{"id":551,"date":"2019-08-30T00:00:00","date_gmt":"2019-08-30T00:00:00","guid":{"rendered":"http:\/\/khoaanhcn.ufl.udn.vn\/eng\/2019\/08\/30\/glocall-2019-globalization-and-localization-in-computer-assisted-language-learning\/"},"modified":"2019-08-30T00:00:00","modified_gmt":"2019-08-30T00:00:00","slug":"glocall-2019-globalization-and-localization-in-computer-assisted-language-learning","status":"publish","type":"post","link":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/conference-seminar\/551\/","title":{"rendered":"GloCALL 2019 GLOBALIZATION AND LOCALIZATION IN COMPUTER-ASSISTED LANGUAGE LEARNING"},"content":{"rendered":"<\/p>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tGloCALL 2019 GLOBALIZATION AND LOCALIZATION IN COMPUTER-ASSISTED LANGUAGE LEARNING\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h2>\n

\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tUpdated: \t\t\t\t\t\t\t\t\t\t\t\t\t\t2019\/08\/30\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n

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\n\t\tTime\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a009:00 – 10:00 (60 mins) Venue\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Hall C303<\/span><\/span><\/div>\n
\n\t\tPresenter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Cynthia White<\/span><\/span><\/div>\n
\n\t\tWorkshop Title\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Reflecting on CALL research and practice: Using guidelines to improve your skills<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAbstract\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0My work with language teachers shows that guidelines can be a useful tool to learn more about CALL \u2013 and that the knowledge gained can enhance teacher research and practice. A key factor in using guidelines is adopting a deep and critical approach while also drawing on teachers\u2019 experiences, current concerns and the particular features of their current contexts. This workshop uses practical activities for language teachers, researchers and professionals to answer the following questions:<\/span><\/span><\/div>\n
\n\t\t1. <\/strong>What are some current guidelines for teaching reflectively<\/span><\/span><\/div>\n
\n\t\twith technology? How can I use them to improve my practice?<\/span><\/span><\/div>\n
\n\t\t2. <\/strong>What are current guidelines for best practice in CALL research? How can I use them to improve my research skills? How can I use them to improve my understanding of CALL<\/span><\/span><\/div>\n
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\n\t\tTime\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a010:30 – 11:30 (60 mins) <\/span><\/span><\/div>\n
\n\t\tVenue\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Hall C303<\/span><\/span><\/div>\n
\n\t\t\u00a0 Presenter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Karen Price<\/span><\/span><\/div>\n
\n\t\t\u00a0 Workshop Title\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Using Augmented Reality: Superimposing sounds, images and text on the world we see<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAbstract\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Augmented Reality (AR) apps add content to what someone actually sees in the real world. \u00a0Pointing a smartphone or iPad at an everyday object might bring up the printed word for that object on the screen at the same time the user continues to see the actual object. Or, users might hear the pronunciation of the word for the object, see a video related to that object, or have a Google doc appear. Many AR apps also incorporate GPS (Global Positioning System) to bring up information that will appear only when a user is in a specific location. \u00a0Such capabilities are used by tour companies to guide visitors in the physical world and by gamers and educators to create scavenger hunts for students. AR is not just for the technology giants. \u00a0Anyone can develop AR apps with free software. \u00a0Bring your smartphones and iPads to learn how you might consider creating lessons for<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tTime\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a011:30 – 12:30 (60 mins) Venue\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Hall C303<\/span><\/span><\/div>\n
\n\t\tPresenter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Eric Hagley<\/span><\/span><\/div>\n
\n\t\tWorkshop Title\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Bringing the \u00a0world \u00a0to \u00a0your \u00a0classroom \u00a0\u2013 \u00a0participation in international virtual exchanges<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAbstract\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Do you want your students to interact with students from other countries but don’t know how to organize that? Do you want your students to not only use English as an “academic” language but to use it in real-world communication? If the answer to these questions is “yes” then join this workshop to find out how your students can become part of one of the biggest language and culture learning groups in the world. The IVEProject is sponsored by the Japanese government and Muroran Institute of Technology and is free-of-charge for teachers to access with their students. Once they do, students can interact with students from other countries and use the language they are studying in class to communicate with real people in other countries in a safe environment. This workshop introduces the IVEProject which has had over 15,000 students and 200 teachers from 14 countries and 50 institutions in South America, Asia, \u00a0the \u00a0Middle\u00a0 East \u00a0and \u00a0Europe participating in exchanges over the last 3 years. Students interact online in English-as-a-lingua-franca using Moodle. Each exchange is 8- weeks long employing various tasks to encourage student interaction in addition to language and cultural development. You will learn how you and your students can participate in this workshop.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tFRIDAY, AUGUST 09, 2019<\/strong><\/span><\/span><\/div>\n
