THE IAFOR HAWAII CONFERENCE SERIES 2017

EDUCATING FOR
CHANGETHE INTERNATIONAL ACADEMIC FORUM PRESENTS
THE IAFOR INTERNATIONAL CONFERENCE ON EDUCATIONTHE IAFOR INTERNATIONAL CONFERENCE ON TECHNOLOGY IN THE CLASSROOMTHE IAFOR INTERNATIONAL CONFERENCE ON LANGUAGE LEARNING

THE HAWAII CONVENTION CENTER, HONOLULU, HAWAII, USA
JANUARY 8–10, 2017

IAFOR Hawaii
Conference
Series 2017
Education
Technology in the Classroom
Language LearningConference Theme:
Educating for Change
Education
Why are we in teaching and learning if not to be able to help enrich the lives of our students? Educational
institutions at all levels, and of all types, should continue to strive for social change in today’s world. Beyond
the apparent simplicity of our conference theme, however, there is great scope for wide-ranging responses tothe question of just how we go about educating for change, through examination of the inherent challenges andresponsibilities faced by educators the world over.
Education, too frequently, is the victim of politics, and, worse, sometimes ideologies. Politicians and bureaucrats
devise and implement policies to effect change that range from curriculum structure and goals to manipulating
budgets on behalf of interest groups and their lobbyists. Questions relating to accountability, transparent governanceand community relations are too frequently avoided.
Within the classroom itself, bridging the gap between policy, theory and practice, whether traditional or virtual,teachers and professors de facto become, at varying levels, agents for change. Beyond providing students withresources for study in given fields, they also support them by often being seen as acting not merely as mentors, butalso as role models.
These issues are part of the global transformation affecting all human civilisation. How can we as teachersfunction effectively in a very uncertain environment? How do we help to equip our students with the intellectualand existential tools they require? How do we narrow the gap between theory and practice? How do we makedecisions about curriculum and course context in the face of political pressure and social norms? What is the roleof interdisciplinary studies in educating for change? And, at the macro level, how can we stimulate awareness of
issues such as education assisting the promotion of social justice?

Technology in the Classroom“Technology” and “change” are two of the most commonplace words in education today. For educators, learners,
policymakers and researchers the questions and concerns frequently revolve around managing constantly changing
technology, claims for improvements that technology will bring to the classroom and beyond, and changes thatlearners and teachers must accommodate themselves to. However, “educating for change” is not about any of theseconcerns. “For” forces us to examine the changes we wish to create first. What are our purposes? Why do we value
certain changes over others? And then, how do we apply technology for the purpose of realising those changes?
A useful lens is to return to underlying definitions of learning to help us examine some of the changes that are
possible in learning.
Applying technology to education and learning can change our behavior and the behaviors of our learners. We
have all established new habits of mind through our interaction with technology.
Technology can be a powerful tool to augment learners’ capacities to construct and therefore change knowledge
and change themselves.
Technology may free us from old frames of reference by allowing learners and teachers to communicate farther andfaster, as well as with more people who have more varied personal experiences, than ever before.
However, technology will not help us achieve any of those changes unless we choose them first, keep those choices
in mind, and then use the expertise of others. When technologists learn from psychologists, designers, sociologists
and economists or artists we can best reach our desired goals.

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Conference Theme:
Educating for Change
Language Learning
Whether we are looking at why we must change, how education has changed or even how education will change,change affects all of us involved in language education in many ways. Administrators, teacher trainers, teachers,
students: we all wear many hats and we all come face-to-face with change, sometimes on a daily basis. Positivechange is about improvement: improving proficiency, improving lives, helping learners achieve their goals anddreams and ultimately, broadening horizons.
In our work as educators we are often asked to effect change – that we are change-makers can be seen in the new
curriculums, new material, and even new techniques or methods that we develop. For those of us who conduct
research, our research is often focused on finding “better” or more effective ways of teaching often measured
in outcomes such as students entered with an average of X and improved to an average of Y. In such a case,improvement = change! But change is also an area of research, as can be seen by looking at journals such as the
Journal of Educational Change, Changes in Higher Education, Culture and Change, and Educational Research for Social Change, tomention four. It is a serious area of study, and one worth our attention.
The focus of the last journal mentioned above is worth looking at. Change is not only about test scores or proficiency
going up. It is also about lasting change in one’s life, life choices, and looking beyond us as individuals to the society
we live in. Social change and a focus on improving the societies we live in is another outcome of education. In
recent years, there has been a focus on language and identity, as well as an embrace of sociocultural theory andlanguage development.
At the same time change for the sake of change is not a good reason for change. There is often a tension between
the status quo (which is not always bad) and the desire to change. As invested members of our field, we need to
be able to examine change, identifying and applying that which is appropriate and will further our goals while
also having the wisdom and gumption to reject change that does not make sense. As Dewey said, “reforms which
rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or
outward arrangements are transitory and futile.”
And so we welcome you to this year’s conferences, where we can examine change in ways that are important toeach of us. What are its challenges, its complexities, and its constraints? It is electrifying to think about the wideranging conversations we will have as we consider how we can go about educating for change the world over.
– The 2017 Organising Committees
Professor Steve Cornwell
Osaka Jogakuin University, Japan

Professor Barbara Lockee
Virginia Tech, USA

Dr Joseph Haldane
The International Academic Forum (IAFOR)

Professor Ted O’Neill
Gakushuin University, Japan

Professor Curtis Ho
The University of Hawai’i at Manoa, USA

Kiyoshi Mana
The International Academic Forum (IAFOR)

Professor Sue Jackson
Birkbeck, University of London, UK

Dr James W. McNally
University of Michigan, USA

Dr A. Robert Lee
Nihon University (retd.), Japan

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 3

The Reverend Professor
Stuart D. B. Picken (1942-2016)
It is with sadness that we inform our friends of IAFOR that the Chairman of the organisation, the late Reverend
Professor Stuart D. B. Picken, passed away on Friday, August 5, 2016.
Stuart Picken was born in Glasgow in 1942 and enjoyed an international reputation in philosophy, comparative
religious and cultural studies, but it is as a scholar of Japan and Japanese thought for which he will be best
remembered, and as one of the world’s foremost experts on Shinto.
Picken entered University of Glasgow, Scotland, aged 16 to study divinity and philosophy, and his studies
culminated with a doctorate that looked at Christianity and the work of Kant. In 1966 he was ordained in the
Church of Scotland, and began his career as a minister in Orkney.
However, his curiosity led him from isolated rural Scotland to the world’s largest city, and following a visit to Tokyo
on a Rotary scholarship, 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 andcultural studies of Japan, at a time when the country was emerging from the shadows of the Second 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 thewest as pagan and primitive, or unjustly caricatured for its wartime associations.
As Japan emerged as an economic superpower in the 1970s and 1980s, and given his growing prominence asan academic, Picken was much in demand as part of a period in which Japanese wanted to learn more about
themselves as seen through the eyes of the West, and where Western businesses were eager to learn from the allconquering Japanese model. By then fluent in Japanese, he served as a business consultant to such corporations
and also served as a consultant to various businesses, including Jun Ashida Ltd., Mitsui Mining & Smelting Corp.,
Kobe Steel and Japan Airlines. During this period he was active in the St Andrew Society, and founded the Tokyo
Highland Games, which is still an annual event.
The author of a dozen books and over 130 articles and papers, Picken was to stay at ICU for 25 years, where
he was a popular lecturer and mentor to both Japanese and visiting scholars, serving tenures as Chairman of theDivision of Humanities from 1981 to 1983, and as Director of Japanese Studies from 1995 to 1997, as well asconcurrently founding Director of the Centre for Japanese Studies at the University of Stirling, Scotland from1985 to 1988. A keen amateur footballer, whose devotion to Japan was rivalled only by that he felt for Glasgow
Rangers, he continued to play into his fifties at ICU, encouraging many students to take up the sport.
He left ICU in 1997, and from then until 2004 served as the founding Dean of the Faculty of Foreign Languages
and Asian Studies at Nagoya University of Commerce and Business, and the founding Dean of the Graduate
School Division of Global Business Communication from 2002 to 2004.
Upon his retirement from his academic posts, he returned to Scotland to re-enter the ministry as minister ofthe linked charge of Ardoch with Blackford in 2005, yet he continued his academic and Japanese interests as the
Chairman of the Japan Society of Scotland.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding between his
adopted country 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 UK. He also served as the International Adviser to the High Priest of the
Tsubaki Grand Shrine, one of Japan’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 andinternational awareness and understanding. In the years immediately preceding his illness, he continued to lecture
throughout the world, in Europe, North America, Asia and the Middle East.
He is survived by his wife, Hong Wen, and children, Fiona, Jeannette, William and Lynn.
4 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Welcome from the
President of IAFOR
Dear Colleagues,
Welcome to Hawaii, where, for the second consecutive year, the lively, cosmopolitan city of Honolulu is our hostfor The IAFOR Hawaii Conference Series.
The IAFOR International Conference on Education – Hawaii 2017 (IICEHawaii2017), The IAFOR International
Conference on Technology in the Classroom – Hawaii 2017 (IICTCHawaii2017) and The IAFOR International
Conference on Language Learning – Hawaii 2017 (IICLLHawaii2017) are taking place alongside each other thisweek as the second of IAFOR’s two back-to-back interdisciplinary events.
As a prominent and ongoing feature of the story of these islands, change makes a fitting theme for our trio ofconferences set here against the rich cultural and historical backdrop of the Hawaiian archipelago. For the next threedays, questions of just how we go about educating for change will occupy us as we explore new ideas and establish
new connections and partnerships.
I would like to thank the conference Organising Committees for their efforts in making this event happen, including
Featured Panellists Professor Curtis Ho of the University of Hawai’i at Manoa, USA and Professor Ted O’Neill of
Gakushuin University, Japan.
I would also like to thank our Keynote Speaker, Dr Linda Furuto of the University of Hawai’i at Manoa, USA, andFeatured Speakers, including Dr Kristin Palmer, University of Virginia, USA and Professor Ken Urano, HokkaiGakuen University, Japan, who will present during the Plenary Session. Another important thank you goes to ourinstitutional partners, in particular the University of Hawai’i at Manoa, for their support and contributions tomaking the concept of an international academic forum a reality for this conference.
And finally, my thanks to each and every one of you for attending this event. I look forward to meeting you all overthe coming days, and encourage you to make the most of the opportunities for engagement and interaction you
encounter here.
Warm regards,
Joseph Haldane
Chairman & CEO, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, Japan

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 5

6 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Conference
Guide

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 7

Sunday at a Glance
January 8, 201708:30-09:00

Conference Registration | Room: 317B (3F)

09:00-09:15 Announcements and Welcome Address | Room: 320 (3F)
Kiyoshi Mana, Director of International Operations, The International Academic Forum (IAFOR)
Joseph Haldane, Chairman & CEO, The International Academic Forum (IAFOR)
09:15-10:00 Keynote Presentation | Room: 320 (3F)
Pacific Ethnomathematics: Navigating Ancient Wisdom and Modern Connections
Linda Furuto, University of Hawai’i at Manoa, USA
10:00-11:00 Featured Panel Presentation | Room: 320 (3F)
Aloha as a Way of Being: Hawaiian Perspectives on Learning
Uncle Bruce Keaulani, Living Life Source Foundation, USA
Michael Salzman, University of Hawai’i at Manoa, USA
Aunty Kehaulani Lum, Living Life Source Foundation, USA
Xu Di, University of Hawai’i at Manoa, USA
11:00-11:30

Coffee Break

11:30-11:45

Screening of The Greatest Gift by IAFOR Media| Room: 320 (3F)

11:45-12:30 Featured Panel Presentation | Room: 320 (3F)
Educating for Change: Challenging and Preserving Traditional Cultures
Chair: Joseph Haldane, IAFOR
Panellists: Curtis Ho, University of Hawai’i at Manoa, USA & Ted O’Neill, Gakushuin University, Japan
12:30-13:30

Lunch Break

13:30-14:15 Featured Presentation | Room: 320 (3F)
Developing and Implementing an English for Specific Purposes Syllabus for Business Majors in JapanKen Urano, Hokkai-Gakuen University, Japan
14:15-14:45 Featured Presentation | Room: 320 (3F)
Bringing Global Stories into the Classroom Through OER and MOOCs
Kristin Palmer, University of Virginia, USA
15:00-16:30

Parallel Session I

16:30-17:30

Poster Session | Room: 317B (3F)

18:00-19:30 Welcome Reception | Room 320 (3F)
Join fellow delegates for a drink or two at the Welcome Reception. All registered presenters andaudience members are very welcome to attend.
8 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday at a Glance
January 9, 201708:30-17:00

Conference Registration | Room 317B (3F)

09:00-10:30

Parallel Session I

11:00-11:30

Coffee Break

10:45-12:45

Parallel Session II

12:45-13:30

Lunch Break

13:30-14:30 Featured Workshop | Room: 318A (3F)
Doing Interdisciplinary Research and Publishing – Some Lessons Learned
Amanda Müller, Flinders University, Australia
14:45-15:45

Parallel Session IV

16:00-18:00

Parallel Session V

Tuesday at a Glance
January 10, 201708:30-15:00

Conference Registration | Room 317B (3F)

09:00-10:30

Parallel Session I

10:30-10:45

Coffee Break

10:45-12:45

Parallel Session II

12:45-13:45

Lunch Break

13:45-15:15

Parallel Session III

15:15-15:30

Coffee Break

15:30-16:00

Closing Session | Room: 318A (3F)

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 9

Introducing IAFOR’s Academic Grants
and 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. From Spring 2017
IAFOR is offering 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 the appropriateness of the educational opportunity in relation to the applicant’s field ofstudy, financial need, and contributions to their community and to IAFOR’s mission of interdisciplinarity.
Scholarships will be awarded based on availability of funds from IAFOR 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 andbeen 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 yourabstract to the conference you would like to attend and select the checkbox for the relevant award during
the submission process.

For more information please visit
www.iafor.org/financial-support

Getting to the Conference
The Hawai’i Convention Center is centrally located in the heart of Honolulu, at the gateway to Waikiki, on thecorner of Kalakaua Avenue and Kapiolani Boulevard. The venue can easily be reached by both car and bus.
Venue Address
Hawai’i Convention Center, 1801 Kalakaua Ave, Honolulu, Hawaii, HI 96815, USA
Driving Directions from Honolulu International Airport• Upon exiting the airport terminal, take the H-1 east on-ramp• Stay in your right lane and exit onto Nimitz Highway• Drive approximately six miles on Nimitz Highway (which later becomes Ala Moana Blvd)• Turn left onto Atkinson Drive• Turn right onto Kapiolani Avenue• Turn right onto Kalakaua Avenue• Entrance to the parking garage is on the rightPublic Bus Transportation (“TheBus”)
Public transportation to the Hawai’i Convention Center from the airport and all parts of Oahu is available on“TheBus”. For information on routes, times and fares, call (808) 848-5555 or visit their website at www.thebus.org.
Around the Conference Venue
Located within walking distance of Waikiki, the Hawai’i Convention Center is a large, modern events venue
conveniently located 8 miles (12 km) from the Honolulu International Airport, within 1.5 miles of 28,000 hotel
rooms in all price categories, and adjacent to an array of shopping, dining, and entertainment venues.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 11

Conference Guide
Information and Registration
If you have already paid the registration fee, you will be able to pick up your registration pack and name card at theConference Registration and Information Desk. The Conference Registration and Information Desk will be locatedat the following locations during the conference:
Sunday		Monday 		Tuesday 		

08:30-17:00 – Room 317B (3F)
08:30-17:00 – Room 317B (3F)
08:30-15:00 – Room 317B (3F)

If you have any questions or concerns, IAFOR staff and local volunteers will happily assist you in any way they can.
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.
Smoking
Smoking is not permitted in the Hawai’i Convention Center. Please smoke outside the building in the designatedsmoking areas.
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.
BadgesWhen you check in, you will receive a registration pack, which includes your name badge. Wearing your badge isrequired for entrance to the sessions. You must wear your badge at all times during the conference. There are fourcolours of badges indicating the type of conference participant:Green: Presenters and General Audience
Yellow: Keynote and Featured Speakers
Red: Conference Exhibitors and Affiliates
Black: IAFOR Staff & Board Members
Photo/Recording Waiver
There may be photography, audio and video recording at the conference. By entering the event premises you giveconsent to the use of your photograph, likeness or video or audio recording in whole or in part without restriction
or limitation for any educational, promotional, or other purpose for distribution.
Eating & Drinking
Food and drink (excluding water) are not allowed in the presentation rooms.
Refreshment Breaks
Complimentary coffee, tea, and water will be available during the scheduled coffee breaks at the Plenary Session
on Sunday morning in Room 320 (3F), and in Room 317B (3F) during the rest of the conference. Light snacks will
also be provided.
Lunch
Lunch on Sunday, Monday and Tuesday is included in the conference registration fee. Lunches will be distributed
from 12:30 in Room 317B (3F). Please remember to bring your conference name badge as you will need to show
this in order to claim your lunch. Lunches will be available until 14:00.
There is also an excellent choice of restaurants and cafes within walking distance of the venue.

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Conference Guide
Conference Abstracts
All conference abstracts are available online. Please visit papers.iafor.org for a searchable database of abstracts.
Alternatively, download the IAFOR Events application, free of charge, from appstore.com/iaforevents on iPad or
iPhone, or from the Google Play store for Android users.
Oral Presentations & Workshop Presentations
Oral Presentation Sessions will run from 15:00 on Sunday and from 09:00 on Monday and Tuesday morning. They are
generally organised 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.
Presentation Length
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. Anyremaining session time may be used for additional discussion.
Presentations & Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote and connected toa 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 recommend that you bring two copies of your presentation in caseone fails, and suggest sending yourself the presentation by email as a third and final precaution.
Session Chairs
Session Chairs are encouraged 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 the presentations. Each presenter should have no morethan 25 minutes in which to present his or her paper and respond to any questions. Please follow the order in the
programme, and if for any reason a presenter fails to show up, please keep to the original time slots as delegates use
the programme to plan their attendance.
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.
Presentation Certificates
Poster Presenters can pick up a certificate of presentation from the Registration Desk. All other presenters will
receive a certificate of presentation from their Session Chair or a member of staff at the end of their session.
A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own or to those of otherpresenters. Presenters are reminded that the time slots should be divided fairly and equally between the number ofpresentations, and that presentations should not overrun. Please refrain from discussion until after presentations
have ended and ensure that mobile phones are switched off or set to silent mode during presentations.
Poster Sessions
The Poster Session is 60 minutes in length and will be held in Room 317B (3F) on Sunday from 16:30-17:30.
Poster Requirements
The poster display boards are 1,800 mm high x 900 mm wide and pins and tape will be provided for putting posters
up. Please be aware that there are no on-site facilities for printing posters.
Conference Proceedings
The Conference Proceedings are published on the IAFOR website (www.iafor.org), and can be freely accessedas part of IAFOR’s research archive. All authors may have their full paper published in the online Conference
Proceedings. Full text submission is due before February 10, 2017 through the online system. The proceedings will
be published on March 10, 2017. Authors will have PDF copies of their offprints emailed to them by April 10, 2017.
IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 13

Hawai’i Convention Center
Floor Plan | Level 1

14 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Hawai’i Convention Center
Floor Plan | Level 3

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 15

16 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

IAFOR Journals
www.iafor.org/journals

The International Academic Forum’s journals conform to the highest academic standards of international peer review, and are
published in accordance with the IAFOR's commitment to make all of our published materials available online.
How are journal editors appointed?
Journal editors are appointed by The International Academic Forum’s leadership, under the guidance of the International
Advisory Board. The term of appointment is for one issue, to be renewed by mutual consent.
How do we ensure academic integrity?
Once appointed, the journal editor is free to appoint his or her own editorial team and advisory members. All papers publishedin the journal have been subjected to the rigorous and accepted processes of academic peer review. Neither editors nor membersof 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 to the 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 and are organised thematically. Papers
included in the associated Conference Proceedings may be considered for reworking by the editor(s), and are then subjected tothe same processes of peer review as papers submitted by other means.

Journal Editors
IAFOR Journal of Arts & Humanities
Dr Alfonso Garcia Osuna
Hofstra University, USA

IAFOR Journal of Media, Communication & Film
Dr James Rowlins
Singapore University of Design and Technology, Singapore

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

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

IAFOR Journal of Education
Dr Bernard Montoneri
Tamkang University, Taiwan

IAFOR Journal of Language Learning
Dr Ebru Melek Koç
Izmir Institute of Technology, Turkey

IAFOR Journal of Business & Management
Dr Anshuman Khare (Guest Editor)
Athabasca University, Canada

IAFOR Journal of Politics, Economics & Law
Dr Craig MarkTokyo Denki University, Japan

IAFOR Journal of the Social Sciences
Dr Tingting Ying
University of Nottingham, China

IAFOR Journal of Cultural Studies
Professor Holger Briel
Xi’an Jiaotung-Liverpool University, China

IAFOR Journal of Ethics, Religion & Philosophy
Professor Lystra Hagley-Dickinson
University of St Mark & St John, UK

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

IAFOR Journal of Sustainability, Energy & the Environment
Dr Alexandru-Ionut Petrisor
University of Architecture and Urban Planning, Romania
URBAN-INCERC, Romania

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 17

Submit your research to the
IAFOR Journal of Education• Fair and rigorous peer
review process• No submission or
publication fees
• Editorially independent• Freely available online to a
global academic audience

The IAFOR Journal of Education
is calling for submissions for a
special issue on “Technology in
the Classroom”.
Submission deadline: May 1, 2017
For details of how to submit yourpaper, view the Author Guidelines
on the journal website: joe.iafor.org

The IAFOR Journal of Education is an internationally reviewed and editorially independentinterdisciplinary journal associated with IAFOR’s international conferences on Education andTechnology in the Classroom. Like all IAFOR publications, it is freely available to read online, andis free of publication fees for authors. The first issue was published in July 2012, and the journal
continues to publish annually.
All papers are reviewed equally according to standard peer review processes, regardless ofwhether or not the authors have attended a related IAFOR conference.

