow University, USA
Hajal, Pascale				p. 39
Notre Dame University, Lebanon
Herzig Gainsford, Yvonne			p. 46
Institute for Multimedia Production (IMP),
Switzerland
Hojeij, Zeina				p. 50
Zayed University, UAE
Hopkyns, Sarah				p. 53
Zayed University, Abu Dhabi, UAE
Hussain, Wajid				p. 57
Islamic University, Saudi Arabia
Hutchinson, Kelle				p.41
Gulf University for Science and Technology,
KuwaitJaffre, Maxime				p. 42
Centre Norbert Elias - Marseille, France
Jiraro, Pongthep				p. 52
Burapha University, Thailand
Kanu, Sullay Mohamed			p. 49
Abu Dhabi University, UAE
Karim, Zohraida				p. 64
The Educationalists, Tanzania

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Khan, M. Javed				p. 38
Tuskegee University, USA
Kondos, Sally				p. 61
American University in Dubai, UAE
Kuril, Samvet				p. 44
Indian Institute of Management, Ahmedabad,
India
Lampe, Christine				p. 39
Higher Colleges of Technology, UAE
Lampe, Christine				p. 52
Higher Colleges of Technology, UAE
Louhichi, Dalel				p. 61
ADVETI, UAE, UAE
Louhichi, Imed				p. 49
The American University of Ras Al Khaimah,
UAE
Malik, Shoaib				p. 44
Zayed University, UAE
Malusi, Benerdeta				p. 48
University of Nairobi, Kenya
Marcus, Richard				p. 40
California State University, USA
Mashiyama, Midori				p. 45
Fukuoka Women's University, Japan
Mirhosseini, Zohreh				p. 46
Islamic Azad Univerity-Tehran North
Branch, Iran
Mitchell, Robert				p. 42
University of Colorado Colorado Springs, USA
Mohamed Hussain, Salha			p. 60
Ministry of Education, Singapore
Momanyi, Christopher			p. 59
Strathmore University, Kenya
Mork, Cathrine-Mette			p. 41
Miyazaki International College, Japan
Musa, Bello				p. 51
Sokoto State University, Sokoto, Nigeria
Nguyen, Ha				p. 40
RMIT University Vietnam, Vietnam
Nyong, Mary				p. 53
College of Education, Ikere Ekiti, Nigeria
Omar, Omneya				p. 50
Lancaster University, UK
Ovcina Cajacob, Amina			
p. 46
Institute of Multimedia Production (IMP),
Switzerland
Palmer, Nicholas				p. 40
The University of Southern Queensland,
Australia
Park, Soyoung				p. 46
Education Research Institute, Seoul National
University, Republic of Korea
Paul, Sheilah Marion			p. 48
Medgar Evers College of CUNY, USA
Pellegrini, Tony				p. 64
Southern Utah University, USA
Poposki, Zoran				p. 47
The Education University of Hong Kong,
Hong Kong
Prayekti					p. 61
Open University of Indonesia, Indonesia
Said, Asnah				p. 50
Open University, Indonesia
Salaam, Omar J.				
p. 60
University of South Florida, USA
Sanmuganathan, Kiddinapillai			p. 53
University of Jaffna, Sri Lanka
Satariman, Pairah				p. 41
Ministry of Education, Singapore
Shaharouri, Emad				p. 52
American University in the Emirates, UAE

A-Z Index of Presenters
Simin, Shahla				p. 41
Teacher Training University, IranSingh, Jagroop				p. 62
Mehr Chand Polytechnic College, India
Singh, Smriti				p. 62
Indian Institute of Technology Patna, India
Snodin, Navaporn Sanprasert			p. 51
Kasetsart University, Thailand
Takriti, Rachel				p. 48
United Arab Emirates University, UAE
Taylor, Robert Winston			p. 47
Montclair State University of New Jersey, USA
Trambley, Jeffrey				p. 42
Musashino Gakuin University and Graduate
School, Japan
Visnjic, Branka				p. 40
Aston University, UK

Wang, Ping				p. 62
HCT Sharjah Women's College, UAE
Wang, Yanyan				p. 45
Shanghai University of International Businessand Economics, China
Winokur, Ilene				p. 41
Gulf University for Science and Technology,
KuwaitXu, Bilin					p. 52
Tianjin University of Finance & Economics,
China
Yan, Kun					p. 51
Tsinghua University, China
Yu, Huiming				p. 43
North Carolina A&T State University, USA			

Thank YouTo show our appreciation for your participation, IAFOR would like to offer you a 10% discount off
your next IAFOR conference registration. This offer covers any IAFOR conference that you may
choose to attend. For more information, please visit www.iafor.org/conferences.