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\n\t\t08:30 \u2013\u00a0 08:50<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tO<\/strong>pening Ceremony<\/strong><\/span><\/span><\/div>\n
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\n\t\tWelcome Speech from Rector of UFLS-UD, Associate Professor Dr. Tran Huu Phuc<\/span><\/span><\/div>\n
\n\t\tWelcome Speech from President of PacCALL, Professor Dr. Siew Ming Thang<\/span><\/span><\/div>\n
\n\t\tWelcome Speech from Director of Management Board, National Foreign Language Project, Viet Nam, Ms. Nguyen Thi Mai Huu<\/span><\/span><\/div>\n
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\n\t\t09<\/u><\/strong>:10 – 10:00<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>lenary Session #1<\/strong><\/span><\/span><\/div>\n
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\n\t\tTechnology and the development of learners\u2019 communicative repertoire<\/strong><\/span><\/span><\/div>\n
\n\t\tDr. Bao Kham<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Languages, Hue University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThis paper aims at deconstructing the newly discovered concept of communicative repertoire and \u00a0explores\u00a0 the\u00a0 role\u00a0 of technology \u00a0in the development of the repertoire. \u00a0Proposed \u00a0by Nicholas and Starks (2014), the communicative repertoire, part of the communicative competence, is where features of all available resources have been noticed and stored by individuals who will select, combine, and deploy them appropriately for the purpose of communication. The repertoire is composed of the two categories of dimensions, physical\/technological and social. The physical\/technological categories contain two different dimensions, modes including elements such as sound, movement, image and spatial orientation and mediations including elements like human body, analogue, digital and digital control. The social categories consist of two other dimensions, varieties with such elements as spatial (macro- and micro-geopolitical), personal (physical and experiential), and temporal, and purposes containing elements like macro-text, micro-text, key, and otherness. The communicative repertoire contains in itself various elements where technology can act upon available communicative resources. This paper identifies and suggests all the possible ways individual learners can employ technology to develop and deploy their communicative repertoire.<\/span><\/span><\/div>\n
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\n\t\t15:00 – 15:50<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>lenary Session #2<\/strong><\/span><\/span><\/div>\n
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\n\t\tLanguage teacher agency in CALL: Local practices, virtual spaces and global forces<\/strong><\/span><\/span><\/div>\n
\n\t\tCynthia White<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMassey University, New Zealand<\/em><\/span><\/span><\/div>\n
\n\t\tTechnology and\u00a0 globalization\u00a0 have transformed\u00a0 how we communicate and\u00a0 how we use language in professional, personal, educational and public domains. For language teachers these ongoing changes raise questions about what they do in their classrooms and how they respond to policy and curricular initiatives in terms of CALL. These changes also raise fundamental questions for our understanding of language learning and teaching in the digital age: how do teachers choose to act in using technology? how have new tools transformed their practices? how do they interpret and use the CALL experiences they encounter? In this talk using a wide range of recent examples I will show how the concept of agency allows us to gain insight into not only the realities of CALL practice but also the ways in which teachers seek to bring together local practices, virtual spaces and global forces within their CALL classrooms.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tC<\/strong>oncurrent Sessions<\/strong><\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
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\n\t\tS<\/strong>upporting student writing with the help of Voice-to-Text<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>ance Stevens<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tL<\/em>earning2gether.net, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThe presenter demonstrates techniques that streamline correction and feedback on student writing utilizing Google Docs and voice input features native to tablet and mobile devices. The workshop is in three parts. The first part demonstrates giving feedback using Google Docs and shows video evidence of its effectiveness. The second part shows how the same feedback can be given using voice tools, freeing the teacher to move among the students, speak into a handheld device, and have the spoken feedback appear as comments in the student’s Google Doc. The third part shows how teachers can encourage writing fluency by speaking what students\u00a0 write\u00a0 on\u00a0 paper into Google \u00a0Docs. \u00a0The teacher returns the \u00a0original \u00a0paper with printouts of what the students wrote expressed in correct language. On the printouts are written suggestions for development of their ideas. The students revise in Google Docs from these suggestions. Subsequent revision cycles address both accuracy and fluency, but starting with a version of the student’s work which is not bogged down in errors from the outset. Evidence of success with improving writing fluency will be presented and participants will come away from the workshop able to apply the technique in their own writing classes.<\/span><\/span><\/div>\n