Keynote& Featured
Speakers

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 19

Pacific Ethnomathematics: Navigating
Ancient Wisdom and Modern Connections
Keynote Presentation: Linda Furuto
Sunday, January 8 | 09:15-10:00 | Room: 320 (3F)
In an effort to address issues of equitable and quality mathematics education, culturally-responsive strategies are explored in diverse
populations through research and praxis. Defined as the intersection of historical traditions, sociocultural roots, linguistics, and mathematics,
ethnomathematics encourages the investigation and adaptation of these concepts within formal and informal environments (D’Ambrosio,
2001; Greer, Mukhodpadhyay, Powell, & Nelson-Barber, 2009). Ethnomathematics is a tool to foster an ongoing process of navigating
and wayfinding by: (1) respecting and celebrating cultural systems and practices in experiential, place-based education, (2) strengthening
student engagement pathways through multiple approaches to learning mathematics, and (3) providing a framework for sustainable campuscommunity networks (Boaler, 2002; Palhares & Shirley, 2012).
Promising practices include a National Science Foundation funded Mathematics Center, University of Hawai’i Ethnomathematics and STEM
Institute, and local and global partnerships. The Polynesian Voyaging Society canoe Hōkūle’a, “star of gladness”, is a vehicle to explore
ethnomathematics applications as we strive to honor ancient wisdom and modern connections. For example, Hōkūle’a is internationallyrenowned for the role it has played in rekindling the Pacific Island traditions of non-instrument wayfinding, astronomy, marine science,and celestial navigation (i.e., sun, moon, stars, winds) based in mathematics principles. In the past four decades, Hōkūle’a has sailed over
150,000 nautical miles, and inspired a revival of voyaging and indigenous practices around the world (Finney, Kilsonky, Somsen, & Stroup,
1986; Furuto, 2014). Hōkūle’a is currently circumnavigating the globe from 2013-2017 on the Mālama Honua Worldwide Voyage, and thepresenter is grateful to have been on the first international leg from Hawai’i to Tahiti, and subsequent voyages to American and Western
Samoa, Olohega (Swain’s Island), Aotearoa (New Zealand), South Africa, Washington, D.C., and New York City, sailing with leaders such as
United Nations Secretary General Ban Ki-moon, His Holiness the 14th Dalai Lama, and Archbishop Desmond Mpilo Tutu. The mission of
the Mālama Honua Worldwide Voyage of Hōkūle’a is to care for all people and places like they are ‘ohana’ (family). It is a culture of caring
for our students, schools, and home that we call island earth.

***

Dr Linda H. L. Furuto was born and raised in Hau’ula on the North Shore of O’ahu, Hawaii. She is an Associate Professor of Mathematics
Education at the University of Hawai’i at Mānoa College of Education. Prior to joining the UHM, Dr Furuto was an Associate Professorof Mathematics, Head of Mathematics and Science, and Founder of the Mathematics Center at the University of Hawai’i – West O’ahu.
Dr Furuto completed her PhD at the University of California, Los Angeles, received her Master’s degree from Harvard University, and her
Bachelor’s degree from BYU. Her research interests include quantitative research methodology, ethnomathematics, and educational accessand equity. Over the past 15 years, Dr Furuto has been a Visiting Scholar of Mathematics at the University of Tokyo, worked with students
in the Boston public school system as a research-practitioner in Harvard University’s “Inventing the Future” project, taught mathematics
and music at the Technical College in Suva, Fiji, collaborated with the East-West Center and Ministry of Education of Vietnam on theInternational Forum for Education 2020 initiative, and helped to design educational programs with the Polynesian Voyaging Society. In
addition, Dr Furuto has researched and consulted at the East-West Center, US Department of State, UCLA Center for International andDevelopment Education, and Pacific Resources for Education and Learning. She received the Pacific Business News’ Top Forty Under
40 Award in 2010, the University of Hawai’i Board of Regents Frances Davis Award for Excellence in Teaching in 2011, University of
Hawai’i Board of Regents Medal for Excellence in Teaching in 2012, and was featured on PBS Hawai’i’s Long Story Short in 2016. She ishumbled to be engaged in the 2013-2017 Mālama Honua Worldwide Voyage on the Hōkūle’a voyaging canoe to collectively care for ourplanet through island wisdom and global connections.
20 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Aloha as a Way of Being: Hawaiian
Perspectives on Learning
Featured Panel Presentation: Xu Di, Uncle Bruce Keaulani, Aunty
Kehaulani Lum and Michael Salzman
Sunday, January 8 | 10:00-11:00 | Room: 320 (3F)
Cultures address essential human needs both psychologically, physiologically, and spiritually. As indigenous peoples have beentraumatized and have suffered much as a result of contact with colonizers, there have been concerted efforts toward cultural
reconstruction and recovery throughout the indigenous world. The first presenter will offer a context for understanding thecultural disruption and subsequent efforts to recover one’s culture.
Sharing the Hawaiian philosophy of Aloha, the two panelists illustrate through the use of Hawaiian chant (oli), dance (hula), andhealing as holistic, interactive ways of teaching and learning. These exemplify the possibilities for cultural revitalization in the 21st
century. The audience will be invited to engage in an open discussion about the implications for an enriched way of understanding
and being that rests upon the Hawaiian notion of Aloha, creating wellbeing for all.

***Dr Xu Di (许笛) is a professor in the Department of Education Foundations, College of Education, University of Hawai’i atMānoa, USA. She is a member of the board of examiners for the National Council for Accreditation of Teacher Education(NCATE, now Council for Accreditation of Educator Preparation [CAEP]), which has provided national accreditation for teacher
education programs in the United States since 2007.
Bruce Yoshio Keaulani was born and raised in Waikiki, one of two sons of “Ox” Keaulani, a beachboy who surfed with Duke
Kahanamoku, and Janet Kaneda Keaulani, the daughter of a Buddhist priest from Niigata Prefecture. Uncle Bruce is the CEO and
Kahu of Living Life Source Foundation, in Pu’ulena, Mānoa, and Professor of Kaito Gakko, a school of peace martial arts, where
he carries the lineage of Doctor Kaito, Uncle David Nuuhiwa.
Aloha. I am Kehaulani Lum from Aiea, Oahu. Mahalo nui loa for the opportunity to serve the youth and families of Hawai’i Nei.
My paternal family ties are to Nanakawaaokeoua, of Kawaihae, Hawaii, Kapou of Wailea, Hawaii, Waiehu of Waipio, Hawaii,
Helela of Anahulu, Oahu, Kailiahi and Akana of Aiea, Oahu, Hulilani of Mokuoeo, Oahu, and Lum of Kalihi, Oahu. My maternalfamily ties connect to Taua of Hana and Lahaina, Hubbell of Makawao and Pukalani, Keawe and Haia of Hana, and Keanu of
Wailuku. I appear today as the Board Secretary of Living Life Source Foundation and a student of Uncle Bruce Keaulani.
Dr Michael B. Salzman is a professor and chair of the Department of Educational Psychology at the University of Hawai’i
at Manoa, USA. He is a licensed psychologist and has published in the areas of cross-cultural psychology, cultural psychology,intercultural conflict, intercultural sensitivity training, multicultural counseling and cultural trauma and recovery among indigenous
peoples and the effects of globalization on culture and anxiety.
Full biographies available at iicehawaii.iafor.org
IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 21

Educating for Change: Challenging and
Preserving Traditional Cultures
Featured Panel Presentation: Curtis Ho & Ted O’Neill
Chair: Joseph Haldane
Sunday, January 8 | 11:45-12:30 | Room: 320 (3F)This interdisciplinary panel will discuss how we educate for positive change, striking a balance between the need to challenge
while also respect and preserve local and indigenous cultures and their languages. The panellists will draw on their backgrounds
in general education, language learning, and educational technology to discuss how policymakers and teachers deal with theoften conflicting goals and inherent difficulties involved in educating for change by drawing on examples from both thelocal Hawaiian experience, as well as comparing and contrasting from different educational systems from around the world.
This panel will include extracts from The Greatest Gift, a short documentary produced by IAFOR in association with
the HOPE International Development Agency, Japan and which features the Pamulaan Center for Indigenous Peoples
Education in Davao, Philippines. The Pamulaan Center’s mission is focused on providing indigenous youth with scholarships
to university with the expectation that those recipients return to their communities and guide the next generation of IP youth
thus creating a sustainable education cycle.

***

Dr Curtis Ho is Professor, Department Chair and Graduate Chair of the Learning Design and Technology department at the
University of Hawai’i at Manoa. He has been a UH faculty member for over 30 years, teaching graduate and undergraduate
courses in educational media research, interactive multimedia, web-based instruction, distance education, video technology,
and computer-based education. He has taught courses in American and Western Samoa and Saipan, and was the first to offer acourse statewide over the Hawai’i Interactive Television System.
Ted O’Neill is a professor at Gakushuin University, Tokyo. He recently held the position of Associate Professor of English in
the College of Liberal Arts and Sciences at Tokyo Medical and Dental University. Previously, he taught in the English Language
Program at J. F. Oberlin University where he also served as Coordinator for the Foundation English Program. Ted was co-editorof The Language Teacher for the Japan Association for Language Teaching (JALT) and currently serves on the JALT National
Board of Directors as Director of Public Relations. He received an MA in ESL and Bilingual Education from the Universityof Massachusetts/Boston, USA.
Joseph Haldane is the Chairman & CEO of The International Academic Forum (IAFOR). Dr Haldane holds a PhD from the
University of London in 19th-century French Studies. From 2002 to 2005 he held full-time faculty positions at the Universityof Paris XII (Paris-Est Créteil) and Sciences Po Paris. Dr Haldane is now a Guest Professor at Osaka University’s School ofInternational Public Policy (OSIPP), where he teaches on the postgraduate Global Governance Course.
Full biographies available at iicehawaii.iafor.org
22 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Developing and Implementing an English
for Specific Purposes Syllabus for Business
Majors in Japan
Featured Presentation: Ken Urano
Sunday, January 8 | 13:30-14:15 | Room: 320 (3F)English is a compulsory subject in secondary education in Japan, but most students, as well as teachers, do not have a clear
goal for learning it because the number of people who actually need English in their lives is rather small. However, there is acertain demand for training of English for Specific Purposes (ESP) in such fields as engineering, medicine, and business, where
communication in English is sometimes unavoidable. Such a demand is best accommodated at universities and colleges where
the curriculum is set to help students develop skills to work in certain professions. In this talk I will first provide an overview
of research and practice in ESP in Japan. I will then share my own experience as a teacher and curriculum developer at myworkplace, where students learn English for business purposes.

***

Ken Urano is a professor at the Faculty of Business Administration, Hokkai-Gakuen University, in Sapporo, Japan, where hemainly teaches English to business students. He is also a visiting professor on the Graduate Program in Foreign Languages,
Nagoya Gakuin University, where he supervises master’s students in English. His research interests include second language
acquisition (SLA), especially acquisition of morphology and syntax, research methodology in SLA, task-based language teaching,English for specific purposes, and computer-assisted language learning.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 23

Bringing Global Stories into the Classroom
Through OER and MOOCs
Featured Presentation: Kristin Palmer
Sunday, January 8 | 14:15-14:45 | Room: 320 (3F)
Does your institution believe it is important to provide global experiences to the students and faculty? This session will
walk through different examples at the University of Virginia (UVa) of how global perspectives were brought into theclassroom through the use of open educational resources (OER) and massive open online courses (MOOCs). Examples
will illustrate how engaging with students in Sub-Saharan Africa helped one set of faculty broaden and deepen theirunderstanding of business in emerging economies. Another example will illustrate lessons learned by students who wererequired to participate in a MOOC discussion forum as part of their course grade. These students had many learning
moments that were not anticipated, such as what to do when you say something inaccurate to millions of people. A final
example will be using online courses to provide educational experiences to UVa students studying abroad and designingthese courses to imbue a sense of place connecting the students back to UVa while abroad.

***

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

24 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Doing Interdisciplinary Research andPublishing
Featured Workshop: Amanda Müller
Monday, January 9 | 13:30-14:30 | Room: 318A (3F)Dr Müller will discuss practical strategies for conducting interdisciplinary research and publishing in reputable journals. She
will provide examples of the lessons learned from her own journey thus far, both positive and negative. Dr Müller will giveher own key principles about forming effective research teams, and then discuss how to go about choosing an appropriate
outlet to disseminate research findings. Following on from the main presentation, a hands-on workshop will help members to
identify their own individual strengths (such as the skill sets they can bring to a research project and team) and discover theirown opportunities for future research.

***

Dr Müller is a Senior Lecturer at Flinders University in Australia where she teaches English for Specific Purposes. Among her
achievements are: reaching the top three finalists for a national award for innovative work in nursing; being an invited speaker
on language testing and then on clinical communication; acting as a consultant for multicultural aged care support; receiving
two international quality badges for her computer games; gaining a Faculty Teaching Excellence award; being the recipientof the university’s Vice-Chancellor’s Award for Early Career Researchers. Dr Müller is currently under consideration for anational Research Council Discovery Award and has been involved in eight successful research grants.
Dr Müller has worked in many multidisciplinary research groups and published on a diverse range of topics, including
simulation-based learning, English language testing and policy, nursing English, computer assisted language learning,teaching kanji, academic English, teaching psychomotor skills in ultrasound, higher education, childbirth, English dialects,
phonological awareness, and nursing registration policy. Her articles have appeared in top international journals, such as
the International Journal of Nursing Studies, Medical Teacher, and Women and Birth, and important Australian journals, such asHigher Education Research & Development and the Internal Journal of Pedagogies and Learning. She has produced a number of bookchapters and two books, A Glasgow Voice, on Scottish literary language, and U2Uni: Personal tools for success (Custom Edition),
which deals with academic literacy. She also has a number of conference publications. She is constantly looking for newopportunities to conduct and disseminate research.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 25

26 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Sunday
January 8

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 27

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 2017. 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.

Sunday Plenary Session
09:00-14:45 | Room: 320 (3F)

08:30-09:15

Conference Registration | Room: 317B (3F)

09:00-09:15
Announcements and Welcome Address | Room: 320 (3F)
Kiyoshi Mana, Director of International Operations, The International Academic Forum (IAFOR)
Joseph Haldane, Chairman & CEO, The International Academic Forum (IAFOR)
09:15-10:00
Keynote Presentation | Room: 320 (3F)
Pacific Ethnomathematics: Navigating Ancient Wisdom and Modern Connections
Linda Furuto, University of Hawai’i at Manoa, USA
10:00-11:00
Featured Panel Presentation | Room: 320 (3F)
Aloha as a Way of Being: Hawaiian Perspectives on Learning
Xu Di, University of Hawai’i at Manoa, USA
Uncle Bruce Keaulani, Living Life Source Foundation, USA
Aunty Kehaulani Lum, Living Life Source Foundation, USA
Michael Salzman, University of Hawai’i at Manoa, USA
11:00-11:30

Coffee Break

11:30-11:45

Screening of The Greatest Gift by IAFOR Media | Room: 320 (3F)

11:45-12:30
Featured Panel Presentation | Room: 320 (3F)
Educating for Change: Challenging and Preserving Traditional Cultures
Chair: Joseph Haldane, IAFOR
Panellists: Curtis Ho, University of Hawai’i at Manoa, USA & Ted O’Neill, Gakushuin University, Japan
12:30-13:30

Lunch Break

13:30-14:15
Featured Presentation | Room: 320 (3F)
Developing and Implementing an English for Specific Purposes Syllabus for Business Majors in JapanKen Urano, Hokkai-Gakuen University, Japan
14:15-14:45
Featured Presentation | Room: 320 (3F)
Bringing Global Stories into the Classroom Through OER and MOOCs
Kristin Palmer, University of Virginia, USA

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 29

Sunday Session I

15:00-16:30 | Room: 318A (3F)
Sunday Session I: 15:00-16:30
Room: 318A (3F)
Higher Education
Session Chair: E. Christina Belcher
34250

15:00-15:30 | Room: 318A (3F)

Implications for Incorporating a Truly “Liberal” Education in Japan to Educate for Change: Concepts, Policies, and Practices
Yukiko Mishina, University of Tokyo, Japan
Steve Kirk, University of Tokyo, Japan

Globalization efforts by universities are generally considered to be a positive, forward-looking transformation for the university, researchers,
its faculty, and its students. The educational value of globalization for students is exceptionally promising, as university education should
provide students with more than courses for a chosen field of study. However, the decisions for globalization are usually made top-down fromthe government, and the results of the endeavors are often judged by university rankings and not necessarily university-wide satisfaction. In
this paper, we will argue that at the curriculum level, a liberal arts education should be central to globalization efforts. A liberal arts education
allows students to explore diverse disciplines and synthesize knowledge from the various subjects. For students to be globally competitive, it
becomes crucial for students to be able to network and integrate their knowledge in various, and sometimes unexpected, ways and observe
the world from an interdisciplinary perspective. We will discuss some ways that incorporating a liberal arts education in the university system,
particularly in Japan, will lead to educating for change.
33727

15:30-16:00 | Room: 318A (3F)

Implementing Principles of Global Citizenship Education into University Curricula
Emiliano Bosio, University College London, UK

The growing global interdependence that typifies our time calls for a generation of “fully-human” leaders who can engage in effective global
problem solving (Andreotti, 2006) and participate concurrently in local, national, and global civic life (Ikeda, 2005). Put simply, preparing
students to be “value-creators” and pro-actively participate in today and tomorrow’s world demands that universities cultivate their global
competence (Anderson Simons, 2013). In this context, there is growing interest in Global Citizenship Education (GCE), signaling a shift in
the role and purpose of education to that of forging more peaceful, tolerant and inclusive societies (Arakawa, 2013). Based on a qualitative
research approach, this paper will first examine the discourse of international organizations, such as UNESCO’s Education Programme(2014-17), The United Nations (2013) and Oxfam (2006), in order to better understand efforts to promote GCE and its implications forteaching and learning. Examples of curriculum approaches on global awareness-related subjects will then be introduced to identify how they
address GCE, particularly the extent to which they are interdisciplinary, and encourage both a sense of global outlook and social responsibility(Appiah, 2008). A third level of analysis will comprise exploring how university teachers and students perceive and implement the particularconcept.
29689

16:00-16:30 | Room: 318A (3F)

Challenging Means and Ends in Higher Education: Reclaiming the Liberal Arts in Pursuit of Wisdom and Identity Formation
E. Christina Belcher, Redeemer University College, Canada
Linda Schwartz, Ambrose University, Canada

A postsecondary liberal arts education is no longer a desired commodity for many undergraduates. Learners are encouraged to pursue practicaland professional skills that advance their prospects in the marketplace, and programs are tailored increasingly to the demands of cultural andsocial structures that feed a knowledge economy. Rather than placing an emphasis on the formation of critical, reflective thought throughthe inheritance of traditional cultural and social narratives, higher learning has become a fragmented discourse that values information and
immediacy over deep knowledge. Discourse and method in the liberal arts and humanities has provided the means to educate citizens andbuild culture in free and democratic societies. Values-based education – in the liberal democratic sense – becomes dependent on what culture
and society value in order to shape a distinct kind of citizen. What are the formational consequences when immediacy and monetary gain
is valued more highly than education for wisdom and service? If the essence of political correctness or a value for neutrality embraces all
socio-cultural norms, what are the irrevocable effects on the culture and mandate of higher education? Consideration of tensions between thecurrent push to knowledge production and the pursuit of wisdom in our technological age, and the rapid displacement of cultural memory
suggest that a radical shift away from neutrality in higher education is warranted. If society places any value on the formation of a creative,
responsible, flourishing citizenry, a strong curriculum in the liberal arts is central to the mission of higher education.

30 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Sunday Session I

15:00-16:30 | Room: 318B (3F)
Sunday Session I: 15:00-16:30
Room: 318B (3F)
Learning Environments
Session Chair: Tamara Galoyan
33073 15:00-15:30 | Room: 318B (3F)

Challenges for the Online English Curriculum

Alisa Vanijdee, Sukhothai Thammathirat Open University, Thailand
The curriculum is a control for any study; it exemplifies the teaching and learning theory including what to teach (content), how to teach (teachingpedagogy), and how to measure the results (evaluation). The online curriculum faces additional challenges both in theoretical implementationof English content and skills and by means of Information Technology. As English is important in international business, and limited places
are available to study it, Sukhothai Thammathirat Open University (STOU) attempted to educate a large number of Thai students from various
backgrounds in their BA English program. The purpose behind the program is to upgrade Thai students in English language performance. This
paper examines (1) the present curriculum and the governing theory of language learning in Thailand; (2) the online BA degree in English; (3)the evaluation system; (4) the challenges of advanced technology and new context of learning; (5) the contributing factors in the curriculum
to succeed in learning English; and (6) the effective curriculum. The author proposes that the online English curriculum should focus on basic
content and language skills; multi-literacies; learner autonomy; and new technology to facilitate students’ learning. Multi-literacies and modality,with care about the possibility in any context, are two keywords for the quality improvement of online curricula.
34302 15:30-16:00 | Room: 318B (3F)

Learning Containers: How to Build, Create, Support and Facilitate Authentic Learning in Virtual Spaces
Laura Galloway, Brandman University, USA

69.1% of chief academic leaders say that online learning is critical to their long-term strategy (Allen & Seaman, 2013). The issue that thistrajectory presents to educators and course designers in higher education is how to ensure the online learning experience is robust, relevant,interesting, engaging and challenging. Unfortunately, and far too often, it is assumed that online course design and facilitation follows thesame logic and practice as face to face pedagogy. This presentation focuses on the philosophy and the process of redesigning an online coursethat adjusts and adapts to the benefits of technology, builds learning communities and meets the learning needs and expectations of adultlearners. This presentation will provide practical tips and applicable practices on how to re-purpose notions of traditional pedagogy to designand deliver online courses that meet the needs of students.
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Babson Park, MA: Babson Survey
Research Group.
33049 16:00-16:30 | Room: 318B (3F)

Facilitating Language Use and Communication in ESL/EFL Classrooms through Game-Based Learning
Tamara Galoyan, Drexel University, USA
Mamta Shah, Drexel University, USA
Aroutis Foster, Drexel University, USA

The objectives of this paper are (a) to argue for the benefits of immersive virtual environments to enhance language use and communication in
ESL/EFL classrooms using theories of second language acquisition (SLA); namely, sociocultural SLA (Vygotsky, 1978) and psycholinguistic
SLA (Long, 1985), and the theory of situated learning (Greeno, Collins & Resnick , 1996); (b) to introduce the Game Network Analysis(GaNA) (Foster, Shah, & Duvall, 2015) framework for facilitating language use and communication in ESL/EFL classrooms through gamebased learning. GaNA is combination of frameworks that allow teachers to implement game-based learning for achieving specific curriculargoals through a systematic approach that involves game analysis, game integration, and consideration for conditions within the teacher’scontext that would impact the success of facilitating learning with games. This presentation is relevant and timely. Specifically, researchers andeducational advocates have already recognized the positive impact of video games on language learning (Chen, 2009; Peterson, 2010; Zheng,2006). However, despite the potential benefits of using games for language learning, there is still limited research on the specific pedagogicalapproaches used to incorporate game-based learning into the regular course curriculum (Young et al., 2012). The presentation will include theapplication of GaNA in a sample lesson plan focusing on the incorporation of a specific video game to teach new vocabulary and improvelearners’ communicative skills. We will conclude with recommendations for EFL researchers and educators who are interested in using gamebased learning in ESL/EFL classrooms.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 31

Sunday Session I

15:00-16:30 | Room: 319A (3F)
Sunday Session I: 15:00-16:30
Room: 319A (3F)
Innovative Language Teaching & Learning Methodologies
Session Chair: Zakaria Almsherqi
19453 15:00-15:30 | Room: 319A (3F)

Vocabulary Acquisition and the Effects of Using Drama: A Case Study in the Greek Diaspora
Myria Pieridou, The Open University, UK
Maria Kambouri-Danos, University of Reading, UK