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Review Committee
IICEDubai2018

Dr Sufian Abu-Rmaileh
UAE University, UAE
Dr Firas Al-Jubouri
American University of Sharjah, UAE
Dr Ruba AlZeer
SusPact-Happiness Life Styled, Palestine
Dr Asad Asadi
Kalam Language Institute, IranDr Antonella Coppi
Free University of Bolzano, Italy
Professor Liliana Dozza
Free University of Bolzano, Italy
Dr Christina Gitsaki
Zayed University, UAE
Dr Melanie GobertHigher Colleges of Technology, UAE

Dr Zeina Hojeij
Zayed University, UAE
Dr Asma Khan
University of Education, Pakistan
Dr Claudette Onumah
Abu Dhabi Educational Council, UAE
Dr David Palfreyman
Zayed University, UAE
Dr Matthew Robby
Higher Colleges of Technology, UAE
Dr Ping Wang
Higher Colleges of Technology, UAE
Dr Wafa Zoghbor
Zayed University, UAE

Senior Reviewers
IICEDubai2018

Dr Patience Agommuoh
Michael Okpara University of Agriculture,
Umudike, Nigeria
Professor Nneka Augustina Umezulike
Michael Okpara University of Agriculture,
Nigeria
Professor Olenka Bilash
University of Alberta, Canada
Dr Rhini Fatmasari
Universitas Terbuka, Indonesia
Dr Pascale Hajal
Notre Dame University, Lebanon
Dr Pongthep Jiraro
Burapha University, Thailand
Dr Zohraida Karim
The Educationalists, Tanzania
Professor Robert Mitchell
University of Colorado – Colorado Springs, USA
Bello Musa
Sokoto State University, Nigeria
Dr Maryann Chinwe Ndirika
Michael Okpara University of Agriculture,
Umudike, Nigeria
Dr Olusegun Samson Obadire
University of Venda, South Africa

Dr Soyoung Park
Education Research Institute, Seoul National
University, Republic of Korea
Dr Tony PellegriniSouthern Utah University, USA
Dr Rajasshrie Pillai
Pune Institute of Business Management, India
Dr Ilana Ronen
Kibbutzim College of Education, Technology
and Arts, Israel
Yohanna Tagans
Federal College of Education (Technical) PMB
1013 Potiskum Yobe State, Nigeria
Dr Rachel Takriti
United Arab Emirates University, UAE
Professor Robert Winston Taylor
Montclair State University of New Jersey, USA
Reverend Amarachi Nnachi Ukoma
Ebonyi State University, Nigeria
Professor Bilin Xu
Tianjin University of Finance & Economics, China
Dr PrayektiOpen University of Indonesia, Indonesia

Reviewers
IICEDubai2018

Dr Bharat Rout
University of Missouri-Columbia, USA
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Review Committee
IICLLDubai2018

Dr Sufian Abu-Rmaileh
UAE University, UAE
Dr Firas Al-Jubouri
American University of Sharjah, UAE
Dr Asad Asadi
Kalam Language Institute, Iran
Dr Christina Gitsaki
Zayed University, UAE
Dr Melanie GobertHigher Colleges of Technology, UAE
Dr Zeina Hojeij
Zayed University, UAE
Dr Alireza Karbalaei
Farhangian University, Iran
Professor Sadie Morhy
Federal University of Para, Brazil

Dr David Palfreyman
Zayed University, UAE
Dr Matthew Robby
Higher Colleges of Technology, UAE
Dr Najwa Saba 'Ayon
Rafik Hariri University, Lebanon
Professor Akiyoshi Suzuki
Nagasaki University, JapanDr Nobue Tanaka-Ellis
Tokai University, JapanDr Ping Wang
Higher Colleges of Technology, UAE
Dr Wafa Zoghbor
Zayed University, UAE

Senior Reviewers
IICLLDubai2018

Dr Faisal Al Shihhi
Sohar College of Applied Sciences, OmanDr Jerson Catoto
Notre Dame of Kidapawan College, The
Philippines
Dr Bulaun Doofan
University of Mkar, Mkar, Gboko, Nigeria
Dr Sarah Hopkyns
Zayed University, UAE

Dr Kiddinapillai Sanmuganathan
University of Jaffna, Sri Lanka
Dr Shahla Simin
Teacher Training University, Iran
Dr Smriti Singh
Indian Institute of Technology Patna, India
Professor Yanyan Wang
Shanghai University of International Businessand Economics, China

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees,
is overseen by conference Organising Committee members under the guidance of the Academic
Governing Board. Review Committee members are established academics who hold PhDs or otherterminal degrees in their fields and who have previous peer review experience.