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\n\t\tFostering critical thinking skills online: From consuming information to creating it<\/strong><\/span><\/span><\/div>\n
\n\t\tJoseph Dias<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAoyama Gakuin University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tStudies looking at whether students in the US (Marin and Halpern, 2011) benefit from explicit instruction in critical thinking have concluded that they do. However, at the tertiary level it is sometimes optimistically assumed that students have mastered the basics of critical thinking earlier in their education. The speaker will demonstrate tasks designed to help university students \u00a0consider \u00a0multiple \u00a0perspectives \u00a0in \u00a0order \u00a0to \u00a0avoid \u00a0the \u00a0hazards \u00a0of \u00a0deceptive,misleading, or biased information. These tasks will include comparisons of the same news story from multiple sources and types of media, the use of specially designed websites meant to challenge students to uncover spurious arguments, and a semester-length project investigating controversial issues by analyzing the good, bad, and ugly of information sources. In the course described, students learn how to access different sorts of electronic sources related to their topic\u2014Websites, online reference works, Internet radio, and broadcast news online\u2014and they are taught critical evaluation issues unique to various sources. They then chronicle, through a blog, the evolution of their thoughts on the issues researched. Ultimately, students use the information they have vetted in order to create an NPO modeled after some of the advocacy sites they have accessed and analyzed.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tA Call for Clarity about CALL<\/strong><\/span><\/span><\/div>\n
\n\t\tClaire Siskin<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tESL Consultant (USA)<\/em><\/span><\/span><\/div>\n
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\n\t\tComputer-assisted language learning (CALL) is well into its sixth decade. While not always used or well integrated into language learning and teaching, CALL has enjoyed some recognition and popularity. But how is CALL seen in the wider language learning community and in education in general? There seems to be a wide communication gap between CALL specialists and the rest of the world: language teachers, students, educational administrators, and technical support staff. Each of these entities tends to view CALL very differently. There are varying perspectives among CALL practitioners themselves as to the \u201ccorrect\u201d implementation of CALL, and there is even disagreement about the term \u201cCALL\u201d itself. The lack of precise definitions for common terms such as \u201ce-learning,\u201d \u201cblended learning,\u201d \u201cvirtual,\u201d \u201cflipped classroom,\u201d and \u201cdigital natives\u201d adds to the problem. I will explore issues of misperception and suggest a path toward clearing up some of the confusion.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tThe smartphone as a self-study tool for suprasegmental pronunciation<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>hilip Morris, Jonny Western<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tRMIT University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThe segmental pronunciation differences between Vietnamese and English tend to be well known among EFL teachers within Vietnam and the phonemic sounds are often a focus from day one. However, the resulting drawback is a lack of time spent on suprasegmental instruction (including stress and intonation, tempo, resonance, rhythm, pitch and volume) which studies have found to be more effective in improving intelligibility than segmental instruction alone (Derwing and Munro, 2015, p. 9, Gregersen in Arabski and Wojtaszek (eds),\u00a0 2011, ch.11). Mastery of suprasegmental pronunciation is notoriously difficult requiring the time and commitment which is rarely available in classroom hours. However, as young learners in particular become more deliberate and autonomous in their use of technology to study new languages, mobile phones and devices can be used by teachers to enhance motivation, foster autonomy and support learners to individualise their learning experience (Lamb, 2019). In this practical workshop, participants will be introduced to freely available resources to independently practice stress, rhythm and intonation in English with their own mobile device. This method was trialed with a group of English language learners in Danang by firstly drawing the students’ attention to distinct suprasegmental differences between Vietnamese and English through an online voice recording tool. Learners were then introduced to techniques to notice suprasegmental pronunciation features in short audio scripts and to practice reproducing the pronunciation features.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tP<\/strong>urposeful use of technology: Projects that motivate<\/strong><\/span><\/span><\/div>\n