An increasing volume of research indicates the positive effects that drama can have when learning vocabulary as it enhances children’s
acquisition of new vocabulary, either in their native or in an additional language (Giebert, 2014; Rubin & Merrion, 1996). The purpose ofthis funded small scale study was to explore pedagogy and cross-curricular approaches to language learning, through the examination andcomparison of a series of eight lessons, four of which were implemented using drama techniques. The lessons were directed to a groupof seven 8 years old children who were learning Greek as an additional language at a school of the Greek Diaspora in London. Researchmethodology included non-participant observation of the series of eight lessons and interviews with the children before and after each lesson
to compare the number of new words that each child had learnt (as pre- and post-tests). Ethical issues such as confidentiality, anonymity
and informed consent were addressed according to BERA (2011). Data analysis focused on students’ engagement and participation during
the lessons, the number of new words that each child had learnt and the ability to translate them in their native language (English). The
results indicate that there is a higher probability for children to learn new vocabulary and remain engaged during the lesson when drama isincorporated often as a teaching method. The study draws attention to the benefits of drama in language teaching and the need for teachers
to be familiar and comfortable with its use.
33629 15:30-16:00 | Room: 319A (3F)

Teaching with Korean Movies and TV Dramas in Hybrid Online Models
Seunghye Yu, University of Hawai’i at Manoa, USA
Mee-Jeong Park, University of Hawai’i at Manoa, USA

With the recent increase in the number of advanced level students in Korean language classrooms across America, more programs are trying
to incorporate Korean movies and TV dramas into their language classes. Based on a survey of course syllabi of 12 different courses offeredin colleges and private institutions throughout the world, there are mainly three types of courses using Korean movies and TV dramas: (a)incorporate some useful expressions taken from movies and TV dramas into lesson plans; (b) watch excerpts from selected movies anddramas on a given theme/topic followed by discussions and writing activities; or (c) watch a full movie or full episodes of a drama followedby discussions and writing activities. This paper proposes a hybrid model of advanced level language course, one that combines face-to-faceclassroom learning with online learning, using Korean movies and TV dramas as the core of the course syllabus, based on a need analysisof 100 college students taking 300 and 400-level Korean language classes. In hybrid models, online and face-to-face components of thecourse are designed to interact pedagogically to take advantage of the best features of each. Therefore, students watch the video and review
key vocabulary and expressions before coming to class, so that instructors can get the best out of the face-to-face class time where mostof the discussions will take place. The follow-up writing activities can then be done online, with the instructor’s written feedback available
throughout the term for repetitive practice outside classrooms.
33202

16:00-16:30 | Room: 319A (3F)

Simulation-Based Learning: A New Educational Tool

Zakaria Almsherqi, National University of Singapore, Singapore
Problem-based learning (PBL) has been well established in medical education as an efficacious learning technique. Meanwhile, developments
in computer technologies and high-fidelity patient simulators have thoroughly reformed medical education including designing problem basedlearning and case scenarios. Combining problem-based learning with simulation has significant potential. Key to successful implementation ofthis pedagogy is the use of a “good problem”. High-fidelity patient simulators were used at the end of the theoretical course in cardiovascularand respiratory physiology in the first year medical program in the medical school, National University of Singapore. High-fidelity simulation
was used to design an intensive care unit case scenario as part of the PBL program. It was developed to involve the students to perform
procedural skills and apply biomedical knowledge/concepts to clinical decision-making during simulated emergency scenario training. Our
study demonstrated that simulations can effectively serve as the “problem” in a PBL designed course. Furthermore, our study provides anexample of the design and use of high-fidelity patient simulators to facilitate case study teaching and PBL of cardiopulmonary physiology
and intensive care concepts. The factors that need to be considered when using a simulation exercise as a PBL problem are discussed and thelimitations and directions for future research are explored. Knowing the limitations of high-fidelity patient simulators, case study and PBL
designers should carefully consider the extent to which they would use high-fidelity patient simulators.

32 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Sunday Poster Session
16:30-17:30 | Room: 317B (3F)

Sunday Session II: 16:30-17:30
Room: 317B (3F)
Conference Poster Session
33496 | Room: 317B (3F)

LePo: An Open-Source Learning Management System with Text Annotation and Content Curation Functions
Koichi Yoshizaki, Oita University, Japan
Hiroshi Hotta, Sonoda Women’s University, Japan

Web-based Learning Management Systems (LMSs) are widely used in educational institutions mainly because there is no management costfor native client application and a low development cost to adapt the system to multiple client platforms. And the progress in web-related
technology makes it possible for web system to implement the functions which were possible only by native application. Based on thissituation, we have developed a new web-based LMS named “LePo”. In addition to usual LMS functions like contents and assignments
management, LePo has two original functions, Text Annotation (TA) and Content Curation (CC). TA is like a digital sticky. User can put
text message on any page in learning materials and set its access level to private only or share with the course members. Using CC, user cancollect specified part of web contents like text or image from any web pages, pack them with user’s original texts and images, organize thecontents in display order and share with the course members. Teachers can also put some contents into the student’s contents packages for
instructional scaffolding. To collect web contents, LePo offers its bookmarklet and web browser extension. This CC is intended to be used asa preliminary step before writing a report or making a presentation slide in the classroom and to clarify student’s thoughts with the citations
from web pages. We’ve developed LePo with mainly Ruby on Rails and released it as open-source software to encourage people to use it for
their educational purposes and to share the experiences.
33064 | Room: 317B (3F)

A Smartphone Classroom: Can Going Paperless Really Work?
Jaime Selwood, Hiroshima University, JapanThe huge growth in ownership of smartphones amongst university students means that access to online content, especially through mobile
applications (apps), has created the potential for language institutions to exploit these high ownership numbers within the classroom. In 2016
with new apps continually being developed it is becoming essential for instructors and institutions to understand how to adapt this technology
effectively within a language course structure. However, an important issue is how the instructor can actually integrate smartphones andtheir software tools successfully within the classroom. The presentation will include details about synchronised learning programmes which
focused on improving English speaking and writing skills, and aimed through the use of smartphone apps to better assimilate mobile-devices
within a university course. The aim of this presentation is to show the potential benefits as well as the possible pitfalls for both learners andinstructors of a completely digital and paperless English language course. The courses exploited mobile technology freely available on any
smartphone operating system, which then enabled students to easily share their work with other class members via their mobile-devices. The
benefits and drawbacks of these courses will also be included in the presentation which will highlight that by the end of the course 84% of
the courses’ participants had a favourable attitude towards a paperless, smartphone-centred course. An easy to follow step-by-step guide will
also be supplied in order for delegates to try the project for themselves with their own students.
33938 | Room: 317B (3F)

Junior College EFL Students Respond Better to a Formative Assessment Project Than a Paper Midterm
Kinsella Valies, Nihon University, Japan

Replacing paper midterms with a challenging assessment project is in line with Robinson and Ross’ ideas on measurement: “traditional
skills-focused tests of EAP ability relate only weakly to learners’ ability to act on such skills in authentic task conditions (1996)”. The Be Our
Guest Midterm Assessment Project aimed to confirm that classroom-based, formative assessment leads to more authentic measurement ofcommunicative ability and an increase in student motivation. A 3-session lesson plan was designed and implemented in a Japanese juniorcollege EFL setting. A group of 30, multi-level students prepared to interact with a visiting Japanese professional in English; assignments
required students to listen to a presentation and respond, process relevant information, initiate further communication, reflect and report.
The project structure not only proved helpful in assessing students’ grasp of communication strategies, but surveys showed that students weregenerally more satisfied with their performance than they were after a paper-based test. Pre-activity, many insisted that they 'can’t' because
they need 'more' English. Post-task many had formed individual learning goals, wanting to use their English “better”. Though students
were all anxious about communicating with a stranger, their anxiety was largely mitigated by the collaborative structure, the predictability ofassignments and the freedom to refer to previously studied, communicative strategies.
Robinson, P. & Ross, S. (1996). The development of task-based assessment in English for academic purposes programs. Applied Linguistics,
17(4), 455-476.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 33

Sunday Poster Session
16:30-17:30 | Room: 317B (3F)

33554 | Room: 317B (3F)

Effecting Positive Change in English Language Learning with Universal Design for Learning
Paul Dickinson, Meijo University, Japan

Universal Design for Learning (UDL) is an instructional framework developed from education and neuroscience research. Based on theknowledge that there is no such thing as an “average” learner, the central claim of UDL is that the diverse learning needs of students are
best addressed through curricula and lessons that provide multiple means of Representation, Engagement, and Action and Expression.
The UDL framework applies to the whole curriculum and is used to create flexible goals, methods, materials, and assessments that address
learner diversity and reduce learning barriers to provide effective learning opportunities for all learners, including English language learners
and students with disabilities. This presentation will introduce the background and theoretical basis of UDL and show how it can be used
to effect positive change in English language learning contexts. It will demonstrate the potential of UDL to help English language educators
and administrators in facing the challenges of the diverse and ever-changing English language classrooms of a globalized world. Attendees ofthis presentation can expect to take away not only an understanding of the theoretical basis of UDL, but also practical examples of how to
use its principles and guidelines to design and implement effective learning opportunities that reduce learning barriers and improve learning
outcomes for all English language learners.
34201 | Room: 317B (3F)

Needs Analysis and Curriculum Development for Japanese Graduate Students in Chemistry Fields
Mika Tamura, Kyushu University, JapanThe dominance of English as the international language of science (EILS) is well documented. Little research, however, has been done for NNES
(Non native English speakers) graduate students in Japan. The present study examines Japanese graduate students’ attitudes towards studying English,
needs/wants of ESP education, and perception and experiences of English as an international language through a small-scale questionnaire and focus
group interview study. The study will explore their priorities for English learning, the importance of learning ESP with a Scientific English focus, and theadvantages and disadvantages of the dominance of EILS. Findings from the study are discussed from the viewpoints of students. Finally, this study willdraw conclusions regarding the development of an effective English curriculum for the Japanese graduate students in chemistry fields.
33504 | Room: 317B (3F)

Developing Spoken Corpora of Non-Native English Teachers to Assist in English Classroom Interactions
Noriaki Katagiri, Hokkaido University of Education, Japan
Yukiko Ohashi, Yamazaki Gakuen University, Japan

This study reports the classroom speech traits of non-native English language instructors (NNIs) observed from the bilingual spoken corpora
compiled by the authors from four elementary school and two middle school English lessons in Japan. We will analyze our corpus structureusing the four modes to specify the NNIs’ L2 classroom discourse introduced by Walsh (2006). Our XML tagging in the corpora marks
speaker turns, language use, and classroom interaction modes. We will demonstrate how to utilize these tags to extract different types ofannotated transcribed data through our XSLT style sheets and Perl scripts. We examined NNIs’ interactional features in the managerial modeand the materials mode by looking at their respective pedagogic goals (Walsh, 2006, p.66). Chi-square tests showed significant differences
between NNIs’ language use and effectiveness with respect to the pedagogic goals of (a) transmitting information and (b) eliciting responses
in relation to the material. Both of these goals led to better students’ understanding. Based on our data, we will also show qualitative
characteristics of the classroom discourse structure, the NNI language choice depending on the discourse modes, and their interactions inwhich effective feedback elicited students’ spontaneous utterances. Our analyses give suggestions in terms of NNIs’ utterances in class. This
would hopefully assist both preservice and in-service NNIs in their professional training programs that would enable them to conduct L2-ledEnglish lessons, achieving their pedagogic goals more effectively. (Walsh, S. (2006). Investigating Classroom Discourse. Routledge.)34260 | Room: 317B (3F)

Modification of Word2vec by Formulaic Sequences and Extraction of Useful Expressions for Language Learning from Closed
Caption TV Corpus
Hajime Mochizuki, Tokyo University of Foreign Studies, Japan
Kohji Shibano, Tokyo University of Foreign Studies, Japan

Word2vec (Mikolov et al. 2013) is a popular natural language processing (NLP) tool that can obtain word groups that have strong semantic
relations among them. On the other hand, we expect the existence of sequences of words that occur frequently in the corpus, such as
collocations, idioms, and greeting expressions. These sequences of words are referred as formulaic sequences (FSs) (Wray, 2002). Recently,
it is generally accepted the FSs serve an important function in discourse and are widespread in language (Conklin and Schmitt, 2008). In thispresentation, we describe our method that expands original word2vec to FS2vec using FSs instead of single words. By FS2vec, we can obtainFS groups that they have strong semantic relations among them. We aim to use obtained FS groups as useful expressions for language learningin our e-learning system. As a language resource, we have been continuing to build a large-scale spoken language corpus from closed caption
TV (CCTV) data (Mochizuki and Shibano, 2014). The size of our corpus has reached over 168,000 TV programs and 655 million words asof February 2016. Because TV is a major medium in daily life, we expect that the CCTV corpus contains a lot of useful FSs for language
education. This presentation also shows that how to extract FSs from CCTV corpus and what features are included in the FSs.
34 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Sunday Poster Session
16:30-17:30 | Room: 317B (3F)

34202 | Room: 317B (3F)

Teaching Generation Z at the University of Hawai’i
Mariana Gerschenson, University of Hawai’i, USA
Jeff Stearns, University of Hawai’i, USA
Kelley Dudoit, University of Hawai’i, USA
Shirl Fujihara, University of Hawai’i, USA
Ann Kennedy, University of Hawai’i, USA

New generations of students are not the same as prior generations and they respond differently to instruction. The University of Hawai’i mustchange its ways of teaching to align to the values and learning styles of these new learners, specifically Generation Z (Gen Zers). Teaching
methods, course content, and objectives must be relevant and engaging to this new generation of learners. Gen Zers were born in 19952010. They follow other generations, who also impacted society in various ways, such as the Veterans (1925-1944), Baby Boomers (1945-1964),
Generation X (1965-1980), and Generation Y (1981-1995). Each of these groups is extremely distinct when considering values, goals, and ideals.
These associated characteristics are based on the economic conditions, cultural norms and mores, technological advances, and world events.
Gen Zers will become an important generation for the university. This report examines the learning style and thinking process of Gen Zers, thetechnology that Gen Zers have adopted, the ways Gen Zers approach information, and professional development models the university may
employ to effectively respond to Gen Zers. Also, important to consider is that though Gen Zers bring different characteristics and traits to ouruniversity. Their learning needs reflect a changing world, especially in view of new technology. For faculty to have the knowledge and skills of
up-to-date education technology, the university needs to be proactive in making this happen. This paper presents methods to achieve this goal.
33789 | Room: 317B (3F)

Analysis of Determinants for Student Drop-Out at the University Level
Seoyong Kim, Ajou University, South Korea
Donggeun Kim, Ajou University, South Korea

There are increasing patterns in drop-out at the university level in South Korea. Those trends represent crisis not only at the individual level
about also university level. The increase in the drop-out rate will threaten both students’ personal career development and the university’s
financial side. Therefore, it is very important to analyze the cause for drop-out at the university level. Based on the aggregate data, ouranalysis aims to examine the cause of university student’s drop-out. For this work, we set up the drop-out rate as dependent variables and,as independent variables, five factors such as the structural base, financial resource, human resource, educational program, and support for
student. We believe that our analysis empirically shows the complicated structure of drop-out at the university level.
33606 | Room: 317B (3F)Using Social Network Analysis As a Tool for Improving Teaching Effectiveness
Dylan Dittrich-Reed, Clemson University, USA
Andrew Kardohely, Clemson University, USA

Social network analysis (SNA) is an excellent observational tool for understanding community formation in the classroom. Students engaged
in the classroom community might be more likely to persist in a major or discipline. Classroom community structure, therefore, could be
an indication of effective teaching practices that help retain students. However, SNA is largely untested as a tool to identify disengaged
students who could benefit from instructor intervention. A pilot study of undergraduates in biological sciences laboratory classes at a public,
southeastern, land-grant university demonstrated a statistically significant negative relationship between self-reported likelihood of changing
disciplines and formation of ties with other students. We propose that SNA could allow instructors to identify disengaged students that are
at risk of leaving their discipline and make recommendations for re-engaging such students.
33581 | Room: 317B (3F)

Does L1 Print Exposure Contribute to L2 Proficiency?
Ayako Hasegawa, Takushoku University, JapanKen Ubukata, Shibaura Institute of Technology, Japan

In this study the relationship between the first language (L1) exposure and the second language (L2) proficiency was examined in Japanese college
students (N= 200). In L1 literacy research, considerable evidence suggests that variability in readers of print exposure – amount of text theyread – or reading volume is associated with variability in reading-related skills, such as lexical-decision latency, spelling ability, vocabulary size,
verbal fluency, reading comprehension and reading rate, and general measures of achievement in reading. However, few studies have examined
whether print exposure in L1 has a similar effect on the development and achievement of L2 skills. As measures of print exposure the Author
Recognition Test (ART) and Title Recognition Test (TRT) were developed, and the both instruments have been validated as good indicators ofindividual differences in exposure to print. In this present study print exposure was measured with a self-reported reading habit questionnaire
as well as a Japanese Author Recognition Test (JART) and Japanese Title Recognition Test (JTRT), which were developed as measures of print
exposure for college students in Japan. An additional measure of L2 skills was provided by participants of scores on Test of English forInternational Communication (TOEIC), an English language test designed specifically to measure the everyday English skills of people working
in an international environment. The results support that higher levels of print exposure were associated with higher TOEIC performance,
therefore frequent L1 print exposure could contribute to differences in L2 proficiency and foundation for L2 achievement.
IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 35

Sunday Poster Session
16:30-17:30 | Room: 317B (3F)

34170 | Room: 317B (3F)

Factors That Influence Collaborative Teaching of English in a Japanese Women’s Junior College
Kaoru Mita, Jissen Women’s Junior College, Japan

This presentation explores how seven English teachers (three native and four non-native) have implemented collaborative practice in their juniorcollege. Native and non-native English teachers have been implementing the collaborative practice approach in a general English class, and they
named it as Integrated Teaching. Teachers taught the same students in pairs on different days and in different classes. The native teachers focusedon the four skills, while the Japanese, non-native teachers focused on grammar and the implementation of key structures. The classes were divided
into four levels based on the results of the school’s placement test conducted at the start of the semester. Pre- and post- grammar examinations,pre- and post- writing examinations and questionnaire concerning collaborative teaching were conducted to teachers and students. The results
show the importance of such teaching, highlighting some of its advantages and disadvantages, yielding significant data on how team teaching is
one way of teaching that may enhance and motivate students’ learning of English. Prominent improvement in both grammar and writing tests
has been observed in two of the four classes, which are considered to come from two main factors; Firstly, native and non-native teachers played
distinctive roles by making use of each other’s expertise toward the common goal; non-native teachers provided students with explicit knowledgeof grammar points and writing strategies using their native language, whereas native teachers encouraged students to utilize their grammaticalknowledge in authentic communication. Secondly, pair teachers shared ideas and solved problems together.
33562 | Room: 317B (3F)

Instructor Experience Affects Perception of Student Technology Use as a Sign of Engagement
Andrew Kardohely, Clemson University, USA
Dylan Dittrich-Reed, Clemson University, USA

Devices such as cell phones, tablets, and laptops have become commonplace in the classroom. Students can use these devices to disengage anddistract others or to take notes and collaborate with others. Recognizing the difference is now a critical skill for university instructors. Assessing
student engagement and responding to disengaged students are learned skills that develop with experience. This case study, conducted at alarge public university, supports the idea that an older, more experienced instructor is better able to assess engagement in the classroom than ayounger, less experienced instructor. Interestingly, the experienced instructor used student technology use as a behavioral cue of engagement
while the inexperienced instructor did not. The younger instructor was unsure whether student technology use was a sign of engagement or
disengagement. However, the experienced instructor used cell phone use and the noise of student typing as signs of positive engagement.
Initiating discussions between experienced and inexperienced instructors on the cues they use to measure in-class engagement could increase
the rate at which instructors develop this critical skill.
33630 | Room: 317B (3F)

Development of the Assessment Tool in the Rehabilitation Program for Children with Developmental Disabilities
Fumika Kimura, Tokyo Kasei Gakuin University, Japan

In Japan, there have recently been started programs for children with physical, mental and developmental disabilities based on the same politicalsystems. So administrations have many difficulties with rehabilitation programs for children after school. One of the difficulties is about
assessment of the children and of the effects on their rehabilitation programs. Because most administrations had been experienced in programs
focused on only one kind of disability. So it is hardly to say that their rehabilitation programs have an effect on social adjustment of children.
And we intend to develop and examine an assessment tool for the children with developmental disabilities. This tool could assess physical skills
and social skills of the children, and it was supposed to be used in a group program. So the main purpose of this study is to examine whether
this assessment tool functions. In this presentation we mainly deal with an administration case that has 48 children with developmental disabilities
or mental retardation. They were from 5 years to 14 years old. And there is one physical therapist, one clinical psychologist, one teacher who isa license holder of special needs education, and a nursery teacher. These 4 staff carry out the physical skill test and social skill test in each groupof 10 children. The children enjoyed these test with their each groups, and assessment could be done smoothly.
33420 | Room: 317B (3F)The Effects of Different Behaviors in Handheld Video Games on Interpersonal Relationships: A Three-Wave Panel Study on
Elementary School Students
Kanae Suzuki, University of Tsukuba, Japan

Children behave differently according to the contents of handheld video games: defeating enemies with other players, fighting against others,
competing with others in scores, going out with others, and so on. This study aims to examine the effects of the different behaviors of handheld
video games on interpersonal relationships of the students in real and virtual worlds. A three-wave panel survey was conducted for students of tenelementary schools at intervals of approximately six months. The questionnaire included questions about the frequency of experiencing different
behaviors in playing handheld video games during the past one month, and the interpersonal relationships, such as the number of real and virtual
friends the students have. Multiple regression models were constructed for 264 students to examine causal relationships. The results indicated that
there were cases where only virtual friends increased as the students experienced the higher frequencies of fighting against others, competing inscores, or going out with others while playing games. It is probable that the number of real friends didn’t increase significantly because children
frequently play with their real close friends.
36 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Sunday Poster Session
16:30-17:30 | Room: 317B (3F)

33604 | Room: 317B (3F)

Online English Conversation for Intermediate-Level Japanese University Students
Masanori Tokeshi, Meio University, Japan

It was expected that using online learning would be effective and would easily spread in the Japanese context where opportunities of speaking
in English are extremely limited. This study aims to examine not only the effects and challenges as well as the motivation for communication,
but also conducted activities by using Skype Online English Conversation for individual learning outside the classroom. The 50 intermediatelevel participants taking an M University English major class used Online English Conversation 8 times, 25 minutes each, for one month.
The data collected from the semi-structured questionnaire and logbook were analyzed. The results show the following. First, a majority of
responses acknowledged positive effects (rate of 70% to 90% positive responses in 15 items out of 24 items). All the responses under 70%
of positive responses were about their own abilities, therefore there were no negative responses. Second, the most effective aspect (with morethan 90% of positive responses) was Online Conversation teachers’ scaffolding for the students. It is suggested that the teachers assisted
the students sympathetically, and understanding of conversation was reached through collaboration between teacher and student. Third, it isinconclusive that motivation for confidence in communication was gained. Lastly, there was no student who voluntarily used Online English
Conversation after the project. The challenges shown by the results are the potential burden of service fees, difficulty using the program at
home, as well as control of activities and necessary adjustments for individual users.