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The European Conference on Education 2018
The European Conference on Language Learning 2018

ECE/ECLL2018
BRIGHTON, UK
www.ece.iafor.org | www.ecll.iafor.org
IICEDubai2018 / IICLLDubai2018 conferencedelegates receive a 10% registration discount100 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORECE/ECLL2018 Conference Theme“Surviving and Thriving:
Education in Times of Change”
Venue & Location: The Jurys Inn Brighton Waterfront, Brighton, UK
Dates: Friday, June 29, 2018 t​ o Sunday, July 01, 2018
Final Abstract Submission Deadline: April 16, 2018
Advance Registration Deadline for Presenters: April 16, 2018
Final Registration Deadline for Presenters: May 16, 2018
For the fifth consecutive year, The European Conference on Education (ECE) will beheld alongside The European Conference on Language Learning (ECLL) bringing
together delegates from many different national, cultural and linguistic backgrounds
to Brighton, UK, to present new research and exchange ideas. This exceptional
platform welcomes speakers and delegates for challenging debate and stimulating
discussions around the latest concepts and approaches in Education and Language
Learning.
These two events are scheduled simultaneously to maximise opportunities forinterdisciplinary discussion and interaction. Registration for either conference allows
participants to attend sessions in the other.
In conjunction with our Global Partners, including the University of Sussex (UK)and Birkbeck, University of London (UK), we look forward to extending you a warm
welcome in 2018.
For more information and to submit an abstract visit:www.ece.iafor.org or www.ecll.iafor.org
Image | The Royal Pavilion, Brighton, UK#IAFOR | IICEDubai2018 / IICLLDubai2018 | IAFOR.ORG | 101

Upcoming Events

www.iafor.org/conferences

Kobe, Japan, 2018

Tokyo, Japan, 2018

March 22–24

October 5–7

The Asian Conference on
Psychology & the Behavioral Sciences(acp.iafor.org)
The Asian Conference on
Ethics, Religion & Philosophy(acerp.iafor.org)

March 26–28

The Asian Conference on
Education & International Development(aceid.iafor.org)

March 30 – April 1

The Asian Conference on Arts & Humanities(acah.iafor.org)

April 27–30

The Asian Conference on Language Learning(acll.iafor.org)

June 1–3

The Asian Conference on Cultural Studies(accs.iafor.org)
The Asian Conference on Asian Studies(acas.iafor.org)

June 8–10

The Asian Conference on the Social Sciences(acss.iafor.org)
The Asian Conference on
Sustainability, Energy & the Environment(acsee.iafor.org)
The Asian Conference on Aging & Gerontology(agen.iafor.org)

102 | IAFOR.ORG | IICEDubai2018 / IICLLDubai2018 | #IAFORThe IAFOR Conference on Innovation – Tokyo(ici-tokyo.iafor.org)

October 9–11

The Asian Conference onMedia, Communication & Film(mediasia.iafor.org)

October 13–15

The Asian Conference on Education(ace.iafor.org)
The Asian Undergraduate Research
Symposium (AURS)(aurs.iafor.org)

Upcoming Events

www.iafor.org/conferences

Brighton, UK, 2018

Barcelona, Spain, 2018

June 29 – July 1

July 13–15

July 3–4

Hong Kong, 2018

The European Conference on Education(ece.iafor.org)
The European Conference on
Language Learning(ecll.iafor.org)

The European Conference on
Psychology & the Behavioral Sciences(ecp.iafor.org)
The European Conference on
Ethics, Religion & Philosophy(ecerp.iafor.org)

July 6–7

The European Conference on the Social Sciences(ecss.iafor.org)
The European Conference on
Sustainability, Energy & the Environment(ecsee.iafor.org)

July 9–10

The European Conference on Arts & Humanities(ecah.iafor.org)
The European Conference onMedia, Communication & Film
(euromedia.iafor.org)

The IAFOR International Conference on the City
(city.iafor.org)
The IAFOR International Conference on
Global Studies(global.iafor.org)

December 5–7

The IAFOR Conference on Heritage – Hong Kong
(heritage-hongkong.iafor.org)

Honolulu, USA, 2019
January 3–5

The IAFOR International Conference on
Education – Hawaii(iicehawaii.iafor.org)
The IAFOR International Conference on
Sustainability, Energy & the Environment – Hawaii(iicseehawaii.iafor.org)

Learn more about the IAFOR Research Centre
at Osaka University

iafor

THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター

The IAFOR Research Centre (IRC) is a politically independent international
interdisciplinary think tank based at Osaka School of International Public
Policy (OSIPP), at Japan’s Osaka University, that conducts and facilitatesinternational and interdisciplinary research projects. The main focus is
to encourage mutual international and intercultural understanding andcooperation in line with IAFOR’s mission of encouraging interdisciplinary
discussion, facilitating heightened intercultural awareness, promotinginternational exchange, and generating and sharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students totake part in international conferences and research projects, in line with
the Osaka University’s Global 30 commitments from Japan’s Ministry of
Education, Culture, Sports, Science and Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/