\n\t\tJonny Western<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tRMIT University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tIn RMIT\u2019s English for Teens program, there are elements of Project Based Learning specifically giving students voice and choice. Projects in the textbook (Impact) have been adapted and scaffolded to meet the needs of Vietnamese teenagers. Learner motivation and active engagement are promoted by integrating the use of technology. Students are supported in making their own decisions about which software and apps to use for creating and sharing their project outputs, whether this is through videos, podcasts, presentations, posters, etc. This workshop will share how the projects were developed to build on the motivational aspects\u00a0 of project-based \u00a0learning through the use of technology to support and \u00a0sustain cognitive focus. The participants will reflect on how the purposeful and scaffolded integration of technology can help to develop critical thinking, problem-solving, creativity and innovation, communication, and collaboration as well as global awareness. We will then illustrate some examples that participants can adapt for their own contexts, such as Pre- Intermediate level examples where teen learners complete three projects – designing a digital poster, building a simple website and developing a presentation – all involving the use of technology to collaborate, research and create. Participants will then discuss, in groups, how they could adapt a given textbook prompt into a project to meet the needs of their learners. Finally, we will share some feedback from our teachers and the teen students themselves about their thoughts on the projects they have undertaken.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tA look at Extensive Reading with MReader in Vietnam<\/strong><\/span><\/span><\/div>\n
\n\t\tThomas Robb<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKyoto Sangyo University (Emeritus), Japan<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tMReader is a free web-based program that allows teachers to track their students’ extensive reading through easy 10-item randomized quizzes on over 7000 graded and youth readers. It motivates the students to read by awarding them with the cover of each book on their personal home page, along with a progress bar that shows how many words they have read. After introducing the software, we will see how the program is used in some universities in Vietnam.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tM<\/strong>obile messengers in French as a foreign language classes<\/strong><\/span><\/span><\/div>\n
\n\t\tDaniel Chan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tNational University of Singapore, Singapore<\/em><\/span><\/span><\/div>\n
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\n\t\tForeign language learners tend to lack contact time with their teacher or practice opportunities between classes, and this can hamper their progress or take a toll on learners\u2019 motivation. This paper discusses how WhatsApp as a mobile messaging app \u2013 already in use by all course participants \u2013 may alleviate some of these problems, while expanding the course beyond the physical confines of the classroom. After presenting its features and affordances that are relevant for mobile language learning (instantaneous one-to-one messaging, group chats, sharing and discussion of texts, images, videos, documents or web links), we will evaluate the perception and use of this app by teachers and students of a university-level French language course. The data, collected through surveys and semi-structured interviews, revealed that (1) students tended to be enthusiastic and convinced about how this simple mobile communication tool is useful and effective for their ubiquitous learning, but that (2) teachers tended to be more reserved and had concerns about intrusion into their private time and space. We will discuss how these challenges can be overcome and whether alternative mobile messaging apps may be adopted to achieve similar outcomes.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tC<\/strong>reating an Intercultural Collaboration for Students Using Online Tools<\/strong><\/span><\/span><\/div>\n
\n\t\tEdo Forsythe<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHirosaki Gakuin University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tTechnology enables teachers to connect their students to peers in other countries for intercultural collaborations. This presentation will demonstrate how the author created a website for conducting an intercultural collaboration between Japanese and American university students and how attendees can follow his example. The presentation will begin by explaining the exchange which has been conducted between Japanese and American university students. Attendees will learn what issues have arisen in the collaboration\u2019s 7-year history and they will create a wiki site on which they can use to host a collaboration of their own. The presenter will provide step-by-step instructions on how to set up the online exchange using a wiki page as an example, with comments about the pros and cons of other platforms which can be used, such as social media, blogs, etc. Attendees will also as learn where to find safe, reliable partners for their students\u2019 interactions in an educational setting. Finally, examples of the presenter\u2019s collaborations and the students\u2019 exchanges will be provided so that attendees can see how rich the exchanges can be. Attendees will be prepared to begin online intercultural collaborations with their students. This workshop is updated from one presented at JALTCALL2015 conference.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tC<\/strong>lasscraft: Gamifying your classroom and promoting positive behavior<\/strong><\/span><\/span><\/div>\n