Welcome Reception
18:00-19:30 | Room: 317B (3F)

Join fellow delegates for a drink or two at the Welcome Reception. This is a great opportunity to network and get to know other delegates.
All registered presenters and audience are very welcome to attend.

Admission is included as part of your registration fee.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 37

Submit your research to the
IAFOR Journal of Language
Learning• Fair and rigorous peer
review process• No submission or
publication fees
• Editorially independent• Freely available online to a
global academic audience

The IAFOR Journal of Language
Learning is calling for submissions.
For details of how to submit yourpaper, view the Author Guidelines
on the journal website: joll.iafor.org

The IAFOR Journal of Language Learning is an open access, peer-reviewed, international journal.
The Journal encourages interdisciplinary research, with the primary focus being on language
learning and its relation to the other academic disciplines such as applied linguistics, educational
technology, sociology and psychology. We welcome original, previously unpublished papers
which are not under consideration for publication in any other journal.
All papers are reviewed equally according to standard peer review processes, regardless ofwhether or not the authors have attended a related IAFOR conference.

Monday
January 9

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 39

Monday Session I

09:00-10:30 | Room: 318A (3F)
Monday Session I: 09:00-10:30
Room: 318A (3F)
Conflicting Perspectives in Learning & Teaching
Session Chair: Hilary Brown
34021

09:00-09:30 | Room: 318A (3F)

Future Primary Teachers’ Beliefs, Understandings and Intentions of to Teach STEM
Premnadh Kurup, La Trobe University, Australia
Michael Brown, La Trobe University, Australia
Greg Powell, La Trobe University, Australia
Xia Li, La Trobe University, Australia

Twenty-first-century education demands skills in STEM to deal with challenging complex situations and these need to be developed fromprimary school. Early interest and types of experiences can influence and foster interest in STEM. Integrated approaches to teaching andlearning, and teacher preparation, are key aspects to be focused on to produce a responsible generation that is interested and skilled in STEM.
This research focused on the beliefs and understandings pre-service primary teachers (PSTs) (n=119) have about teaching and to what
extend are they prepared and intend to teach STEM subjects in primary schools. The PSTs in this study reported that they only had two units
which covered some aspects of STEM during their studies. The questionnaire used was based on the position paper on STEM written by
the Australian Chief Scientist and guided by the theory of reasoned action. The data analysed qualitatively and quantitatively, the qualitative
data were coded into categories based on responses. These responses to beliefs, understanding and intentions were analysed to show interrelationships using structural equation modelling (SEM). Overall our findings indicate that beliefs about STEM enhances understanding of
the issues and the complexities associated with it. These understandings indicate whether the respondents have intentions to teach STEM inprimary schools and indicated explicitly that they were not confident and competent to teach STEM without more professional development.
They also strongly suggested that there should be STEM in the curriculum, teaching and learning, but they wanted to access appropriate
professional development.
33265

09:30-10:00 | Room: 318A (3F)

Four Walls Cage: A Critical Inquiry About Modern Education System
Chaitanya Prakash Yogi, Osaka University, JapanThe modern education system is almost burdened by its traditional and orthodox approaches which are limiting it to its superficialities andartificialities rather than enhancing and intensifying it to the natural inspiration of learning, discovering, inventing, creating and innovating.
The entire system is almost obsessed with becoming a four walls (i.e. Syllabus, Textbook, Classroom and Examination) cage out of which
jumping or encroaching is normally impossible. Unfortunately this cage has become a sole way to achieve the so called goals and destinationsof life. This paper intends to critically observe and inquire the whole educational system’s orthodoxy and to explore the possibilities andopportunities to look and go beyond this four walls cage’s indispensability. This paper is also intended to explore the new understanding of
education in order to search solutions of the problems of the present world scenario through education.
33539

10:00-10:30 | Room: 318A (3F)

Teaching for Change: A Duo-ethnographic Dialogue
Hilary Brown, Brock University, Canada
Ksenija Napan, Massey University, New Zealand
Amarachi Igboegwu, Heidelberg University, Germany
Beth Rankin, Australian Catholic University, Australia

At IAFOR, Brighton, UK, 2016, four participants from four corners of the world met, connected, and made the decision to explore the themeof teaching for change. Together, we modified a traditional duo-ethnographic approach (Norris & Sawyer, 2012) by building on what we havein common, instead of focusing on difference. Cycles of action and reflection, features of cooperative inquiry (Heron, 1996), were integrated
into our process. We experienced six rounds of dialogues aimed at answering the question: How do we teach for change? Each dialogue
occurred in partnership with one other of the group and comprised of two Skype sessions which were transcribed, analyzed, and revisited
to deepen our understanding of teaching for change. At the conclusion of each partnership, an arts-based synthesis of the experience wascreated. Upon the completion of the third cycle of dialogues, the summative products were shared with the entire group where we completed
a cross-case analysis of our independent dialogues across our three different partnerships. Each successive duo-ethnographic dialogue allowed
us to deepen our self-understanding and enabled us to crystallise how transformation happens when effective teaching is present. Ourpresentation will describe our hybrid research process while simultaneously sharing our findings on what educating for change looks likewhen four devoted educators pull their strengths together and immerse themselves in an innovative research methodology that focuses ontransformation and creation of new knowledge.

40 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday Session I

09:00-10:30 | Room: 318B & 319A (3F)
Monday Session I: 09:00-10:30
Room: 318B (3F)
Education for Sustainable Development
Session Chair: Balaji Gade33532

09:00-09:30 | Room: 318B (3F)

Cognitive Behavioural Therapy Through Karate for Sustainable Development in Education
Balaji Gade, Indo American Institutions Technical Campus, India
Venkateswar Pujari, Indo American Institutions Technical Campus, India

Karate has a long and established history as an effective means of unarmed combat, incorporating techniques for self-defence. These centuriesold techniques have in recent years been analysed scientifically and refined for maximum efficiency. Significant progress has also been made inrecent years in our understanding of neurobiological basis of mental disorders and cognitive behaviour. Core beliefs are individuals’ most central
beliefs about themselves, their world, and others. These beliefs begin to form in childhood and become so deeply ingrained that individuals
normally do not articulate them and are regarded as absolute truths. They influence the development of a person’s attitudes, rules and assumption.
For many parents who have a child diagnosed with a mental health disorder like incompatible behaviour, competitive behaviour or low response
behaviour, choosing an appropriate treatment can be a struggle. Cognitive behaviour is individual’s emotions and behaviours influenced by thechild’s perception of a situation which compels them to react the way they do. It was crucial for researchers and practitioners to identify what
sport activities are able to improve the development both in motor and cognitive domain. Karate revealed to be the only physical activity able
to stimulate memory abilities and executive functioning during training sessions. With concern to cognitive abilities, it has been observed thatchildren executing karate appear to improve sustained attention, reduce impulsivity, hyperactivity, loss of focus, forgetfulness and showing
emotions without restraint and have better cognitive abilities like working memory, attention, executive functioning.

Monday Session I: 09:00-10:30
Room: 319A (3F)
Language Learning Workshop Presentations
32655

***

09:00-09:45 | Room: 319A (3F)

Introducing the First Large-Scale English Collocational Chunk List and Innovative Methods in Which Collocational Fluency Can Be Mastered
James Rogers, Meijo University, Japan

This presentation will discuss the findings of the speaker’s PhD thesis, which identified the most common chunks of English. The resulting
large-scale list is the first of its kind, and a major breakthrough in that a resource is now available that replaces the dated method of studying
via word lists. Studying such chunks is not only more efficient than studying isolated vocabulary, but also enables students to learn grammar
implicitly. Thus, it enables learners to master vocabulary, collocations, and grammar efficiently to develop native-like fluency. First, thispresentation will discuss the background research and steps taken to create this resource. Then, a description of an innovative Leitneralgorithm-based app in which students can use to study the contents of this resource will be provided. Finally, an in-class study method which
has been used to train hundreds of ESL teachers will be explained that teachers can use in conjunction with the resource. This activity isessentially a Leitner style learning activity that students can do in groups which has been proven to make learning more efficient while also
being highly enjoyable. By the end of this presentation, audience members will have gained knowledge in regards to vocabulary, collocation,and formulaic language acquisition. They will also have access to a large-scale chunk list that is the first of its kind. Finally, they will know
how to teach such a resource in their classes with enjoyable but also highly efficient activities.
33566

09:45-10:30 | Room: 319A (3F)

Playing with Words: Apps to Enhance Long-Term Vocabulary Retention
Christopher Freeman, Gulf University for Science and Technology, Kuwait
Grant Burton-Durham, Gulf University for Science and Technology, Kuwait

As we are midway through the second decade of the twenty-first century, the use of digital technology is becoming ubiquitous throughout
multiple locations and cultures. With all the technology comes a plethora of programs, apps and tools that are available, particularly in the areaof vocabulary in the classroom. English Language Learners, from primary to tertiary, all exercise and use vocabulary in a variety of contexts. In
this workshop, we will demonstrate, set-up, and most importantly use three technology-based apps and programs to be used by students. First is
Quizlet, an all-in-one vocabulary app which allows students and teachers to take advantage of six discreet study modes to assist in memorizing
essential long-term vocabulary words, including a live version that allows students to compete with one another in groups. The second program is
Memrise, which is web-based, but also has a mobile app for students and teachers to use. This app has a variety of vocabulary word sets use, from
SAT questions to the IELTS to Cambridge English ESL books. It uses mems, which are mnemonics, etymologies, videos, photos, or anythingthat helps connect the word to the brain. The final app is called The Challenge, a web-based vocabulary program that is based on the most usefulwords from a 1.6 billion word corpus. It challenges students to learn new words by earning points and achievements, and reviews words withwhich they struggle or need hints.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 41

Monday Session II

10:45-12:45 | Room: 318A (3F)
Monday Session II: 10:45-12:45
Room: 318A (3F)
Educational Policy, Leadership, Management & Administration
Session Chair: Maria Martinez
33515

10:45-11:15 | Room: 318A (3F)

Does Attending a Charter School Change the Likelihood of Being Placed into Special Education or Being Reclassified As ELL?
Dick Carpenter, University of Colorado, USA
Marcus Winters, Boston University, USA
Grant Clayton, University of Colorado, USA

We use student administrative data from a large urban school district to measure whether attending a charter school as compared to a traditional
public school in primary grades (a) reduces the likelihood that students are newly classified as having a disability or (b) increases the likelihoodof being reclassified out of receiving ELL services. We employ an observational approach that takes advantage of the district’s Common
Enrollment System, which allows us to observe each school to which the student listed a preference to attend. We argue that this approachaccounts for unobserved student factors not controlled for in prior observational studies of charter schools. We find that attending a charterschool significantly and substantially reduces the likelihood that a student is classified as having a Specific Learning Disability, which is the largest,
mildest, and most subjectively diagnosed disability category. We find no evidence that attending a charter school reduces the probability of beingclassified as having a speech or language disability or autism, which are two more objectively diagnosed special education classifications. Finally,
we find that ELL students in charter schools are more likely to be reclassified out of receiving ELL services by the third grade. Such findings
are important for several policy, practice research methodology implications and are contrary to the assertions of charter critics that these publicschools of choice discriminate against students with disabilities or English language learners.
33591

11:15-11:45 | Room: 318A (3F)

Redirecting Islamic Humanities in Iran: A Content Analysis of High School Sociology Textbooks
Fatemeh Givi, Waseda University, Japan

After Iran’s revolution in 1979, the government tried to stabilize Islamic ideology in society in many ways. One of the efficient mediums, whichwere used to inject Islamic ideology in the society, was the educational system. After the revolution, the government decided to change the school
textbooks, in different time phases, in order to coordinate them with Islamic beliefs. In a time phase (1980-1983) called the Cultural Revolution,
not only were the textbooks revised to become Islamic; but also students, teachers and university professors who do not believe in either Islamor the Islamic Republic were expelled by the Supreme Council of Cultural Revolution. Again in 2009, Ayatollah Khamenei addressed university
professors and warned them about Western humanities. Thus in 2010, high school sociology textbooks were totally changed, as one of the firststeps for creating Islamic humanities. This article aims to find out how and why the textbooks have been changed. Qualitative content analysisof these sociology textbooks (grades 10-12) depicts that although the books are supposed to teach Islamic sociology, texts are more anti-Westernrather than Islamic. The books put the West against Islam to illustrate how inappropriate the Western culture is and how Islamic culture can besuitable to supersede it. The books indirectly suggest that the only way of thinking and the only religion is Islam; the only Islam is Shiite and theonly Shiite is one who believes in the Absolute Providence of Jurists. Hence they can be considered as ideological textbooks.
33838

11:45-12:15 | Room: 318A (3F)

Organizational Learning: From the Change Management Perspective
Yu-Lin Wang, National Cheng Kung University, Taiwan

With the emergence of globalization, the environment has become more and more uncertain and complex. As Meyer has stated, organizations
are often late to respond to the surprising environment. Unlike previous studies, which view external environmental changes as jeopardous
to organizations, Meyer (1982) has argued that environmental jolts are a good opportunity for organizations to learn to deal with crisis. Thatis, organizations learn lessons and make improvements by readjusting to the environment. Meyer’s (1982) study concludes that organizational
learning plays an important role in the dynamic environment. Therefore, organizational learning process is recognized as a kind of organizationtransformation process (Dodgson, 1993). From the change management perspective, Lewin’s change model, including unfreezing, movement,
and refreezing stages can be applied in the organizational learning processes. In the unfreezing stage, it involves reducing forces that try to maintainan organization’s behavior at its present level rather than learning. Both cognitive perspective and behavioral perspective in learning theory
emphasizes changes in cognitive maps or changes in behavior may explain the organizational learning process in this stage. In Lewin’s movement
stage, an organization shifts to a new level of learning through knowledge management intervention, which is the primary organizational learning
literature. In the refreezing stage, organizational learning supporting system, such as learning mechanism reinforces an organization learn andkeep in the new state (Cummings & Worley, 2005). As a result, the purpose of study is to explore the organizational learning processes byinvestigating Lewin’s change model as well as the learning theory.

42 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday Session II

10:45-12:45 | Room: 318A & 318B (3F)32864

12:15-12:45 | Room: 318A (3F)A Qualitative Study of the Leadership Practices of Repatriated US-Educated Chinese Organizational Leaders
Maria Martinez, California State Polytechnic University, USA

The number of students participating in international education is continuously rising. In particular, mainland China has been sending the greatest
number of international students to the USA for the past six years. There is however a limited amount of research conducted on the impact
of international education on the Chinese. This paper discusses the findings of a qualitative study conducted as part of the requirements of a
doctoral program. To understand how the merging of the East and West through international education affects human beings and social systems
across the world, a grounded theory methodology study was conducted in mainland China. This study explored the leadership practices of USeducated Chinese organizational leaders. Research participants included professionals in various sectors, such as higher education, finance, trade,and entertainment. Findings from this study included the multi-dimensional educational experiences of the Chinese students, many of whom at
the time of their study abroad program had not previously been outside of China. These experiential learning outcomes were linked to certain
organizational behaviors that reflect authentic cross-cultural leadership in these repatriated international students. In contrast to transaction-based
cross-cultural code switching, the participants of this study exhibited unique bridging behaviors that indicated a more transformational direction.

Monday Session II: 10:45-12:45
Room: 318B (3F)
Testing and Evaluation
Session Chair: Makoto Shishido
34029

***

10:45-11:15 | Room: 318B (3F)“Let’s Talk Some More!” – Communicative Speaking Assessment with Electronic Speaking Portfolios
Kathrin Frenzel, The Ohio State University, USA

The communicative teaching method has been adopted by many institutions in the United States and gained status as a successful methodology forteaching foreign languages (L2). Based on skills that evolve around successful communication in the target language, speaking is put in the centerof its focus. Yet, speaking assessments often take place in form of ad hoc, face-to-face role-play scenarios, which not only put the learner on the
spot but also place the evaluator under immense time pressure. In addition, the artificial nature of testing situations often creates discomfort for the
student leading to a misrepresentation of her actual speaking and communication skills. There is a need to provide learners with the opportunity
to properly showcase their skills and to assist the instructor in achieving fair and efficient grading. Based on examples from a German language
class (German 101), this paper will demonstrate how the implementation of electronic speaking portfolios supports change within communicative
speaking assessment. Utilizing voice- and video-recording technology allows for a collection of speech samples, which can include a variety oftasks over the course of a semester. The ability to store video-recordings allows for multiple viewings by the instructor and the student, and creates
opportunities for self- and peer-evaluation and -correction. Additionally, it allows learners and instructors to monitor and assess progress. Finally, theopportunity to add to the electronic speaking portfolio in subsequent language classes creates space for lifelong learning.
33246

11:15-11:45 | Room: 318B (3F)

Exploring Students Mediated-Strategy Use in Collaborative Revision Interactions and Their Academic Writing Development
Maryam Niami, IAU – Parand Branch, Iran

Peer feedback has recently drawn a lot of attention as an alternative and change in educational contexts. Nonetheless, the strategies learners
employ in their peer feedback activities while they are involved in their revision and their effects on their academic writing development haverarely been studied. This study drew on Vygotsky’s sociocultural theory to explore the peer feedback mediated-strategy use adopted by ten
Iranian EFL learners. The data were collected from multiple sources, including semi-structured interviews, process logs, a mediated-strategy
questionnaire, and students’ drafts of academic writing. The findings reveal different mediated-strategy use among the students and show thatpeer feedback is a socially mediated activity and the application of mediated strategies can facilitate collaborative revision process of students
leading to their academic writing development. The present research will elaborate on the results and provide researchers and practitioners
new insights regarding academic writing development and revision process.
33320

11:45-12:15 | Room: 318B (3F)

How Can We Teach iBT TOEFL Preparation Classes More Effectively for Japanese College Students?
Nobuo Tsuda, Konan University, Japan

The purpose of this presentation is to demonstrate how we can teach iBT TOEFL preparation intersession classes more effectively forlower-level intermediate Japanese college students. These non-credit bearing intersessions are offered during the summer and spring breaks
at Konan University. Students who sign up for these classes are mainly English intensive course freshman students. The intersession consistsof three 90-minute classes every day for eight days, with the iBT TOEFL Practice Online Test administered on the ninth day to determine
students’ iBT TOEFL score. The author will present various techniques for teaching reading, listening, speaking, and writing to help students
develop their four skills and iBT TOEFL strategies. The author will also talk about the results of the subsequent student surveys, showing
how students felt about the course and what we need to do to improve our intersessions in the future.
IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 43

Monday Session II

10:45-12:45 | Room: 318B & 319A (3F)33342

12:15-12:45 | Room: 318B (3F)

Eye Tracking for Assessing Learners’ Behaviors and Proficiency Levels on EFL Reading
Makoto Shishido, Tokyo Denki University, Japan

This study was conducted to investigate whether eye tracking technology could be employed as an assessment of learners’ behaviors andproficiency levels on reading. Participants are Japanese university EFL students from three different proficiency levels of CEFR: (1) advanced
level of B2; (2) intermediate level of B1; (3) beginners level of A2. The sophisticated eye tracker EMR ACTUS was used along with the analyzing
software EMR-dStream. Participants’ eye gaze records were analyzed and compared while reading essays and answering comprehension questions
for four different readability levels of reading materials. Learners’ eye fixations were used as a measure of noticing. Results showed interesting
relationships between different proficiencies, readability levels, and patterns of fixations. Comparing the average and standard deviations offixations for three different proficiency levels, the advanced students indicated the smallest period of time while the beginners exhibited thelargest and the intermediate students recorded in-between. The results indicate that more advanced level students tend to show shorter periodof fixations with certain rhythmical patterns whereas lower level students expressed longer period of fixations with no particular patterns. As forthe readability level differences, upper level students showed shorter period of fixations; however, lower level students expressed longer periods.
The results indicate that the more difficult essays become, the longer the period of fixations. Results are discussed in terms of eye tracking as apotentially valuable tool for assessing learners’ reading behaviors and proficiency levels. Suggestions for E-Learning materials and tools to help
students improve reading proficiencies are introduced.

Monday Session II: 10:45-12:45
Room: 319A (3F)
Language Education I
Session Chair: Alan Weber
33500

***

10:45-11:15 | Room: 319A (3F)Student Writers’ Direct Quotation Use and Rhetorical Structures in Literature PhD Thesis Introductions
Masumi Ono, Keio University, Japan
Bojana Petric, Birkbeck, University of London, UK

As Bourdieu and Passeron (1994) famously observed, academic language is nobody’s first language; it has to be mastered by L1 and L2 speakers
alike. Writing a PhD thesis requires the understanding of genre- and discipline-specific conventions in addition to advanced knowledge ofsubject matter. While research has identified genre conventions (i.e., move, step) specific to PhD thesis introductions, less is known about how
source use, especially direct quotations, is contextualised in a given genre and how it should be taught. The use of direct quotations varies among
disciplines, being much more common in the humanities than the social sciences and sciences (Hyland, 2000). This study aims at investigating
L1 English writers’ use of direct quotations in Literature PhD thesis introductions, focusing on the relationship between the direct quotation
use and rhetorical structures. Our corpus consisted of 15 PhD thesis introductions (approximately 100,000 words) and was analysed based on
Swales’ revised CARS model. Among a total of 1096 steps in the corpus, 480 steps contained direct quotations. Findings showed that direct
quotations occurred predominantly for the purpose of reviewing previous research, presenting fictional work and/or its author, or making topic
generalisations and giving background information. These findings suggest the importance of the teaching of source use in relation to rhetorical
purposes in a given genre, where both micro features (i.e., direct quotations) and larger elements of the rhetorical structures (i.e., steps) can betaught simultaneously in academic writing courses for L1 and L2 student writers in Literature and related fields.
34035

11:15-11:45 | Room: 319A (3F)Using DVDs to Introduce Multimodal Digital Literacy Practices into the Japanese EFL Classroom
Timothy Wayne Pollock, Hagoromo University of International Studies, Japan

Despite having the third largest economy in the world, Japan still lags behind countries like Malaysia and Korea in international tests of English
proficiency like TOEIC. Due to a number of factors, English language education in Japanese junior high and high schools continues to focus
on the older, traditional literacy practices of reading and writing. This paper will explore the historical, cultural and structural reasons for thecurrent state of the Japanese EFL classroom, and offer a simple, easily accessible technological solution to compensate for crucial areas ofEnglish language education that are often overlooked. Using DVDs has been shown to improve listening skills, as the multiple modes of input,
including aural, visual, and written (through subtitles or captions), give students opportunities to improve both bottom-up processing and topdown processing skills, unlike the simple audio recordings that are still ubiquitous in Japanese EFL classrooms. Most students already engage withmultimodal digital media, like YouTube or the messaging app Line, so they are comfortable with interactive options like manipulating playback,freeze-framing and clicking on captions. Introducing DVDs into the classroom allows the instructor to train the students in how to utilize these
options to decode the spoken English in TV shows. This makes it possible to study two aspects of English seldom taught in Japanese EFL
classrooms: the adjustments made in connected speech; and the pragmatic aspects of English, like distancing language. And crucially, it also
encourages autonomous learning outside the classroom.

44 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday Session II

10:45-12:45 | Room: 319A (3F)33553

11:45-12:15 | Room: 319A (3F)

Writing in a Foreign Language

Midori Mashiyama, Fukuoka Women’s University, JapanFor many Japanese students, writing is probably the most difficult skill in English. The Ministry of Education of Japan (MEXT) conducted
research on the English proficiency of the third year (senior year) students of high school in 2014 and 2015. They reported that in writing andspeaking the scores of tests were significantly lower than in reading and listening. What can reduce writing anxiety, or change learners’ attitudes
toward writing, and improve their writing? In this study, the changes of the learners’ attitudes toward writing in English and the perception of
an online writing tool are examined to understand how they feel about writing. Therefore the research question was: How can introducing an
online writing tool affect the English language learners’ perception of writing in English? The participants were the university students of English
writing classes. The questionnaires were distributed and collected at the beginning and at the end of the semester. The survey was divided into
four sections: on writing in English, on the targets in learning how to write in English, on using computers in learning English, and on the online
writing tool. Before they used the online writing tool, they were motivated to improve their writing, but their images of writing in English werevery vague and they did not know what they needed to improve their writing. But at the end of the semester, they showed more focused imagesof writing in English, and kept their motivation to write.
33573

12:15-12:45 | Room: 319A (3F)

Writing Instruction in the Arabian Gulf Context: The Critical Thinking Skills Nexus
Alan Weber, Weill Cornell Medicine-Qatar, Qatar

Little is known about the teaching of English language writing skills to Arabic speaking student populations within the context of the educational
hub (satellite campus) model established within Qatar (Education City) and UAE (Dubai International Academic City) within the last decade.
Drawing on the available peer-reviewed literature, Supreme Education Council reports, and the author’s experience in teaching writing and thehumanities within an American medical college in Qatar, this contribution provides a ten-year retrospective on pedagogical innovations designed
to bridge the gap between local high school memorization-based curricula (kuttab tradition) to a critical/analytical skills-based authorship model.
Challenges included: the traditional oral nature of beddu societies in the Gulf and lack of a reading culture in Arabic or English, minority
opposition to “western” teaching paradigms, family preference for science-based technical programs such as engineering, medicine, and law, andL1 language interference from diglossia (expatriate Arab teacher/Gulf student dialectal differences, i.e. al-fusha or Modern Standard Arabic versus
khaliji). Some solutions developed within Education City in Qatar to enhance critical and analytical thinking skills include pre-college Foundation
Programs, information literacy skills online modules, guided research papers, and adaptations of problem-based learning for humanities issues.
The author and his colleagues in addition have spearheaded both institutional and public outreach programs to develop all varieties of literacy
through action research, public lectures, in-school workshops, and a biannual essay contest culminating in a published volume of student work.

Featured Workshop
13:30-14:30 | Room: 318A (3F)33319

13:30-14:30 | Room: 318A (3F)

Doing Interdisciplinary Research and Publishing – Some Lessons Learned

Amanda Müller, Flinders University, Australia

This presentation will discuss some lessons learned in the process of conducting interdisciplinary educational research and publication. I havepublished in the areas of higher education, computer gaming, nursing, midwifery, English language, Japanese language, sonography/medicine,and language testing. There are a number of themes covered in this paper, including how to move across different methodological conventions,finding research partners, selecting appropriate publication outlets, forming effective teams, and working across borders. During the talk, audience
questions and contributions are encouraged.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 45

Monday Session IV

14:45-15:45 | Room: 318A & 318B (3F)
Monday Session IV: 14:45-15:45
Room: 318A (3F)
Primary & Secondary Education
Session Chair: Maria Kambouri-Danos33516

14:45-15:15 | Room: 318A (3F)

Challenging Dominating Ideologies in the Classroom: The Construction of Educational Knowledge Through Educational Texts
Annemari Munk Svendsen, University of Southern Denmark, Denmark

Education constitutes an arena of intense discussions, conflicts and struggles about what should be conceived as legitimate knowledge in theclassroom (Bernstein, 1990). Through curricular documents politicians seek to control what should be selected and appropriated as educational
knowledge (ibid.). However, textbooks as well as other educational texts also influence on the construction of educational knowledge, and they
may be seen as powerful documents that embody, reinforce or reconstructs discourses (Apple & Christian-Schmidt, 1999). This means thatteachers and teacher educators become central agents for making decisions about course content through their selection of educational texts(Devis-Devis et al., 2011). In that regard, this presentation will focus attention on Physical Education Teacher Education (PETE) in Denmark as
a case in point in order to illustrate how a sector with sporting interests through educational texts contribute to the construction of educational
knowledge and the reinforcement of dominating discourses in Danish PETE. On this basis the presentation aims to exemplify the analytical
scrutiny of educational texts that should be encouraged among teacher training teachers and teachers in general in order to help them makereflective decisions about course content and thus act as agents for change and challengers of dominating ideologies.
Apple, M. W. & Christian-Schmidt, L. K. (1991) The politics of the textbook. New York: Routledge, 7-22.
Bernstein, B. (1990) Class, codes and control Vol. IV: The structuring of pedagogic discourse. London: Routledge.
Devis-Devis et al. (2011) Selection of printed curriculum materials in physical education: Recontextualizing pedagogical knowledge. European
Physical Education Review, 17(1), 19-34.
32659

15:15-15:45 | Room: 318A (3F)

Exploring Gender and Socio-Economic Differences in Children’s Play-Based Science and Mathematics Learning Opportunities
Maria Kambouri-Danos, University of Reading, UK
Natthapoj Vincent Trakulphadetkrai, University of Reading, UK
Myria Pieridou, The Open University, UK

Play is recognised as the main vehicle for learning in the early years. The aim of this study is to initially extend knowledge regarding how
children acquire the foundations of scientific and mathematical understanding in the early years by observing them during play, in order to
identify the opportunities offered for science and mathematics learning. A total of 6 primary schools participated in the study and the childrenof each reception class were observed during play time. These observation focused on the identification of the opportunities for scientific andmathematical learning during play, and were analysed to investigate children’s inclusiveness in relation to gender and socio-economic backgrounds.
Tentative results, suggest that there are differences in relation to children’s play which may affect their later scientific and mathematical development.
Subsequently, findings will be used to make recommendations for policy and practice in order to support children’s mathematical and sciencelearning in the early years.

Monday Session IV: 14:45-15:45
Room: 318B (3F)TESOL Education
Session Chair: Thomas S. C. Farrell
33620

***

14:45-15:15 | Room: 318B (3F)

Increasing Preservice ESOL Teachers Sense of Self-Efficacy and Preparedness: The Significance of Authentic Learning Experiences
Kimberly Cardimona, Bloomsburg University, USA
Kailyn Stewart, Bloomsburg University, USA

This study investigates the significance authentic learning experiences have on the self-efficacy and preparedness of pre-service teachers completing
an English as a Second/Other Language (ESOL) teacher preparation course. Pre-service teachers enrolled in an ESOL field experience course
were required to engage in authentic learning experiences with adult and p-12 English language learners (ELLs). Upon completion of the course,
75 pre-service teachers were surveyed to determine the effect authentic learning experiences had on their(a) level of confidence (self-efficacy)and (b) preparedness in working with English language learners. The results from the study have important implications on how ESOL teacher
preparation programs can incorporate authentic learning experiences into a field experience course to better prepare teachers to work with ELLs.

46 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday Session IV

14:45-15:45 | Room: 318B & 319A (3F)31974

15:15-15:45 | Room: 318B (3F)

Reflecting on Reflective Practice in TESOL: An Appraisal
Thomas S. C. Farrell, Brock University, Canada

What is reflective practice within teaching English to speakers of other languages (TESOL)? What research has been carried out on reflective
practice in TESOL? What does the research conclude about the practices that encourage TESOL teachers to reflect? Does engaging in reflective
practice improve TESOL teaching? In this paper I outline and discuss the results of a survey of 116 research articles from 58 academic journals
on the practices that encourage TESOL teachers to reflect. I operationalize reflective practice according to five levels/stages of teacher reflection.
This framework shifts the analytic lens of reflection according to the following: philosophy (teacher-as-person), principles (assumptions, beliefs,
and conceptions of teaching and learning), theory (theories-in-use), practice (actual teaching), and beyond practice (sociocultural and politicalconsequences). After explaining the framework, I apply it to the 116 research articles that focus on practices that encourage teacher reflection
from 58 journals over a 5-year period. The results of this survey/review are overwhelmingly positive; clearly, teachers, whether reflecting on theiridentities, beliefs, theories, or their own teaching do recognize the developmental value and transformative potential in the activities of reflection.
This review also addresses the sticky questions of whether engaging in teacher reflection leads to improved quality of teaching or greater gains
in student learning and second language acquisition and I will conclude that all are possible within a clear definition of what reflective practice is.
The paper also provides important implications for second language teacher education and development.

Monday Session IV: 14:45-15:45
Room: 319A (3F)
Language Learning: Study Abroad
Session Chair: Peiru Tong
33505

***

14:45-15:15 | Room: 319A (3F)

A Meta-Analysis for the Effectiveness of Study Abroad on L2 Proficiency of Japanese Students
Akiyo Hirai, University of Tsukuba, Japan

Many studies have reported on the effects of study abroad on L2 proficiency. The degree of these effects may be influenced by many factors,
such as study abroad duration (e.g. Iida, 2013), pre-departure L2 proficiency (e.g. Freed, 1990), location of program (e.g. Harada, 2014), andpsychological factors (e.g. Wang, 2013). An extensive literature review shows that study abroad duration and pre-departure L2 proficiency arethose that seem to have the most significant influence on L2 proficiency. Despite ample research, it remains unclear to what extent long-term
study abroad is more effective than middle- or short-term study abroad, or whether students with low pre-departure proficiency receive the same
effects as those with more advanced proficiency. This is because each study has reported on students who studied under different conditions,and their L2 improvement has been measured by different tests. In this light, the current study provides a synthesis of previous studies throughmeta-analysis, with the aim of clarifying the influence of these two factors on proficiency among Japanese learners of English. Meta-analysis, aqualitative statistical method that can synthesize multiple studies with a common metric, enables balanced comparison. Of the 40 relevant studies
collected, 14, all of which included pre- and post-tests on students before and after studying abroad, are used for the meta-analysis. The results
show that the magnitudes of effect of short-, middle-, and long-term study abroad programs are significantly different. On the other hand,
students at any proficiency level show significantly improved L2 proficiency.
33996

15:15-15:45 | Room: 319A (3F)

Impact of Culture Learning on Second Language Acquisition in Study Abroad in China
Peiru Tong, The University of Sydney, Australia

Linguistic development and cultural knowing are the two main themes of study abroad (SA) research. Many empirical studies have investigatedstudents’ learning process from either linguistic or cultural scope, with a focus on the efficiency of SA. However, less literature is found combining
both scopes and exploring the interplay between them, especially the impact of culture learning on students’ second language acquisition (SLA).
This study tries to fill the research gap by conducting a case study of an SA program in China, which participants were undergraduate students
from an Australian university. Data were collected with an ethnological approach integrating class observations and student interviews. Inspiredby second language socialisation theory and intercultural language learning orientation, based on the cultural knowing/experiential model, thisstudy proposes a three-layered model illustrating the reciprocal relationship between culture learning and SLA in SA context, including the“content layer”, the “discourse layer” and the “perspective layer”, from the innermost to the outermost of a concentric circle. In the model,
culture serves as pedagogical content at the core, and learning discourse and perspective more discursively and less tangibly in the broader context.
Qualitative data demonstrate that culture experiences affect students’ L2 learning in different patterns in the three layers, namely, affording
interaction opportunities with local communities, facilitating pragmatic development, and re-carving language attitudes and identities. This model
aims to elaborate the role of culture and its explicit/implicit influence on L2 learning, and provide implications for SA practitioners to reinforce
culture-integrated curriculum.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 47

Monday Session V

16:00-18:00 | Room: 318A (3F)
Monday Session V: 16:00-18:00
Room: 318A (3F)Interdisciplinary Perspectives on Education
Session Chair: Mariane Gazaille34270

16:00-16:30 | Room: 318A (3F)The Origin of Kaibo:Ron Marine Defense Ideology in Pre-Modern Japan
Vladimir Kudoyarov, University of Tokyo, Japan(Analyzing the “Inquiry into Customs of Red Ezo” and “A Discussion of the Military Problems of a Maritime Country”.) The author analyses
the main tendencies in the latter part of Pre-Modern Japan (1603-1867), which led to the origin of the marine defense (KAIBO:RON) ideology.
Since 1639 Japan supported national seclusion policy (sakoku), limiting its trade contacts to China and the Netherlands. Being afraid of Christianity,
Japan didn’t hold official contacts with any Western country and didn’t construct any big vessels. However, the situation changed radicallyfrom the mid-XVIII century, when Russian trade ships started to arrive to Hokkaido (1735, 1778), and a report from a Hungarian adventurer
Mauritius Benyowsky (1746-1786) claiming about possible Russian naval assault against Japan, was published. These events gave an impact to
KAIBO:RON ideology with the idea of protecting Japanese northern borders, which existed until 1854, when Japan opened its ports to foreigncontacts and trade. The paper describes two main documents of that period – “Inquiry into Customs of Red Ezo” (1783) by Kudo: Heisuke and“A Discussion of the Military Problems of a Maritime Country” (1787) by Hayashi Shihei. Much attention is given to the analysis of the defense
measures, advocated by these scholars, and their influence on Japanese government policy, which resulted in the first exploration expeditions to
Hokkaido (from 1785) and the earliest attempts to define Japan in terms of its outer boundaries, which led to further colonization of Hokkaido
and the construction of modern merchant vessels. As an additional historical source, “An Illustrated Description of Three Countries” (1785) byHayashi Shihei will also be presented.
34256

16:30-17:00 | Room: 318A (3F)

How Does Home-Based ECE Affect Children and Families of Nomadic Herder Households in Rural Mongolia?
Eri Nakamura, The University of Tokyo, Japan

Many studies have shown the favorable influence of Early Childhood Education (ECE), including children’s social and cognitive development,
fewer students dropping out from primary school and less repetition rate in compulsory education. However, there are a number of children
worldwide who do not have access to formal ECE institutions such as kindergarten and preschool. For children who do not attend these
institutions, informal learning such as home-based education is almost the only opportunity to provide ECE. This study focuses on nomadic
herder families in rural Mongolia, where many efforts have been done between schools and families with preschool-age children to implement
home-based ECE. The purpose of this study is to analyze the impact of ECE on families and children who had experienced home-basedlearning. In September, 2016, in order to collect in-depth data of the impact, questionnaire survey and semi-structured interview were conductedin the two districts, Bayangol and Taragt districts, in Uvrukhangai province, Mongolia. To make a comparison, questionnaire data was collectedfrom both groups of families whose children had attended kindergarten and had not attended it at all. According to the data analysis, there are
two main findings about the impact of home-based ECE in terms of improving children’s school readiness before entering. elementary school,
and altering parents’ educational outlook about themselves as well as their children. Further research shall be needed to find more influence andimpact of home-based ECE in rural areas.
33993

17:00-17:30 | Room: 318A (3F)

Examining the Role of E-Learning in Promoting Health Awareness of Young Internet Users: A Case Study of Girl Students ofAllameh Tabataba’i
Ali Asghar Kia, Allameh Tabataba’i University, Iran

The extension of education, considering communities extensiveness, the need for permanent education of citizens, time limitations for them,a lack of physical space, the costs of its construction and traffic problems have doubled the importance of e-learning in today’s society. The
enhancement of effectiveness and efficiency of this method in education and training is another advantage of it, compared to the traditional one.
A health system can develop the internet using in the healthcare field by creating a suitable context and environment. This study was conductedusing a survey in 1392 with the aim of examining the role of e-learning in raising health awareness of young internet users. The populationof this study was 200 female students of Allameh Tabataba’i University. In this research, based on the Cochran formula, 130 students havebeen selected as the sample size, and for the sample selection random sampling has been used. Inferential findings of the study show that themain hypothesis of the researcher has been accepted: The findings of the research show that according to Uses & Gratification Theory, healthmessages and information of medical & health websites have an important role in changing attitudes and health behavior of users; and comparedto other media, a large number of their health information needs are met through them. In addition, based on a Elaboration Likelihood Model,
respondents consider these messages and information as important factor for strengthening and maintaining their own optimal health and they
use them for managing their own health.

48 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday Session V

16:00-18:00 | Room: 318A & 318B (3F)33546

17:30-18:00 | Room: 318A (3F)

Training for Intercultural Competence: Teaching Openness to Otherness and Diversity in Police Technology
Mariane Gazaille, Université du Québec à Trois-Rivières, CanadaLouis Gosselin, Cégep de l’Abitibi-Témiscamingue, Canada

Teaching otherness and diversity is not only a question of acquiring knowledge about others: it is all about changing behaviors and attitudes. In
Quebec (Canada), the Human Rights Commission recommends that post-secondary programs “contain anti-racism and intercultural training”(2011, p. 50). As such, Police Technology programs should train student police officers (SPO) to intervene with stigmatized and culturally
varied communities (Gouvernement du Québec, 2005). Gazaille et al. (2015) suggested that to teach “openness to otherness, educational
professionalizing training should comprise a set of different strategies and tasks articulated to work on students’ preconceived ideas”. Yet,methods to teach openness to otherness do not abound and are often limited to the description of people’s characteristics, beliefs, or ways ofliving, leaving aside the intercultural and interactional dimensions. Moreover, it is not clear how male and female future professionals react tosuch teaching. Contact Theory has shown the importance of contact to deconstruct prejudice (All-port, 1954) while Transformational Learning(Mezirow, 2000) postulates that new ways of thinking emerge in response to externally disorienting dilemmas. Such dilemmas can be meetingwith different clienteles. Since prejudice is likely to be influenced by group socialization (Poteat, Espelage, & Green, 2007), not working on SPO’s
attitudes during their training may confirm these students’ prejudiced attitudes through socialization with fellow classmates who hold similarideas. We conducted a study on the evolution of SPO’s prejudices (experimental°=°77, witness°=°205). Preliminary results support theories
aforementioned; they will be discussed in terms of gender and types of prejudice endorsed.

Monday Session V: 16:00-18:00
Room: 318B (3F)
Digital Technologies & Communications
Session Chair: Luisa Castro
33590

***

16:00-16:30 | Room: 318B (3F)

Representation of Self and Digital Identity in Social Media
Nastaran Khoshsabk, Monash University, Australia

Communication through online interaction facilitates the mutual understanding of societies culturally and historically and such online informationexchange influences the identity formation of individuals (Hall, 2003). The notion of “cultural identity” by the sociologist Stuart Hall (1932-2014)
is applied in this research to explore the educational and informative role of social media in the identity formation and cultural representation of
Iranian adult Facebook users. The exploration of online interviews in this qualitative multiple case study is on the basis of participants’ personalaccount of identity and social media use. The ‘interactions’ and ‘presentation of self ’ have been considered in the Facebook analysis phase of research
for the duration of six months. The driven codes and themes were categorised considering self-censorship, place of technology and its role on
representation of self. The “actual self ”, as described in interviews, was hidden by individuals for different reasons such as its influence on their social
status, academic achievements and future careers. It is hoped that this research by offering an increased understanding of the importance of online
communities will have implications for education contexts, particularly in countries that are experiencing social media filtering.
33850

16:30-17:00 | Room: 318B (3F)

If You Can’t Beat ’em, Join ’em: Using Mobile Devices Effectively In and Out of the Classroom
Leslie Scamacca, LaGuardia Community College, USA
Nicole Lytle, LaGuardia Community College, USA

Smartphones and mobile devices have enhanced our lives. These devices help to manage tasks with applications that sync with our social
media with events we’ve accepted, schedule appointments, and even allow us to plan and book an entire vacation. Mobile technology is often
found in the hands of our students, and can be seen as an obstacle to learning within the classroom. Rather than compete with technology, two
professors at LaGuardia Community College have decided to shift the educational paradigm, both in and out of the classroom, by combining
experiential learning with mobile technology. In this presentation, we will discuss classroom management, assignment creation and evaluation,and examinations through the experiential learning model, and demonstrate how incorporating mobile technology into the educational processenhances knowledge retention and excitement. In Marketing studies, students examine effective social media practices and their implications (asthey relate to course concepts) to further business goals. In the Travel, Tourism, and Hospitality curriculum, students use their devices to viewand study global tourism destinations virtually. We will discuss Kolb’s experiential learning model and explain how assignments using mobile
technology complement this pedagogy. We will also establish a baseline for an introduction of mobile technology in the classroom, as well assome advanced practices and applications for Instructors looking to enhance their current curriculum. We will also discuss ways to overcome
obstacles associated with the use of mobile devices in and out of the classroom.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 49

Monday Session V

16:00-18:00 | Room: 318B & 319A (3F)33189

17:00-17:30 | Room: 318B (3F)

Incorporating Young People’s Perspectives Into Social Media and Cyberbullying Education in Schools
Holly Powell-Jones, City University of London, UK

The school is as much a site for pupils’ social, moral and cultural education as it is for academic learning. Schools in the UK face increasing
political and parental pressure to educate young people about the Internet, social media and new technologies. In addition, schools have becomea primary site for tackling social issues like “cyberbullying” and “sexting”. A major challenge facing educators is a general ignorance about pupils’
digital interaction, not only in terms of what apps are being used and how they work, but also in terms of potential new social norms being
formed by the younger generation growing up in a digital age. Based on participant-observation of nearly 200 11-18-year-old pupils during “Social
Media Law and Ethics” educational workshops in schools, this paper explores youth constructions of risk in a digital context. By asking students
to articulate how ‘risky’ they feel certain content or conduct is, this research aims to highlight how social influences and technological affordances
can affect their perspectives of criminal, legal and ethical boundaries online. Overall, this paper contributes to calls to incorporate more studentled, “bottom-up” discussions of social digital media within education. The possibilities for teachers to be educated alongside their pupils mustnot be overlooked if schools hope to create effective positive changes in this important area of young people’s lives.
33971

17:30-18:00 | Room: 318B (3F)

Social Presence in a Professional Online Conference
Luisa Castro, University of Hawai’i at Hilo, USA

Without presenters and attendees being physically at a conference, how do presenters and attendees construct and convey a social presence tobuild a learning community? The current surge of research to understand online pedagogy and learning has targeted the virtual classroom while
few studies have been conducted on social presence in online conferences. This multiple case study involved both qualitative and quantitative
data using linguistic inquiry and word count, transcript content analysis, constant comparison analysis, a survey and interviews, grounded in theCommunity of Inquiry (CoI) theory for studying online learning experiences. Ultimately, the study revealed that social presence was manifested
in the volume and patterns of interaction in a professional online conference and can be studied using the CoI framework’s social presence
category. This was evident in the data gathered using multiple methods to observe and analyze what occurred during the 2016 TCC Conference
and perceived experiences after the conference. The results of this study suggest that social presence can be established in a shorter time frame
than previously thought possible compared to online courses conducted over a semester or term. Presenters and attendees participating in online
presentations lasting 20 to 45 minutes were able to project observable instances of social presence. Other variables, such as presenter presence,content and delivery, attendee-presenter interaction, social media and previous relationships, may have played varying roles in how social presence
was established and maintained in a fully online professional conference.