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\n\t\tNguyen Anh Minh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>ietnam Australia International School, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tHow often has a teacher had to pause in a lesson to deal with a problem child? How many times in their teaching career have they had to remind a student who has not submitted their homework? What if there was an answer to every question that was raised, would it be interesting to find out? I strongly believe if a teacher has a certain amount of time and a strong wish to transform their classroom into a positive learning environment, they should have a closer look at this tool. In this workshop, participants are able to learn about how to use Classcraft – the best classroom management tool that was created by a Canadian teacher with the aim to motivate young learners and reinforce their good behavior in school. \u00a0This is a computerized role-playing game in which the students are teamed up and earn points depending on how they behave and perform in classwork and homework. Besides that, students can also have a discussion, upload assignments and easily find the learning materials used in class. In short, Classcraft is a solution to incorporate everything you need into one place.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tA pilot study on using eye tracking technology to understand reading behaviour of 12- year-old average readers<\/strong><\/span><\/span><\/div>\n
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\n\t\tWarid Mih at\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>National University of Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tHazita Azman\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tSoh Or Kan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tEach reader has specific characteristics but the study that focuses on average readers\u2019 oculomotor behaviours is still scarcely done. Therefore, this study aims to investigate the patterns of average readers by comparing participants\u2019 oculomotor rates recorded using an eye-tracking apparatus with their comprehension score and gaze plot observation. This pilot study involved 20 participants aged 12 who were identified as average readers using Cambridge Assessment KET Reading and Writing test at A2 level. Identified participants are then divided into expeditious and careful reading groups. These two groups were required to read narrative, expository and info-graphic texts during the eye tracking observation. In this Explanatory Sequential Mixed Method (QUAN-qual) design, Eye-Tracking Tobi Pro 2 Glasses 50Hz was employed to collect participants\u2019 oculomotor rates. The saccadic rates were analysed using SPSS and triangulated with data from exit interviews and gaze plot observations. The preliminary findings indicated that: (1) participants did not perform second reading to reaffirm their understanding; (2) participants skipped unknown words but continued reading the whole text; \u00a0(3) saccadic rates in expository text were slightly lower than the narrative text, and (4) participants\u2019 eyes did not re-focus to the last word (area of interest) after leaving the reading parameter.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tC<\/strong>onstruction of roles and identities in a new teaching and learning space: A case study of tertiary wiki writing class at Hue University<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Hong Anh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Languages, Hue University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tWhile teaching methods have been a sustained focus of research into application of new online technology to the English language classroom, the development of multiple roles and identities in a new teaching and learning space has received relatively little attention. Drawing on a case study of three EFL wiki writing classes at Hue University, this paper explores how the introduction of wiki as a new platform for writing induces negotiation and construction of teacher identity when the teacher of the writing classes faces a clash of traditional and new teaching climates. Using qualitative case study methodology, the paper shows how the teacher evidently and continuously constructs multiple roles and identities when in both the traditional class, which operates alongside with other classes at the same level in the institution, and on wiki. Emerging issues relating to reconfiguration of learner identity on wiki and how that relates to the negotiation and construction of teacher identity, are also revealed in the paper. The paper concludes with insights into the potential contribution of wiki writing experiences to classroom roles and identities.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tC<\/strong>ollecting data for research in CALL<\/strong><\/span><\/span><\/div>\n
\n\t\tMarc Siskin<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tCarnegie Mellon University, USA<\/em><\/span><\/span><\/div>\n
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\n\t\tAn increasing number of language educators would like to conduct CALL research projects, or they may need to collect data from language learners for a variety of other purposes. The presenter will demonstrate several technology applications that are used to collect data from learners in foreign language courses at Carnegie Mellon University (CMU). Examples of the collected data will be shown. The applications were developed by the faculty and graduate students at CMU. Linguistic output in the form of text, audio, and video files can be saved, and it \u00a0is \u00a0also \u00a0possible \u00a0to \u00a0record \u00a0learner \u00a0choices \u00a0and \u00a0responses \u00a0to \u00a0survey \u00a0questions. \u00a0The possibilities for data collection will be discussed in various potential scenarios in which a language instructor might work. Most of the techniques can be used for language assessment as well as for CALL research. In addition, the presenter will discuss plans to gain new insights into second language acquisition by means of virtual and augmented reality applications in the new Askwith Kenner Global Languages and Cultures Room, a new space which offers students and the community an immersive, interactive language classroom and learning space.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tIncorporating \u00a0the \u00a0Flipped \u00a0Classroom \u00a0Model \u00a0into \u00a0an \u00a0Undergraduate \u00a0Translation<\/strong><\/span><\/span><\/div>\n