Monday Session V: 16:00-17:30
Room: 319A (3F)
Language Education II
Session Chair: Jon Dujmovich
33565

***

16:00-16:30 | Room: 319A (3F)

The Transformation of EFL Classrooms to Communities of Practice
Akiko Nagao, Ryukoku University, Japan

This quantitative data analysis study examines how the Community of Practice (CoP) activities demonstrated by Lave and Wenger (1991) may
be transformative within EFL classrooms. CoP analysis facilitates understanding as to what people learn in these groups and demonstrates how
CoP may be applicable to many communities (Wenger, 2002). However, formal education institutions have been less ready to embrace theseideas (Smith, 2009). Some features of CoP patterns include sharing and understanding similar learning goals, understanding common tools andsemiotic resources, and solving problems while expanding human relationships within the community. Here I examine how CoP active patterns
were developed during fifteen-week periods in order to uniform the EFL classroom. Specifically, 52 learners out of 257 in two different classroom
communities answered classroom queries regarding CoP features at semester’s beginning, middle, and end. Data analysis indicates a single CoP
feature – asking help of other class members in both classes – resulted in similar positive development patterns during the fifteen weeks. Activity
patterns such as communicating with other members, sharing information, and remembering and understanding common tools and social
semiotics exhibited a similar expanding pattern. Patterns between weeks 1 and 7 were similar but did not develop dramatically. However, between
the middle and end of the research period, patterns dramatically increased and improved. These CoP features do not develop at the same speed
nor the same time. However, in two different classrooms observed in different years, some CoP features developed remarkably similarly.

50 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Monday Session V

16:00-18:00 | Room: 319A (3F)33339

16:30-17:00 | Room: 319A (3F)

Intensive English Program for Engineering Students: An Action Research
Gloria Chen, Indiana Tech, USA

Most international students take pre-college or pre-graduate school Intensive English Programs (IEP) to improve English skills in order to fulfill
the language requirement of universities. While most IEPs offer courses that address skills of listening, speaking, reading, and writing for personal
and academic enrichment, preparing students for their future majors also needs to be considered. The institution where the presenter teaches,a university of technology, enrolls a great number of students who are conditionally accepted to engineering programs, pending satisfactory
English proficiency. With students’ need of “English for Engineering” in mind, the Intensive English Program has incorporated “English forEngineering Students”, with the course title “College Skills” since 2013, while offering a variety of communication skill trainings for students
aiming at other majors. The curriculum of “English for Engineering Students” includes terminology in engineering, critical thinking, technicalwriting, researching and writing for journals, and oral presentation skill, etc. The faculty, students, as well as the administrators are delighted with
its outcomes. This presentation will share the course design and objectives, the highlight of the course, the application of this course in students’engineering studies, and the prospective amendments to better serve the students.
34857

17:00-17:30 | Room: 319A (3F)

What’s Love Got to Do with It? Motivating Intercultural Competency and Language Learning Through Discussions of Intercultural
Romantic Love Relationships
Jon Dujmovich, Aichi University, Japan

While English is a required subject in Japanese junior and senior high schools, Japanese university students’ communicative language competenceis generally very poor. Many blame this on the Japanese entrance exam system, which overemphasizes grammar rather than communicativecompetency. To counterbalance this, many Japanese universities have started creating “Language Cafés” and “Language Lounges” where students
can interact informally in a natural setting with native English speakers and speakers of other languages. As students are not required to attend
these cafés and lounges, organizers need to plan interesting programs, activities, or otherwise motivate students to attend. Studies (e.g. Fisher,
2009; Hatfield & Rapson 2016) have found that romantic love is a strong motivator which increases the desire to learn a foreign language foryoung Japanese students (Pillar 2009). We capitalized on this at our Language Café by using romantic love as the topic of conversation. As
students experienced “cultural bumps” (Archer, 1986), these would lead to intense discussions of love, cross-cultural conundrums, and issues
these learners faced when dating. Utilizing principles from Emergent Design (Cavello, 2000) as a guide for facilitating group meetings has
afforded the facilitator the freedom to be creative and adapt an exploratory approach to the student led discussions. These discussions, conducted
in English, often delved into topics that required sensitivity and tact on part of the facilitator in order to provide and maintain an open, safe,
and stimulating setting. We found noticeable improvements in students’ curiosity, intercultural competency (Ting-Toomey & Chung, 2008), andintercultural sensitivity (Bennett, 1998).

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 51

Conference Dinner

19:00-21:00 | The Signature Prime Steak & Seafood Restaurant
The official Conference Dinner will be held in a private dining room at The Signature Prime Steak & Seafood restaurant. Located on the 36th
floor of the Ala Moana Hotel, the Signature has panoramic views of Diamond Head and the Pacific Ocean. This is a great opportunity toenjoy delicious food and stunning views all while networking with fellow delegates.

This is a ticketed event ($100). Please enquire at the registration desk for further information.

52 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

TuesdayJanuary 10

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Tuesday Session I

09:00-10:30 | Room: 318A (3F)
Tuesday Session I: 09:00-10:30
Room: 318A (3F)
Education: Social Justice & Social Change I
Session Chair: Ruth Tregale
33083

09:00-09:30 | Room: 318A (3F)

African Scholarship Cohort Bringing Online Open Educational Resources (OER) to Africa, Building Local Businesses
Kristin Palmer, University of Virginia, USA

Do you believe in education being the great equalizer? Do you believe that we can empower people through educating them and improve
communities and governments? If so, then this session is for you. This session will walk through our experience working with Distance
Education for Africa to create the African Scholarship Cohort (ASC) at the University of Virginia (UVa). ASC is a pilot program where
over 100 people in Sub-Saharan Africa were invited to participate in a series of open educational resources (OER) created by the Darden
Graduate School of Business at the UVa and hosted on the Coursera massive open online course (MOOC) platform. Members of the
ASC are working with staff at UVa to complete five courses taught by Mike Lenox and Jared Harris: Foundations of Business Strategy,
Advanced Business Strategy, Business Growth Strategy, Strategic Planning and Execution, and Business Strategy Capstone. The students
in ASC come from a variety of backgrounds and professions and have varying degrees of business backgrounds. Being part of ASC
allows them to gain business skills and potential career advancement from a top business school and connect with peers throughout
the continent. The ASC students are developing skills and directly applying these skills to local businesses in Africa. The experience of
implementing newly acquired skills for local businesses has shown students direct and immediate impacts of academic concepts.
33901

09:30-10:00 | Room: 318A (3F)

Non-academic Factors Affecting International Medical Education: Do Local Students Have a Fair Chance?
Lauren Orlando, St. George’s University, Grenada
Emily Harms, St. George’s University, Grenada
Heather Brathwaite, St. George’s University, Grenada
Jill Paterson, St. George’s University, Grenada

The academic success of students at the tertiary level involves both academic and nonacademic factors. Although Grenada is a postcolonial,
developing country with a gross national income of approximately $7,842 US per year, it is home to St. George’s University (SGU), aninternational institution that is arguably the most prominent medical education program in the Caribbean. Student success at SGU is largely
attributed to specialized programs offered to improve academic success; therefore, we investigated the nonacademic challenges Grenadian
medical students face at SGU. Jacobs (1999) identified a number of these challenges among the same population, and we compared our
results with his findings to identify how these challenges have changed in the past 17 years. We invited all 36 Grenadian medical students
attending SGU to participate in an anonymous survey about their perceptions of nonacademic factors affecting their studies. Two thirdsof the students (n = 24) responded to the questionnaire and identified three major issues: affordable housing, transportation, and cost ofliving. We conclude that the same issues still pose a challenge for Grenadian students today. In fact, housing opportunities have become
more limited in the past 17 years because of the University’s rapid growth. We suggest that SGU modify its policy to include guaranteed
on-campus housing for Grenadian students, the cost of which would be minimal, because of the small population. We also suggest the
Grenadian government include a small living stipend in the government scholarship, which could alleviate these nonacademic constraints.
33567

10:00-10:30 | Room: 318A (3F)

Leap-Up: A Cohort-Specific Transition Program from High School to University for Students from Refugee Backgrounds
Ruth Tregale, Macquarie University, Australia
Sonal Singh, Macquarie University, Australia

The LEAP-UP (University Preparedness) program builds on the successes of the LEAP-Macquarie Mentoring (Refugee Mentoring)
program, in which university and year 9-10 high school students from refugee backgrounds engage in a 10-week long peer mentoring
program aiming to build social and cultural capital to support the high school students in making informed decisions about their future
educational pathways. After five years of the LEAP-Macquarie Mentoring program, 65 former mentees from early rounds of the program
have graduated from high school and are now studying at universities across Australia. However, feedback from former mentees, as well asfrom other students from refugee backgrounds studying at Macquarie University, indicates that these students receive very limited support
once leaving school in their transition to further education or employment. While the journey through education towards employment
is challenging for every young Australian, it presents additional difficulties for students from refugee backgrounds, given that they haveoften experienced years of instability, trauma and disrupted schooling. This paper will discuss research findings from a Commonwealth
Government of Australia funded National Priorities Pool project to:• improve support to students from refugee backgrounds to access, and succeed in higher education by reviewing international bestpractice and initiatives at Australian universities;• conduct a detailed needs assessment with past and present students of the LEAP–Macquarie Mentoring Program; and• develop an evidence-based tertiary enabling program – LEAP-UP (University Preparedness) – specific to the needs of this cohort.
54 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Tuesday Session I

09:00-10:30 | Room: 318B (3F)
Tuesday Session I: 09:00-10:00
Room: 318B (3F)
Educational Change through Technologies
Session Chair: Mohamed Edali
33493

09:00-09:30 | Room: 318B (3F)

The Transport Phenomena: Course Teaching Strategies Using Comsol Simulation Apps for Engineers and Scientists
Zaed Sahem, Ontario Society of Professional Engineers, Canada
Mohamed Edali, AlMergib University, Alkhoms, Libya
Faraj Ben Rajab, Memorial University, Canada
Ali Elkamel, University of Waterloo, Canada

Teaching undergraduate transport phenomena fundamentals course in universities worldwide was mainly based on the well-known mostuseful chemical engineering textbook ever written by Bird, Stewart and Lightfoot (BSL, 1960). Students in recent years are motivated byreal-life examples, but they have limited time to investigate the physics beyond them. This research paper presents the enhanced teaching
methods used to introduce undergraduates to Comsol Multiphysics Apps solving research projects. The learning goal is achieved by going
through sequent teaching approaches. Normally, the students learn to solve problems in their textbooks analytically and learn to validate
their solution with the available numerical techniques. Progressing into solving more complicated 2D problems is a result of building
the validation confidence with computer programs that develops students to go beyond their textbooks by removing assumptions. Thisapproach is illustrated in details using the feature of App building; where changes and optimization can be implemented to show thebreadth of analysis techniques. Students gain better insight into the interaction between realistic system design geometries, and the roleof various Multiphysics. From an educational perspective, students in different engineering and science disciplines can now solve complex
problems in a relatively short period of time, which provides new opportunities for strengthening their technical skills. One key result isan acceleration of their development as technologists, which allows them to ultimately provide greater business impact and leadership in
their chosen career.
33490

09:30-10:00 | Room: 318B (3F)The Use of Application Builder & COMSOL Multiphysics as a Tool to Build and Deploy Simulation Apps for Heat Transfer
Mohamed Edali, Al-Mergib University, Alkhoms, Libya
Zaed Sahem, Ontario Society of Professional Engineers, Canada
Sondos Elhsaik, Al-Mergib University, Alkhoms, Libya
Hanadi Saad, Al-Mergib University, Alkhoms, Libya
Ali Elkamel, University of Waterloo, Waterloo, Canada

For teaching heat transfer, we currently apply COMSOL Multiphysics software and its new application builder features. The main goals
are to maximizing the efficiency of the learning process, expanding the investigation techniques while keeping students engaged. In
engineering-based courses such as Heat Transfer, simulation apps are helping to strike such a balance by introducing students to complex
concepts in a simplified format. In any simulation study, there are complex theories and physics that must be considered in order toobtain accurate, realistic results. Innovative ways that university professors should utilize within the classroom are the use of simulation
apps as that they are able to incorporate these elements into the underlying model while hiding such complexities behind a user-friendly
interface. Within the university setting, simulation apps are evolving as a powerful tool for introducing students to challenging concepts
and enhancing their modeling skills to further advance their learning. We describe the fundamentals and give examples of exercises that
include several features of the modelling options. The user-friendly design of COMSOL makes the software well-suited for use in theclassroom for both the above mentioned purposes. The students benefit from the easy handling of model input, which is completely
performed within the graphical user interface.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 55

Tuesday Session II

10:45-12:15 | Room: 318A & 318B (3F)
Tuesday Session II: 10:45-12:15
Room: 318A (3F)
Education: Social Justice & Social Change II
Session Chair: Dannielle Joy Davis
33382

10:45-11:15 | Room: 318A (3F)

Transformation Through Inquiry Learning

Ksenija Napan, Massey University, New ZealandThis presentation focuses on how to expand students’ minds through inquiry learning. The main qualities of a particular inquiry based
approach called Academic Co-creative Inquiry will be presented alongside with a case study about its development and application invarious courses and academic settings. The method will be critically analysed with a specific focus on the use of learning contracts, self
and peer reflection and co-creation of curriculum with students as active agents in the process of learning and transformation.
32157

11:15-11:45 | Room: 318A (3F)

Heightening Cultural Awareness Through Reflective Contemplative Practices
Sara Olin Zimmerman, Appalachian State University, USA
Susan Musilli, Appalachian State University, USA

Instructors from two different disciplines collaborated to teach a preservice teacher education course examining the concepts of language
and culture with the expectation that mindfulness-based reflective practice could enhance comprehension of course content and provide
introspection for transformation. Two questions were studied: how to promote thoughtful reflection and how to effectively implement
reflective journaling into a college classroom in a meaningful way. Twenty-seven student WordPress journals were analyzed throughinterpretive content analysis. By evaluating the journal posts, instructors were able to determine if the students understood course content
and also gained valuable insight into students’ cultural beliefs. The journals were effective teaching tools for understanding, and they also
served as powerful assessment tools throughout the semester.
33525

11:45-12:15 | Room: 318A (3F)Black Womens and Girls Return to Joy: Addressing Trauma, Healing, and Educational Opportunity
Dannielle Joy Davis, St. Louis University, USA
Cassandra Chaney, Louisiana State University, USA
Donna Culbreth, National Girls and Women of Color Council, USA
Denise Davis-Maye, Auburn University-Montgomery, USA

The concept of thriving amidst trauma receives minimal attention when addressing negative educational and life experiences of Black
women and girls. This work examines strategies employed and recommended by Black women and girls that prompt thriving amidst
traumatic circumstances. Radio broadcasts from the National Girls and Women of Color Council serve as data for the topic. Findings
reveal the strength of Black women and girls in dealing with trauma, holding the potential to move beyond coping with circumstances,
towards potential thriving in education and beyond.

Tuesday Session II: 10:45-12:45
Room: 318B (3F)
Language Education III
Session Chair: Ljiljana Markovic
32601

***

10:45-11:15 | Room: 318B (3F)

Bridging Worlds: A Holistic Approach to Teach Poetry in Iraqi Universities
Fatimah Al-Asadi, University of Wyoming, USA

Most Iraqi college students are unable to analyze and interpret a text, articulate a text’s meaning, and evaluate a text’s worth. This study
addresses this problem by presenting an approach of teaching poetry which not only enhances these abilities, but encourages students’intuitive responses to a poem and enables them to read a poem in the light of the contexts it has inhabited. The approach suggested iscalled the holistic approach. Based on this approach, this study examines the contributions of reader, text, and context to the creationof a poem’s meaning. It considers the reader’s ethical, intellectual, psychological, and aesthetic responses to a poem, acknowledging thatthese are affected by his/her experience and personality. The study further explores what in a poem affects the reader’s responses, showing
how a poem can be analyzed, interpreted, and evaluated. Having acknowledged the role of the reader’s context in shaping his responses/
her, the study demonstrates how a poem’s contexts can be investigated for the purposes of appreciating the poem as a particular literary
production and of further clarifying the poem’s meaning.

56 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Tuesday Session II

10:45-12:45 | Room: 318B (3F)33167

11:15-11:45 | Room: 318B (3F)

Plurilingual Approaches for a Change in Early Language Education: Developing Children’s Communicative Competence
Through Plurilingualism
Daniela Coelho, University of British Columbia, Canada

Incorporating pluralistic approaches in the schools curricula, in particular Awakening to Languages programmes, is believed to promoteawareness of others, their cultures and languages, as well as to develop a plurilingual competence, respecting and welcoming all linguistic
repertoires (Beacco & Byram, 2007; Candelier et al., 2012). My session presents a PhD study which analyzed the role of the Awakening toLanguages approach in the development of preschool children’s communicative competence. Therefore, based on a theoretical frameworkthat presented a variety of scientific studies with children that know more than one language, a set of multilingual activities were especiallyconceived to develop the communicative competence of preschool children and applied in a group of five-year-olds in a kindergarten
school. The preschool children worked on four languages for three months in an Awakening to Languages project. The main objective
was to find out if providing preschool children with multilingual playful activities would have an effect on their communicative skills.
The results seem to indicate that the Awakening to Languages activities planned for this project in specific seemed to have created more
opportunities to develop language, in its many aspects, contributing to the development of the children’s communicative skills in general(Coelho, 2015). It is, hence, understood that including pluralistic approaches in the preschool curricula should be taken into account inpresent day schools for the development of a plurilingual competence, a competence so-needed in today’s pluricultural and plurilingual
societies.
33499

11:45-12:15 | Room: 318B (3F)

Arabic Language Teachers’ Experiences of Arab Culture in the Mainstream Secondary Curriculum in England: Challenging Misperceptions
Kelly Murphy, The University of Manchester, UK

Language education provision at secondary level in England faces an uncertain future, particularly for Arabic as a Modern Foreign
Language. In 2015 the Advanced Level examination was threatened with discontinuation, although it was later confirmed to be redeveloped,
and although the GCSE, for 16 year olds, has seen an increase in candidates almost year-on-year over the past ten years few schools offer
it as part of the mainstream curriculum (Tinsley 2015; Pearson 2016; Tinsley and Board 2016). There is an urgent need to understandthe nature of the subject from the perspective of those who teach it in order to address challenges to its growth within mainstream
education. This paper centres around a key theme that emerged from my unique PhD work into Arabic language teachers’ understandings
and experiences of “Arab Culture” as part of their subject in mainstream secondary schools in England. In this paper, the theme of“challenging misperceptions” is explored through the lived experiences of three teachers using Interpretive Phenomenological Analysis(Smith et al. 2009) as a qualitative methodology. I also explore the subjective nature of “misperceptions” and how the teachers discuss
them, in relation to literature on the purpose of cultural instruction in the language classroom (e.g. Byram 1997, Chastain 1988). I argue
that in order to educate for change we need to understand and address the challenges teachers face with regard to the conceptualisation ofwhat their subject actually is and embrace the subjectivity of its nature within the future development of the curriculum.
32440

12:15-12:45 | Room: 318B (3F)

Teaching Japanese Across Borders: An Original Intercultural Approach
Ljiljana Markovic, University of Belgrade, Serbia
Biljana Djoric Francuski, University of Belgrade, Serbia

The goal of this paper is to present to the international academic public a unique and original book for teaching Japanese, the first of its
kind in Serbia. However, its significance is not limited only to the students of Japanese in Serbia, because this manual can be the sourceof ideas for teachers of Japanese in any other culture, as well. The main feature that makes it so outstanding is the use of mnemonic
methods for learning how to read and write Japanese characters kanji, which has been done before in some Western countries, but in adifferent way. Namely, though the possibility of using mnemonic devices for memorising kanji by connecting them with information thatcan be remembered more easily has already been recognized, the Serbian authors applied extremely inventive and creative forms in order
to connect the Japanese and Serbian cultures, thus rendering the process of learning more entertaining and interesting, and making itmuch easier for the student. Not only did authors include some kanji that are not usually explained with mnemonics, but they also foundexplanations which are not typical for the common ones, such as comparing number nine (九) with a cat which has nine lives, or number
four (四) with two lips plus two rows of teeth. The most original mnemonic is certainly the adjective small (小) which, according to them,
represents a young bird hatching from an egg.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 57

Tuesday Session II

10:45-12:45 | Room: 319A (3F)
Tuesday Session II: 10:45-12:45
Room: 319A (3F)
Language Learning
Session Chair: Abigail McMeekin33992

10:45-11:15 | Room: 319A (3F)

Stylistically Similar Corpora as an Alternative to Parallel Corpora: Long Words and Clippings Seen across Registers inJapanese, English, Russian
Tatiana Kudoyarova, Independent Researcher, Japan

Many attempts to introduce parallel corpora in language learning are constantly being made Development of a Russian-Japanese parallel
corpus is still under consideration (Russian Academy of Science), due to peculiarities of language pairs followed by the necessity tointroduce specific technologies. Meanwhile, is absence of parallel corpora a major problem for an attempt to introduce corpora-assisted
language teaching? Can any alternative methods be suggested? Here we propose to use stylistically similar corpora for learning linguistic
aspects of languages. As an example, distribution of words and their clippings with the same meaning – “mobile phone/mobile”, “keitai
denwa/keitai” and “mobiljyi telefon/mobil’nyj” - is observed in stylistically similar texts in Asahi Shimbun corpus, Bank of English
Corpus and Russian National Corpus. A dichronic survey of keitai denwa-keitai (1995-2014, Asahi Shimbun corpus) proved, that thefull form keitai denwa is still dominant due to its colloquialness and homonymy (“phone” vs “to carry”)in most registers. In Russian,usage of “mobil’nyj” may also be influenced by homonymy. Cross-register analysis has shown, that the full form is chosen even in texts,
stylistically permitting a more colloquial clipping, like in Japanese. Cross-corpora contextual similarity in Russian and Japanese is noted:
usage of a clipping when citing someone in crime reports. Possibly, usage of “mobil’nyj” is limited to particular collocations (“callingsomeone’s mobile”). Parallel corpora can thus be compensated by stylistically similar corpora that provide learners with a useful hint forunderstanding lexical variations across registers and help choose a proper translation.
34292

11:15-11:45 | Room: 319A (3F)

Experiential Learning in Second Language Classroom: Blended Model
Alena Barysevich, York University, Canada

The results of the Alleyne et al.(2010) study point out that the teacher-centered model of lecture-style teaching widely used in traditional
French as a second language grammar-translation classes with monolingual speaker/reader approaches leads firstly towards the failureof students being able to fully apply their knowledge to the world-at-large. This then leads to the anxiety related to the myth of thenative speaker. The student-centered second language training model we developed at Glendon campus of York University (Toronto) isaligned with the socio-constructivist theory (Vygotsky 1978), experiential dimension of education (Kohonen & al. 2001), action oriented
approach (CEFRL 2001), and task-based instruction (Ellis 2003). It aims toward cooperative and collaborative work. This presentation
demonstrates an experiential learning model in second language classroom based on the example of French as a second language blended
course (Intermediate level). Our main challenge is to offer a quality of learning by adopting theories and innovative approaches in second
language teaching and learning via the online component of the course. How effective our experiential model could be in an online settingof the blended course? First, we describe the structure of the newly developed course (in classroom and online components). Afterwards,
we describe the methods helping to create learning more authentic and sustainable. Third, we share interactive tools that ensure thecreation of the online community and collaborative learning. Finally, we show how learning has the potential to develop critical thinking,collaboration and continuous learning among language learners.
34276

11:45-12:15 | Room: 319A (3F)

Acquiring Culture through Its Language: A Case of Teaching Cognitive Metaphors in Russian Language to Japanese Native Speakers
Marina Shchepetunina, Osaka University, Japan

We can trace different cultural elements preserved in a language, and especially in metaphors. They reflect traditionally formatted
fundamental ideas, for example like a Russian idiom “kak(like) u(at) Hrista(Christ’s) za pazuhoi(pocket)”, meaning “to be safe” andappealing to the Bible story. On the other hand such sayings as “time is money” reflect the modernity. However, they may differ fromlanguage to language, from culture to culture, and there are many cases when they are difficult to access by a non-natives even with arelatively high proficiency level. Another problem is that lots of frequently used verbs and adjectives have definite range of nouns they canbe used with, and this compatibility can not be explained purely by their semantical meaning. For example, in Russian language you maysay (1a) “krainyaya(extreme)(adj) bednost(poverty)(n.)”, but not (2b)“krainee(extreme) bogatstvo(wealth)”. The meaning of the adjective“kraynii” – “extreme, exceptional” cannot explain the reasons that the example (a) a good but (b) does not work. Such instances are usually
to be memorized or looked up in dictionaries of words compatibility. As an alternative method we suggest to apply the theory of concept
metaphors. Then, the compatibility of the above example appears as framed by the upper level metaphor of “the bad has its limits and thegood does not”. Such concepts may vary between the languages or have different intensity. We claim that the application of the concept
metaphors would help students understand better such choices and learn cultural concepts.

58 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Tuesday Session II

10:45-12:45 | Room: 319A & 318A (3F)33557

12:15-12:45 | Room: 319A (3F)

NS-NNS Interaction in a Study Abroad Setting: Communication Strategies, Word Searches, and Intersubjectivity
Abigail McMeekin, University of Lethbridge, Canada

Analyzing approximately nine hours of video-recorded naturally-occurring conversations over eight weeks of study abroad between three
NNSs of Japanese and their NS host family members, the present study uses conversation analysis to explore how the participants manageintersubjectivity using communication strategies (CSs) in word searches (WSs). Specifically the study explores the following: (a) how participants
deploy, manipulate and respond to CSs as interactional resources used to co-construct meaning and progressively disambiguate the soughtafter referent; (b) how CSs are used within the sequential organization of WSs to guide the trajectory of the search on a turn-by-turn basis; (c)how linguistic and non-linguistic resources such as intonation and eye gaze are used in conjunction with CSs to organize participant structure
and relevant action in the unfolding talk, and (d) how a microanalytic, interactional approach can redefine our understanding of how strategic
mechanisms are used and labeled in interaction. Moreover, as a CA for SLA study and one conducted in a study abroad setting, this study
underscores the importance of examining authentic interaction that learners are likely to engage in during study abroad. It shows, for instance,
how learners and NSs overcome problems in talk, all too frequent in a SA context, to maintain intersubjectivity and reach communicative
goals. Further, the analysis of the authentic interactions in study abroad shows that findings from previous studies (across different contexts
and interactional types) are supported, yet reveals several aspects of CS use that have not been noted in the literature before.

Tuesday Session III
13:45-15:15 | Room: 318A (3F)

Tuesday Session III: 13:45-15:15
Room: 318A (3F)
Higher Education
Session Chair: Jesper Tinggaard Svendsen34116

13:45-14:15 | Room: 318A (3F)

Critical Thinking in Japanese University Mission Statements: A Critical Discourse Analysis
Adam Gyenes, Ryutsu Keizai University, Japan

Critical thinking has been receiving growing attention in twenty-first-century discourses around the reform and internationalization of higher
education in Japan. While the implications of critical thinking education in a Japanese cultural context were debated in linguistic circles in the
1990s, the discussion has moved beyond language classrooms and into socio-political fields with critical thinking’s greater prominence. This study
seeks to understand the meaning and value given to critical thinking in the mission statements of undergraduate degree programs in Japanese
universities. Firstly, a corpus of online materials related to critical thinking at Japanese universities was compiled, from which five undergraduate
programs were selected for their focus on critical thinking. These programs all emphasize international and global themes through English
medium instruction, and are at the forefront of the drive to internationalize, having received Ministry of Education (MEXT) funding as “Super
Global Universities”. A Critical Discourse Analysis tool was developed to analyze the social context within which critical thinking is framed in
the mission statements of these programs. The analysis found intertextuality between the discourse of mission statements and MEXT education
reform discourses. For students, critical thinking is conflated with both their academic success and employability as global jinzai (global humanresources), although whom mission statements are written by and for is ambiguous. Through unpacking the implied meanings there is an impetus
for further discussion on the role of critical thinking in higher education and what it means to be a critical thinker.
33075

14:15-14:45 | Room: 318A (3F)Internationalization of Library and Information Science Programs in Thailand: Development and Implementation
Chutima Sacchanand, Sukhothai Thammathirat Open University, Thailand

Internationalization is recognized as a key strategy to cope with changes in the new twenty-first-century environment by increasing
the capacity and potential of institutions and programs, improving quality and building excellence in implementation of institutional
missions, especially regarding teaching and learning, research and development and academic services. This research aimed at developing
strategies for the internationalization of LIS schools in Thailand. Mixed methods both quantitative and qualitative research were used.
The purposive sample group consisted of documents, twelve Thai and six foreign key informants in LIS internationalization, deans/
heads of the programs of nine LIS schools, and thirty four LIS academicians and professionals. The research instruments comprised
a documentary analysis form, interview/focus group forms and questionnaire. Findings were as follows. 1) All LIS graduate schoolsin Thailand implement internationalization in educational management. The universities which offer LIS PhD programs are among
the leaders in terms of internationalization. 2) The internationalization strategies for LIS programs/schools in Thailand include four
components: network and strategic partnership, mobility and exchange, infusion, and flexibility. At the institutional level, four specificareas (management of the programs/schools, education provision, research and academic services) have been identified, on which each
LIS institution can focus according to its identity and context.
IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 59

Tuesday Session III

13:45-15:15 | Room: 318A & 318B (3F)33521

14:45-15:15 | Room: 318A (3F)

Selling Student Life or Empowering to Change? A Critical Discourse Analysis of a New Marketization Strategy on Danish
University Websites
Jesper Tinggaard Svendsen, University of Southern Denmark, Denmark

For years, policy commentators on education have noted and problematized the spread of neoliberal ideas in higher education (HE)(Molesworth, Scullon & Nixon, 2010). Several studies have emphasized how this tendency involves significant changes in the identity of theuniversity. In this regard, the focus of this presentation is the marketization of HE as it manifests itself in the concept of Student Life on
Denmark’s largest university’s (Copenhagen University) website. Student Life as a concept includes a variety of topics relating, for example,
to students’ experiences of starting at university, of studying, of preparing for exams, and furthermore of accommodation, parties and otherextra-curricular activities. A critical discourse analysis of the way that Student Life is presented on these websites reveals that Student Life as aconcept involves a significant commodification of elements of social life in the commodification of educational programs. The presentation
will point to some central problems related to these findings. Especially it will discuss how the concept of Student Life implies that educationis conceptualized as a place where students can expect to receive confirmation that what they are and what they know are sufficient unto theday, instead of being challenged and encouraged for critical thinking and empowerment to change (Molesworth et al., 2009).
Molesworth, M., Nixon, E., & Scullion, R. (2009). Having, being and higher education: the marketisation of the university and the transformationof the student into consumer. Teaching in Higher Education, 14(3).
Molesworth, M., Scullon, R. & Nixon, E. (Ed.). (2010). The marketisation of higher education and the student as consumer. Abingdon: Routledge.

***

Tuesday Session III: 13:45-15:15
Room: 318B (3F)Student Learning, Learner Experiences and Learner Diversity
Session Chair: Masataka Kasai
33508

13:45-14:15 | Room: 318B (3F)

Peer Relationships as Supplemental Factor for Lack of Mastery Goal Orientation and Proactive Personality of Undergraduates
Takt Shishido, Musashino University, Japan
Hiroshi Watanabe, Musashino University, Japan
Atsushi Tsumita, Musashino University, Japan
Hidekatsu Hojo, Musashino University, Japan

Research objectives: Present research investigated effects of undergraduates’ peer relationships on academic outcomes, especially the
supplemental effects for students who lack mastery goal orientation and a proactive personality. Existing research has showed the positive
association between students’ peer relationships and academic outcomes (Furrer et al., 2014), and researchers insisted that it played a rolein this association to internalize peer students’ beneficial academic-related goals and values (Martin & Dowson, 2009). Therefore, we can
expect that peer relationships are more helpful for students who lack qualities for educational performance than those who already havethem. This study focused on the supplemental effects of peer relationships for lack of mastery goal orientation (which is defined as a desire
to acquire additional knowledge or master new skills) and proactive personality, because both are personal qualities to improve academic
performance (Albert & Dahling, 2016; Geertshuis et al., 2014). Method: Data was collected from 446 undergraduates of a university inJapan by questionnaire (243 male and 203 females; 199 freshman, 156 sophomore, & 91 junior; M age = 20.04, SD age = 1.51). Resultsand Conclusion: Regression analyses showed significant interaction effects between mastery goal orientation and peer relationships andbetween proactive personality and peer relationships on academic outcome (GPA)—peer relationships had stronger positive effects on
academic outcome among students with a lower level of mastery goal orientation and proactive personality. We concluded that good peer
relationships have supplemental benefits for students who do not have mastery goals or a proactive personality.
33882

14:15-14:45 | Room: 318B (3F)

Exploring the Impacts of Race, Culture, and Language on African Refugee Students in Ontario Secondary Schools
Jessica Msofe, Lakehead University, Canada

Identity threat, or perceived identity threat, in school settings has been linked to decreased academic engagement and performance
among minority group members. In particular, among secondary school students, discrimination based on culture, race, and/or language
can contribute to dropout rates and a lack of meaningful academic engagement. This paper is part of a larger study which exploredthe challenges and barriers faced by young adult African refugee students in Ontario high schools. It will focus specifically on the
explorations and discussions of race, culture, and language, as found as part of that larger study, looking at how discrimination affected
the participants’ academic engagement, achievement, and integration into their new schools. Using in-depth interviews, the findings ofthe study are expressed in the participants’ own voices. Participants recounted that instances of both implicit and explicit discriminationand difficulty fitting in with peers created a lack of academic achievement and academic engagement, although these were barriers thatall participants were able to overcome with time. They discuss the important roles of school administration and teachers in working todecrease discrimination and build more inclusive, culturally relevant curricula, classrooms, and schools.
60 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Tuesday Session III

13:45-15:15 | Room: 318B & 319A (3F)33163

14:45-15:15 | Room: 318B (3F)

Implementation of Problem-Solving Instruction in a Global Education Course and Visualizing Japanese Undergraduate Students Learning
Masataka Kasai, Kansai Gaidai College, JapanThe world has been globalized at an unprecedented speed in that everything from people to information moves across nations more
quickly and intensely than ever. In order to prepare the youth to effectively and responsibly live in such a global society, global education
was born in the US in the late 1960s and has developed since then. It aims at developing their global perspectives. In spite of numerous
suggested conceptualizations in global perspectives, there seem to be six common ones: perspective consciousness; cross-cultural learningand communication skills; global interdependence; global history; global issues; and participation in a global society. Although a numberof instructional approaches have been implemented so far, few have focused on a problem solving process by applying all the six
conceptualizations. In order to fill this gap, the study aims at designing and implementing a course to help Japanese undergraduate
students learn about how to understand and solve global issues; and attempting to visualize their learning. The data were collected froma course, in which the presenter instructed global education to 12 Japanese undergraduate students from April to July in 2016. The datasuch as teaching materials, students academic work, and their reflective notes were analyzed to visualize how they acquired and utilized theaforementioned conceptualizations in the process of their learning. This presentation will provide detailed information about the global
education course as well as the study including its findings and insights.

Tuesday Session III: 13:45-15:15
Room: 319A (3F)Student Engagement
Session Chair: Branka Visnjic
33478

***

13:45-14:15 | Room: 319A (3F)

From Plagiarism to Logical Thinking Education
Wai Ling Lai, Nagoya University, Japan
Chad Nilep, Nagoya University, Japan

Recent notorious cases of plagiarism in academic writing have once again brought the problem under the spotlight. If plagiarism is theincorrect use of other writers’ ideas and words, then solving the problem requires one to properly incorporate the work of others into
one’s own writing. Standard advice about acknowledging sources and using proper citation forms, though important, may be of limited
utility. Writing is a process of communicating thoughts through texts. Therefore a writer needs to know how to integrate into his or her
writing not only the texts borrowed from others but also the thoughts expressed by the texts. Students of academic writing sometimes
reuse source texts without sufficient attention to the thoughts and logic they express, committing unintended plagiarism. Standard advice
is insufficient for such cases. Plagiarism shows a gap between the written texts and the thoughts of the author. In order to fill the gap, one
needs not only writing skills but also logical thinking skills. Through the discussion about plagiarism, we can see that there is a missing
piece in higher education on academic writing. Comprehensive education should cover both language and logic.
33610

14:15-14:45 | Room: 319A (3F)

Revitalizing Creativity in the EAP Classroom Through Visible Thinking Routines: Three Case Studies From Hong Kong
Ksenia Troshina, The Hong Kong Polytechnic University, Hong Kong

Creativity is commonly described as an essential element of academic research. In English for Academic Purposes (EAP) it could be
manifested through students analyzing multiple viewpoints on debatable issues, demonstrating originality in perspectives, and developing
sophisticated line of argumentation in speaking and writing. Visible Thinking (VT) is a widely recognized way to foster genuine criticalenquiry and create culture of thinking (Tishman, Perkins & Jay, 1995) among learners, however its application in the EAP context remains
limited and relatively unexplored. Current case studies investigate the way application of VT routines (Visible Thinking, 2016) projected on
the Five Dimensional Model of Creativity (Lucas, 2016) helps to enhance academic argumentation skills among undergraduate students inHong Kong. A group of three students have been selected to take part in the research, which involved 4 sessions where participants were
offered to analyze various viewpoints on a debatable issue presented in an academic article. Students have been selected based on theirself-reported high level of difficulty encountered in structuring academic arguments and analyzing academic texts. All sessions were audio
recorded, transcribed and analyzed to reveal patterns of transformation in argumentation strategies through the use of VT routines. Stepby-step introduction of VT routines into the sessions have proven to result in increased levels of in-depth analysis, more sophisticatedargumentation, and application of an interdisciplinary approach to the topic offered for discussion. Results of the study suggest that VT
routines enhance creativity in academic argumentation among participants and thus should be incorporated in EAP courses.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 61

Tuesday Session III
13:45-15:15 | Room: 319A (3F)33348

14:45-15:15 | Room: 319A (3F)Curriculum Enhancement Through Learning Partnerships
Branka Visnjic, Aston University, UK
Jincheng Wang, Tianjin Foreign Studies University, China
Geoff Parkes, Aston University, UK

The aim of this paper is to discuss an Aston University (Birmingham, UK) model for programme enhancement offered to international
partners through programme diversification and student engagement in curriculum design (QAA,2012). One of the main reasons forenhancing a primarily English for Academic Purposes programme, such as the International Year Abroad Programme, has been to design
a more challenging one which will assist international students with higher or lower than undergraduate entry IELTS language profiles inachieving their academic goals. This has been achieved not only through focusing on EAP in adapted undergraduate modules, but also by
supporting students’ access to different schools’ modules. This report will critically analyse the developmental processes towards a sustainable
diversified curriculum including the complex risks and constraints of working at the level of an unbalanced partnership. The report will
critically reflect on the embraced opportunities arising from the issues, due to joint efforts and continuous constructive communication. The
paper will also focus on student and partner universities’ representation and engagement system at Aston University and its application of
the UK Quality Assurance Agency-QAA, Quality Code (2012). Research funded by QAA (Kandiko and Mawer, 2013), showed that prior toquality changes, “engagement” mostly implies engagement in learning opportunities and social activities, rather than student representationand participation in local and large-scale decision-making. This report will also show how lifelong learning and collaboration among partner
universities’ lecturers can contribute to curriculum enhancement, and improved student representation and satisfaction.

Closing Session

15:30-16:00 | Room: 318A (3F)
Closing remarks from members of the conference Organising Committee.

62 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Virtual
Presentations

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 63

Virtual Presentations
www.vimeo.com/iafor

33503

An Application of Team-Based Learning (TBL) with Thai as a Foreign Language Course
Sureenate Jaratjarungkiat, Nanyang Technological University, Singapore

Team-based learning (TBL) is a structured type of cooperative learning that has growing application in many education fields. As opposedto the conventional lecture where instructor lecturing to a group of students in some didactic presentation format, the role of instructor haschanged to a cognitive coach in TBL. TBL improves academic outcomes by shifting the instructional focus from knowledge transmission
to knowledge application. (Parmelee & Michaelsen, 2010: 118). This presentation aims to demonstrate how to design and implement theessential elements of TBL (i.e., individual and group readiness assurance tests, forming permanent teams, application problems, teamdecision making, and peer-assessment) for teaching and learning of Thai as a Foreign Language course. This presentation also points out
the important findings of this experiment from the student survey regarding the effectiveness of TBL in comparison with conventional
teaching methods. The application of TBL in this study can also be used as a template for other foreign language studies to follow andemphasize the contribution of TBL in foreign language education.
32653

Curricular Changes in Teacher Education: A View of Comparative Research in Three Contexts
Graziela Giusti Pachane, Universidade Federal do Triangulo Mineiro, Brazil

This work is part of a project whose objective was to study curricular changes in teacher training programs from a comparative approach.
We studied the curriculum of three universities (Harvard, University of Minho and UFTM) from 3 different countries (USA, Portugal
and Brazil) in the last two decades. To achieve our goals, in addition to literature review and document analysis, we visited the universities,
made observations, and interviewed teachers and students. We used content analysis and comparative education methodologies to analyze
data. Results highlighted that practice-centered programs prevails in American education; that a praxis focused approach is emphasizedin Portugal; and that there is a pursuit of a historical-critical guidance in Brazil (mainly revealed in teachers’ discourses) with strong
multicultural trend in current curricular policies. Our findings helped us to understand how those three universities make links between
theory and practice in the training of their teachers, and drew attention to HTF (Harvard Teachers Fellows Program) for its school practice
immersion since the very beginning of the program. Studying those experiences from a comparative point of view can help curriculum
planners, higher education managers and policy makers devoted to the field of teacher education to develop courses/programs that areneither excessively pragmatic, nor idealized and detached from school routine. The project was funded by CNPq.
32679

Teacher Will: A Framework to Transform Classroom Practices! It’s Intentional

Doris McEwen Harris, McEwen Education Consulting and Curriculum Auditing, USA
The single unit of change in what matters for student learning is an effective teacher. What makes an effective teacher? Teacher andAdministrator WILL. How do you design your classroom to ensure attention to “will power?” What are the teaching practices thatalign with “will power?” It’s intentional. Explore a framework that has been proven to increase student achievement: Social Will
(belief ), Cultural Will (understanding the population), Organizational Will (infrastructure), and Political Will (courage to act). Ron
Edmonds (1979) said it clearly, “We can, whenever and wherever we choose, successfully teach all children whose schooling is ofinterest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about thefact that we haven’t so far.” The question remaining is, how do we feel about the fact that there are many students in our charge whoare not being successful in their schooling? What is our collective and individual responsibility to change their trajectory? The four
wills framework is a distillation of complex educational concepts that can be incorporated into classroom and leadership practices.
These four wills are a part of an intricately woven tapestry between administrators, teachers, students, parents, and the community.
Explore practical ideas to transform classrooms into learning spaces that address every child and districts into systems for every child,using "will power" that sets systemic and systematic change.

64 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Conference
Highlights:
The Past 12
MonthsSince 2009, IAFOR has welcomed
university presidents, faculty deans, awardwinning journalists, national politicians,
government ministers, diplomats, charity
leaders, think tank directors, documentarymakers, movie directors, members of thearmed forces, lawyers, doctors, jurists,
artists, poets, writers, clergy, scientists,
philosophers...
IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 65

Above left: Yukio Satoh gives his Keynote Presentation entitled “Shifting Strategic Balance and Asian Security” at The Asia-Pacific Conference on
Security and International Relations 2016 (APSec2016). Former Permanent Representative of Japan to the United Nations and former ambassadorof Japan to Australia and the Netherlands, Yukio Satoh is now based at the Japan Institute of International Affairs, Japan. Above right: Current
President of the Asian Political and International Studies Association (APISA) Professor Brendan Howe welcomes delegates to the The Asia-PacificConference on Security and International Relations 2016 (APSec2016), held jointly with APISA’s tenth annual congress in Osaka, Japan.
Below left: In a Keynote Presentation at The Asia-Pacific Conference on Security and International Relations 2016 (APSec2016), Professor Jun
Arima, based at the Graduate School of Public Policy, University of Tokyo, Japan, speaks on Asia’s energy outlook. Professor Arima was Director
General of the Japan External Trade Organization (JETRO), London, UK, and Special Advisor on Global Environmental Affairs for the Ministry of
Economy, Trade and Industry (METI) in Japan from 2011 to 2015. Below right: Keynote Speaker Xingzui Wang, Executive Vice President of the
China Foundation for Poverty Alleviation, addresses delegates at the Plenary Session of The Asia-Pacific Conference on Security and International
Relations 2016 (APSec2016) on fighting poverty in China.
Bottom left: Michael Alfant, President Emeritus of the American Chamber of Commerce in Japan and Group President and CEO of Fusions
Systems Group, headquartered in Tokyo, listens attentively during the Plenary Session of the The Asian Business & Management Conference 2016
(ABMC2016) in Kobe, Japan.
Bottom right: At IAFOR’s Kansai-based conferences the arts and culture of Japan are frequently showcased as part of the programme. Conference
attendees at The Asian Conference on Technology in the Classroom 2016 (ACTC2016) had the opportunity to gain knowledge and practicalexperience in the art of the Japanese green tea ceremony, with an informative demonstration and workshop given by local artisans.