\n\t\tM<\/strong>odule in Vietnam Nguyen Quang Nhat <\/em><\/strong>Ba<\/em>n<\/em>king University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tIt has been observed that traditional methods (i.e. in-class silent practice) are still dominant in many Vietnamese translation classes at the tertiary level. Therefore, a course applying flipped classroom model with a detailed combination of in-class and out-of-class activities was utilized to teach a Vietnamese-English Translation module. The study aimed to (1) find out the effects of flipped classroom model towards improving learners\u2019 translation achievements,\u00a0 and\u00a0 (2)\u00a0 provide an in-depth insight into how the \u00a0model could make the teaching-learning process more interesting and meaningful. 40 English-majored junior students at Banking University of Ho Chi Minh City, Vietnam participated in the study during the second semester of 2018-2019 academic year. Both formative and summative assessments based on a range of criterion-referenced and competence-based instruments were adopted. Results show that a careful design and systematic implementation of the flipped classroom model could enhance learners\u2019 acquisition of di\ufb00erent translation sub- competences in a mixed-abilities class.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tC<\/strong>a<\/strong>n listening classes be made more interesting with technology? A problem based language learning approach to teaching Listening<\/strong><\/span><\/span><\/div>\n
\n\t\tMei Lin Teoh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tLoghman\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ansarian University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tOn<\/em><\/strong>g Lok Tik\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>nn<\/em><\/strong>e B. NAIR\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tOf the four language skills, listening is one which many ESL learners find challenging. Yet listening comprehension is a crucial aspect of students’ communication. This paper will share the findings of a study where a PBLL (problem-based language learning) approach was adopted for a listening course. PBLL is an extension of PBL which has been used in various fields of study, such as in medical or business disciplines. This approach introduces learners to \u201creal world\u201d problem which requires a solution, at the beginning and allows the learners to work through the problem, eventually finding a solution to it. The research was carried out with 37 undergraduates in a Malaysian university: experimental group (19), control group (18). The experimental group had to make use of their mobile devices to search for resources online, decide on which resources were relevant in order to solve the problem. They recorded their feedback on their mobile devices and sent the files to their lecturer. Results revealed that\u00a0 PBLL\u00a0 has\u00a0 a\u00a0 significant effect on the learners\u2019 listening comprehension, \u00a0where they reported a higher chance of new knowledge, active learning and involvement with the learning content, incidental learning, and mutual understanding within the PBLL groups. This study can have pedagogical implications for language teachers, material developers and curriculum designers.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tFlipping EFL classroom with Google classroom and Google forms<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Duc Thuan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHoa Lu University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tWith the emergence of new technologies English teacher have more opportunities to support their English teaching practice. This paper presents the results of a small-scale case study on how the application of Google Classroom and Google Forms benefit students in learning English as a foreign language. A broad view of the functionalities of Google Classroom as a learning management system is provided and the uses of Google Forms for practice and assessment are described as well. The implementation of the two learning-enhanced tools was conducted within a whole semester of 15 weeks at a provincial university in the north of Vietnam. Thirty-four first year non-English majors participated in the study. To collect the data, in-class observation, assignment analysis, a questionnaire, and semi-structured interviews were employed. The findings revealed that Google Classroom and Google Forms are effective and applicable technological tools for teaching and learning in the EFL context. The students exhibits positive attitude towards English; higher level of autonomy in the learning \u00a0process; \u00a0and better\u00a0 computer \u00a0literacy. \u00a0Pedagogical \u00a0implications \u00a0and\u00a0 difficulties encountered are also discussed in the last section the article.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tC<\/strong>orpus-based web tools: How can they be manipulated for study in language patterns<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Thi Giao Chi<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – The University of Da Nang, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThe introduction of Internet and the emergence of available web resources have facilitated endless efforts by language teachers to do research in language patterns. Web resources in general and corpus tools in particular have enabled large samples of language to be explored for better insights into the nature of language in use in all its forms and its uses. While corpora are generally inclined to the work of lexicographers whose job is to inform dictionaries or grammar books, arguments may have arisen around why such end-users as language teachers and learners cannot make use of these innovative tools. This paper adds to this on-going debate by discussing approaches to using corpora as a reference point for language teaching and research. It shows potentials of manipulating common data-driven web tools for research in language patterns and explores some pathways for language teachers to explore aspects of language in use through authentic texts. Results revealed from corpus search via COCA and BNC and generalizations made from the manipulated data – grammatical metaphor in this case – can further showcase the inexhaustible implications of using web resources for enhanced language teaching and research.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tThe introduction of blended learning to undergraduates: A change experience<\/strong><\/span><\/span><\/div>\n