66 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Above left: Addressing delegates at The Asian Conference on Education 2016 (ACE2016), Dr McCagg gives a Keynote Presentation
entitled “International Liberal Arts: Meeting Japan’s Higher Education Needs in the Global and Digital Era”. In his talk he identified
dimensions of the university experience in Japan that can and need to be strengthened in order to create coherence and integrity instudents’ intellectual experiences. Dr McCagg is the Vice President for Academic Affairs of Akita International University, Japan.
Above right: In her Keynote Presentation, Professor Insung Jung of the International Christian University, Japan, examines the ways
MOOCs are being used by individual learners and university systems, and their impact on access, quality and cost in higher education, at
The Asian Conference on Society, Education and Technology 2016 (ACSET2016).
Below: Professor Grant Black (below top left) chairs a Featured Symposium entitled “The Globalisation Process for University Educationin Japan” at The Asian Conference on Education 2016 (ACE2016) in Kobe, Japan. The symposium aimed to integrate education theory
and research with the context of long-term social processes in order to address policy reform and structural change in Japanese universities,
and contributors included Dr Fumiko Kurihara of Chuo University (below top middle), Dr Maria Gabriela Schmidt of the University ofTsukuba (below top right), Dr Yasuo Nakatani of Hosei University (below bottom left), Dr Yukiko Mishina of the University of Tokyo,
Japan (below center middle) and Dr Reiko Yamada of Doshisha University (below bottom right), all based in Japan.

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 67

Above left: At The IAFOR International Conference on the City 2016 (City2016), renowned critic and theorist Professor Bill Ashcroftof the University of New South Wales, Australia, gives a Keynote Presentation on the concept of the Transnation. Above centre:
Alonso Carnicer, a news reporter at TV3, the Catalan Television channel, and Keynote Speaker at City2016, discusses his Catalan
Television documentary, “Shanty towns, the forgotten city”, which tells the story of impoverished settlements in Barcelona. Aboveright: Novelist, playwright and poet Gloria Montero, Global2016 Featured Speaker, delivers a talk entitled “Filling in the Lonely,
Empty Places” at The IAFOR International Conference on Global Studies (Global2016).
Below left: Speaking on the dialectics of communication, Professor Svetlana Ter-Minasova of Lomonosov Moscow State University,
Russia, presents during the Plenary Session at The European Conference on Psychology and the Behavioral Sciences (ECP2016). Belowright: Dr Eddie Bruce-Jones of Birkbeck College School of Law, University of London, UK, explores the tensions and possibilities
inherent in interdisciplinary work at the junction of the legal, the social-scientific and the literary, in his Keynote Presentation at The
European Conference on the Social Sciences (ECSS2016).
Bottom left: Dr Amy Azano, Keynote Speaker at The European Conference on Education (ECE2016), gives an animated presentation
entitled “Leveraging Place and Moving Toward Glocalized Learning”. Bottom right: At The European Conference on Language
Learning (ECLL2016), Professor Jean-Marc Dewaele, Keynote Speaker, argues that these non-linguistic benefits of language learning
are illustrations of multicompetence.

68 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Above left: Professor Sanja Bahun of the University of Essex, UK, addresses the part played by the arts, and literary art in particular,
in transitional societies, in a Keynote Presentation at The European Conference on Literature & Librarianship (LibEuro2016). Aboveright: In her role as ECAH2016 Keynote Speaker, Professor Anne Boddington of the College of Arts and Humanities, Universityof Brighton, UK, explores the idea of the “stained glass ceiling”, by examining the challenge of achieving effective intersectionality
through gender and ethnic inequalities.
Below left: Toshihiko Sakaguchi, EBMC2016 Keynote Speaker and Director-General of JETRO London, gives a talk entitled“Japanese Economy and Business Opportunities” during the Plenary Session of The European Business & Management Conference(EBMC2016). Below right: At The European Conference on Politics, Economics & Law (ECPEL2016), Professor Michael Clarke,
Keynote Speaker and Former Director General of the Royal United Services Institute, discusses the way in which the essential rules ofinternational politics were formed and those states and societies that shaped them.
Bottom left: In a Keynote Presentation on reducing fear, increasing confidence and reaching the students who think that learning is anordeal, Ken Wilson, a teacher trainer, and published author of a large amount of ELT materials, outlines how some simple group andgame activities can serve as confidence builders for students at The European Conference on Language Learning (ECLL2016). Bottom
right: Jared Baxter, ECAH2016 Keynote Speaker and Vincent van Gogh researcher, presents on “Vincent van Gogh’s Symbolist Art”
at The European Conference on Arts & Humanities (ECAH2016).

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 69

Top left & right: Before and after impact. Sensei Hiroshi Nishioka, 5th Degree Black Belt Master Instructor of Osaka’s Nishioka
Dojo, practices Tameshiwari ice breaking during the Plenary Session at The Asian Conference on Education (ACE2015) in Kobe,
Japan. The Chito-Ryu Karate demonstration gave an exemplary illustration of the conference theme: “Power”.
Below left: Dr James McNally of the University of Michigan, USA, is Director of the NACDA Program on Aging, a data archive
containing over 1,500 studies related to health and the aging lifecourse. As AGen2016 Featured Speaker & Conference Co-Chair, hedelivers a Featured Presentation on the individual and societal benefits for caregivers to elderly family members.
Below centre: Professor Jun Arima, of the Graduate School of Public Policies, University of Tokyo, Japan, gives a Keynote Presentationon the significance of the Paris Agreement in the history of climate negotiation, its major points and Japan’s action, at The Asian
Conference on Sustainability, Energy and the Environment (ACSEE2016).
Below right: As Keynote Speaker at The Asian Conference on Aging & Gerontology (AGen2016), Professor Hiroshi Ishida discusses
social survey data sets and data-archiving activities in Japan and introduces the Social Science Japan Data Archive (SSJDA).

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Below left: John Nguyet Erni, Chair Professor in Humanities and Head of the Department of Humanities & Creative Writing at Hong Kong
Baptist University, poses questions about new sovereignty, human rights and humanitarian discourse in a Keynote Presentation at The Asian
Conference on Asian Studies (ACAS2016) entitled “Negotiating ‘Refuge’: Humanitarianism for the ‘Included-outs’”. Professor Erni has
published widely on international and Asia-based cultural studies, human rights legal criticism, Chinese consumption of transnational culture,gender and sexuality in media culture, youth popular consumption in Hong Kong and Asia, and critical public health.
Below centre: At The Asian Conference on Cultural Studies (ACCS2016), Professor Koichi Iwabuchi chairs a Keynote Panel on social
movements and critical pedagogy. Koichi Iwabuchi is Professor of Media and Cultural Studies and Director of the Monash Asia Institutein Monash University, Australia, and his main research interests are media and cultural globalisation, multicultural questions, mixed race andcultural citizenship in East Asian contexts.
Below right: Dr Amy Szarkowski delivers an interesting Featured Panel Presentation on disability and disability issues in Japan at The Asian
Conference on Asian Studies (ACAS2016). Dr Szarkowski is a psychologist in the Deaf and Hard of Hearing Program at Boston Children’s
Hospital and an Instructor in the Department of Psychiatry at Harvard Medical School, USA.

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Top left: As a Keynote Speaker, Professor Stephen Ryan of Japan’s Waseda University, lectures on “Diverging approaches and converging
goals” at The Asian Conference on Language Learning (ACLL2016). Top right: In his Featured Presentation at the same conference,
Richmond Stroupe of Soka University in Tokyo, Japan, discusses enhancing learner autonomy in Japan through teachers’ professional
development.
Above left: Professor Myles Chilton, a member of the Department of English Language and Literature at Japan’s Nihon University and
ACAH2016 Plenary Speaker, explores justice and literature in the classroom by investigating the claim that teaching literature means
teaching social justice. Above centre: During the annual haiku workshop at The Asian Conference on Literature, Librarianship & Archival
Science (LibrAsia2016), 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 LibrAsia2016 haiku workshop, Emiko Miyashita, a prominent haiku poet
who is also a councillor for the Haiku International Association, reads world-famous haiku.
Bottom left: Lowell Sheppard, ACEID2016 Featured Speaker and Asia Pacific Director at HOPE International Development Agency,
Japan, presents on the connection between education and social justice at The Asian Conference on Education & International
Development (ACEID2016). Bottom centre: The National University of Singapore’s Tan Tarn How delivers a Featured Presentation
entitled “Educational Rankings: Towards an Index of Flourishing Education” at The Asian Conference on Ethics, Religion and Philosophy(ACERP2016). Bottom right: Also at ACERP2016, Dr Brian A. Victoria of the Oxford Centre for Buddhist Studies explores the natureof the relationship between religion and war in today’s newspapers in his role as Conference Chair and Featured Speaker.

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Top left: Professor Frank S. Ravitch, Conference Chair and Keynote Speaker at The Asian Conference on Ethics, Religion and Philosophy(ACERP2016), gives an insightful presentation entitled “Freedom’s Edge: Religious Freedom, Sexual Freedom, and the Future of Justice inAmerica”. Top right: In a Keynote Presentation at the same conference, the Director of TELL Lifeline, Vickie Skorji, questions how a crisis
hotline providing services in a minority language can provide support, generate funding and maintain volunteer numbers.
Above left: Dr Christine Coombe, Keynote Speaker at The IAFOR International Conference on Education – Dubai (IICEDubai2016),
talks about professionalizing English language teaching. Above centre: In his talk on translation as culture, Professor Said M. Faiq of theAmerican University of Sharjah, UAE, demonstrates the need for an interface of translation, cultural and discourse studies at The IAFOR
International Conference on Language Learning – Dubai (IICLLDubai2016). Above right: At The IAFOR International Conference on
Education – Dubai (IICEDubai2016), Professor Fadi Aloul, also of the American University of Sharjah, examines the latest cyber threatsagainst human users in his Featured Presentation.
Bottom left: Speaking on the subject of emerging technology, the University of Hawai’i at Manoa’s Professor Curtis Ho, Keynote Speaker at The
IAFOR International Conference on Education 2016 – Hawaii (IICEHawaii2016), explores how students use multiple tools for both formal andinformal learning. Bottom centre: Also at IICEHawaii2016, Professor Chung-Ying Cheng, a philosopher-scholar of Chinese and comparative
philosophy, argues in his Keynote Presentation that reality can be seen as creativity and thus as a source for humanity to be creative. Bottom
right: Dr Paul Lowe of University of the Arts London, UK, gives a Keynote Presentation on creating a collaborative learning community for
mid-career postgraduates at The IAFOR International Conference on Technology in the Classroom – Hawaii (IICTCHawaii2016).

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Top left: Did news coverage create the man or did the man create the news coverage? Professor Gary Swanson discusses the rise of Donald
Trump at at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016). Professor Swanson is the former Hansen Endowed
Chair in Journalism and Distinguished Journalist-in-Residence at the University of Northern Colorado. He has received more than 75 awards forbroadcast excellence including three EMMYs. Top right: Internationally recognised specialist in human rights, sexuality and culture Professor
Baden Offord chairs a Featured Panel on Social Movements and Critical Pedagogy at The Asian Conference on Cultural Studies (ACCS2016).
Above left: Grand Prize Winner of the IAFOR Documentary Film Award 2016, PLACEBO: ALT. RUSSIA – a documentary which explores thealternative cultures that are present within Russia’s major cities, directed by Charlie Targett-Adams and announced at The Asian Conference on Film
& Documentary 2016 in Kobe, Japan. Above right: Speaking on contemporary issues in journalism, Professor Richard Roth of Northwestern
University, USA, delivers his Keynote Presentation at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016).
Below left: Silent film pianist Mie Yanashita prepares to perform an improvisational soundtrack to the film What Made Her Do It? after presenting
on the same topic at The Asian Conference on Media & Mass Communication 2016 (MediAsia2016) in Kobe, Japan. She has accompanied morethan 600 silent film screenings in Japan and throughout the world, and has played in the UK, Germany, Italy, Thailand, Korea, and Malaysia.
Below right: The One String Suma Goto Preservation Society perform. The history of the single string version of the suma goto dates back to
the 11th century. Played during the Sake Tasting Workshop at The Asian Conference on Language Learning 2016 (ACLL2016).

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Above: IAFOR places great value on the local community and aims to ensure our delegates can experience Japan’s culture through a packed
and exciting programme of events. IAFOR conferences offer delegates a diverse, informative and thought-provoking range of activities
and experiences, such as taiko drumming by leading Japanese group Batiholic and the award-winning Osaka-based Akutagawa Senior HighSchool Drum Club. These traditional Japanese musical performances are a cultural highlight for the conference attendees, and the powerfuland complex rhythms never fail to delight the appreciative audience.
Below left: An image from the series Life After Injury by Ukrainian photojournalist Alexey Furman, Grand Prize Winner of the 2016 IAFOR
Documentary Photography Award. “With this project I would like to raise awareness on a growing number of war veterans in Ukraine.”
Winners were announced at The European Conference on Media, Communication & Film (EuroMedia2016) in Brighton, England. The
award’s theme corresponds to the theme of the conference, which in 2016 was “justice”.
Below right: Traditional Awa Odori dance performance at ACAH/Librasia2016 in Kobe, Japan. The International Academic Forum isproud to be based in Japan, and we organise a number of events throughout the year that showcase the best of Japanese culture, ranging
from the raw power of the taiko drums to the understated beauty of the tea ceremony, from martial arts demonstrations by world classmasters to hands-on calligraphy workshops by university clubs and haiku workshops by leading poets.
Photography by Thaddeus Pope, IAFOR Media.

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Authors& Reviewers

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A-Z Index of Authors
Al-Asadi, Fatimah		Almsherqi, Zakaria		
Barysevich, Alena		
Belcher, Christina		
Bosio, Emiliano			
Brathwaite, Heather		Brown, Hilary			
Cardimona, Kimberly		
Carpenter, Dick			
Castro, Luisa			Chen, Gloria			
Coelho, Daniela			
Davis, Dannielle Joy		
Dickinson, Paul			Dittrich-Reed, Dylan		
Djoric Francuski, Biljana		
Dujmovich, Jon			
Durham, Grant			
Edali, Mohamed			
Farrell, Thomas			Freeman, Christopher		Frenzel, Kathrin			
Galloway, Laura			
Galoyan, Tamara		Gazaille, Mariane		
Gerschenson, Mariana		Givi, Fatemeh			
Gosselin, Louis			
Gyenes, Adam			Hasegawa, Ayako		
Hirai, Akiyo			
Hotta, Hiroshi			Jaratjarungkiat, Sureenate
Kambouri-Danos, Maria		
Kambouri-Danos, Maria		
Kardohely, Andrew		Kasai, Masataka			
Katagiri, Noriaki			
Khoshsabk, Nastaran		Kia, Ali Asghar			
Kim, Seoyong			Kimura, Fumika			
Kudoyarov, Vladimir		Kudoyarova, Tatiana		
Kurup, Premnadh		Lai, Wai Ling			
Lytle, Nicole			Markovic, Ljiljana		
Martinez, Maria			

p.56
p. 32
p. 58
p. 30
p. 30
p. 54
p. 40
p. 46
p. 42
p. 50
p. 51
p. 57
p. 56
p. 34
p. 35
p. 57
p. 51
p. 41
p. 55
p. 47
p. 41
p. 43
p. 31
p. 31
p. 49
p. 35
p. 42
p. 49
p. 59
p. 35
p. 47
p. 33
p. 64
p. 32
p. 46
p. 36
p. 61
p. 34
p. 49
p. 48
p. 35
p. 36
p. 48
p. 58
p. 40
p. 61
p. 49
p. 57
p. 43

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Mashiyama, Midori		Mcewen Harris, Doris		
Mcmeekin, Abigail		
Mishina, Yukiko			
Mita, Kaoru			Mochizuki, Hajime		
Msofe, Jessica			
Müller, Amanda			
Munk Svendsen, Annemari
Murphy, Kelly			
Nagao, Akiko			
Nakamura, Eri			Napan, Ksenija			Niami, Maryam			
Ohashi, Yukiko			
Ono, Masumi			
Pachane, Graziela Giusti		
Palmer, Kristin			
Powell-Jones, Holly		
Pujari, Venkateswar		Pujari, Venkateswar		
Rogers, James			Sacchanand, Chutima		
Sahem, Zaed			
Schwartz, Linda			Selwood, Jaime			
Shchepetunina, Marina		
Shishido, Makoto		Shishido, Takt			
Suzuki, Kanae			
Tamura, Mika			
Tinggaard Svendsen, Jesper
Tokeshi, Masanori		Tong, Peiru			Tregale, Ruth			Troshina, Ksenia		
Tsuda, Nobuo			Ubukata, Ken			
Valies, Kinsella			
Vanijdee, Alisa			
Visnjic, Branka			
W. Pollock, Timothy		Wang, Yu-Lin			
Weber, Alan			
Yogi, Chaitanya Prakash		
Yoshizaki, Koichi		Yu, Seunghye			Zimmerman, Sara		

p. 45
p. 64
p. 59
p. 30
p. 36
p. 34
p. 60
p. 45
p. 46
p. 57
p. 50
p. 48
p. 56
p. 43
p. 34
p. 44
p. 64
p. 54
p. 50
p. 41
p. 41
p. 41
p. 59
p. 55
p. 30
p. 33
p. 58
p. 44
p. 60
p. 36
p. 34
p. 60
p. 37
p. 47
p. 54
p. 61
p. 43
p. 35
p. 33
p. 31
p. 62
p. 44
p. 42
p. 45
p. 40
p. 33
p. 32
p. 56

Senior Reviewers
Education
Ai Chun Yen, National DongHwa University, Taiwan
Amanda Müller, Flinders University, Australia
Cynthia Abella, University of the East, The Philippines
Dannielle Joy Davis, St. Louis University, USA
Dick Carpenter, University of Colorado, USA
Doris McEwen Harris, McEwen Education Consulting
and Curriculum Auditing, USA
Graziela Giusti Pachane, UFTM, Brazil
Jennifer Howell, Curtin University, Australia
Kristin Palmer, University of Virginia, USA
Ksenija Napan, Massey University, New Zealand
Maria Martinez, California State Polytechnic
University, USA
Mariane Gazaille, Université du Québec à TroisRivières, Canada
Martiallou Organiza, University of the Visayas,
The Philippines
Masataka Kasai, Kansai Gaidai College, Japan
Pi-Chi Han, National Kaohsiung Normal University, Taiwan
Premnadh Kurup, La Trobe University, Australia
Sara Zimmerman, Appalachian State University, USA
Seoyong Kim, Ajou University, Republic of Korea
Sonal Singh, Macquarie University, Australia
Yvonne Masters, University of New England, Australia

Technology in the Classroom
Kristin Palmer, University of Virginia, USA
Language Learning
Adelfa Silor, Mindanao State University-Iligan
Institute of Technology, The Philippines
Akiko Nagao, Ryukoku University, Japan
Alaa M. Abdullah, EFCODB, Iraq
Fatimah Al-Asadi, University of Wyoming, USA
Maria Kambouri-Danos, University of Reading, UK
Maryam Niami, IAU, Parand Branch, Iran
Nobuo Tsuda, Konan University, Japan
Victoria Tuzlukova, Sultan Qaboos University, Oman
Ying-Chun Lai, Chung Shan Medical University, Taiwan

Reviewers
Education
Adelfa Silor, Mindanao State University-Iligan
Institute of Technology, The Philippines
Alan Weber, Weill Cornell Medicine, Qatar
Manal Yazbak Abu Ahmad, Sakhnin College for
Teacher Education, Israel
Maria Kambouri-Danos, University of Reading, UK
Mariana Gerschenson, John A. Burns School of
Medicine, University of Hawaii at Manoa, USA
Muyu Wang, National Taiwan Normal University, Taiwan
Qian Zhou, Zhengzhou University, China
Raquel Bernabe, San Miguel, The Philippines
Takt Shishido, Musashino University, Japan
Yu-Lin Wang, National Cheng Kung University, Taiwan

Technology in the Classroom
Cynthia Abella, University of the East, The Philippines
Koichi Yoshizaki, Oita University, Japan
Luisa Castro, University of Hawaii at Hilo, USA
Tanju Deveci, The Petroleum Institute, UAE
Language Learning
Akiyo Hirai, University of Tsukukba, Japan
Hajime Mochizuki, Tokyo University of Foreign
Studies, Japan
Masumi Ono, Keio University, Japan
Midori Mashiyama, Fukuoka Women’s University, Japan
Rasha Osman Abdel Haliem, The Higher
Technological Institute and AMIDEAST, Egypt

IAFOR Hawaii Conference Series 2017 | IAFOR.ORG | 81

Upcoming Events
www.iafor.org/conferences
Dubai, UAE 2017
February 26-28, 2017
The IAFOR International Conference on Education – Dubai 2017
The IAFOR International Conference on Language Learning – Dubai 2017
The IAFOR International Conference on Arts & Humanities – Dubai 2017
The IAFOR International Conference on the Social Sciences – Dubai 2017

Kobe, Japan 2017
March 22-25, 2017
The Asian Conference on Psychology & the Behavioral Sciences 2017
The Asian Conference on Ethics, Religion & Philosophy 2017
March 26-29, 2017
The Asian Conference on Education & International Development 2017
March 30-April 2, 2017
The Asian Conference on Arts & Humanities 2017
The Asian Conference on Literature 2017
June 1-4, 2017
The Asian Conference on Cultural Studies 2017
The Asian Conference on Asian Studies 2017
The IAFOR International Conference on Japan & Japan Studies 2017
June 8-11, 2017
The Asian Conference on the Social Sciences 2017
The Asian Conference Sustainability, Energy & the Environment 2017
The Asian Conference on Aging & Gerontology 2017
October 19-22, 2017
The Asian Conference on Education 2017
The Asian Conference on Society, Education & Technology 2017
The Asian Undergraduate Research Symposium 2017
October 27-29, 2017
The Asian Conference on Media & Mass Communication 2017
The Asian Conference on Film & Documentary 201782 | IAFOR.ORG | IAFOR Hawaii Conference Series 2017

Upcoming Events
www.iafor.org/conferences
Brighton, UK 2017
June 30-July 2, 2017
The European Conference on Education 2017
The European Conference on Language Learning 2017
July 4-5, 2017
The European Conference on Psychology & the Behavioral Sciences 2017
The European Conference on Ethics, Religion & Philosophy 2017
July 7-9, 2017
The European Conference on the Social Sciences 2017
The European Conference on Sustainability, Energy & the Environment 2017
July 11-12, 2017
The European Conference on Arts & Humanities 2017
The European Conference on Media, Communication & Film 2017

Barcelona, Spain 2017
July 14-16, 2017
The IAFOR International Conference on the City 2017
The IAFOR International Conference on Global Studies 2017

About IAFOR Conferences
The International Academic Forum welcomes academics from all over the world to our interdisciplinary conferences
held in Asia, Europe, North America and the Middle East. Our events provide a unique international, interculturaland interdisciplinary environment in which to hear the latest world-class research and network with leading
academics, professionals and practitioners.
By facilitating dialogue between the world’s academics and thought leaders, IAFOR has become a pioneer inproviding the research avenues and visionary development solutions that are necessary in our rapidly emerging
globalised world. We welcome you to engage in this expanding global academic community of individuals andnetwork of institutions, and look forward to seeing you again at one of our future events.

www.iafor.org

Cover image by JJ Thompson
jjthompsonphotography.com
Programme design by Thaddeus Pope, IAFOR Media