\n\t\tLayhuah Goh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHELP University, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tIn the Malaysian Higher Education landscape, online education and traditional face to face instruction offer both ICT-free past and an ICT-aware future (Laurillard, 2009) university students a vast array of teaching and learning styles. Even though the effects of ICT and their influence are prevalent in all aspects of the current generation learners\u2019 life, there were uncertainties when the idea of blended learning was mooted to a group of undergraduates who came from a traditional classroom environment. Blended learning offers a good balance between face-to-face and technology-mediated activities and should therefore be an acceptable transition towards full online instruction as intended by the Education 4.0 policy in the country. This study examined how a group university students handled online learning, using the blended learning approach. The study approached the learners\u2019 experience from a change perspective. A mixed method design was employed to collect data on the students\u2019 perception and experience of blended learning. The analysis of data will reveal the nature and the level of their acceptance of blended learning and answers sought to explain their reception of this experience. A research of this nature is significant in providing an insight into the preparations for learner readiness from traditional classroom instruction towards online learning.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tEFL undergraduates\u2019 perceptions of blended learning : Van Lang University, Viet Nam<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Thuy Linh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tVa<\/em>n Lang University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tBlended learning has gained its momentum in ESL environment as it flourishes the opportunities for language learning and practice, especially at tertiary level. The study aims to explore learner\u2019s perceptions of blended-learning and its relation to face-to-face learning. In addition, the paper examined the challenges emerged in this blended-learning environment through the eyes of learners. Questionnaire was employed in this research to discover the\u00a0 attitude of 200 students. \u00a0Semi-structured \u00a0interview was also conducted to deeply understand learner\u2019s perceptions as well as addressed a few major challenges that students of Van Lang University underwent in this blended-learning course. According to the findings, a large number of learners showed positive attitude towards blended learning, stating that they achieved considerable benefits from this ESL blended course. In regards to the interconnection with face-to-face learning, most students were still in favor of face-to-face learning compared to online learning. Last but not least, learners revealed a few main barriers to the successful implementation of blended learning, both externally and internally. The most challenging issue of learners in this research was the sense of isolation (lack of sense of community). Other main difficulties revealed was inadequate instructional support, lack of real-time and sufficient feedbacks, technical issues and the inflexibility of language assessment. In terms of internal problems, learners had to deal with the unfamiliarity of independent learning, including learner autonomy, self-motivation and time management. Lastly, some suggestions for future practices of blended learning was also discussed in the paper.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tHow does the use of a self-regulated mobile vocabulary learning app motivate EFL<\/strong><\/span><\/span><\/div>\n
\n\t\tlearners?<\/strong><\/span><\/span><\/div>\n
\n\t\tHiroya Tanaka\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Hokkai-Gakuen University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>atsuyuki Konno\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ryukoku University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tThe researcher has developed a mobile application, DoraCAT, to enable EFL learners to self- regulate their vocabulary learning according to their own study needs. Using DoraCAT, learners can diagnose their vocabulary knowledge to find target words to learn, practice those self-selected target words, and review the words they have practiced on the system. In order to help the learners achieve their own vocabulary learning goals, DoraCAT has a data set of 7,971 words at 19 frequency levels from a Japanese nationwide English proficiency test, Eiken, with sample sentences both in text and in audio. This poster will first introduce basic functions of DoraCAT and how this self-regulated mobile vocabulary learning app changes Japanese EFL learners\u2019 appraisal towards vocabulary learning, especially their expectancies, values, and intentions based on the results of a questionnaire survey at multiple points and their actual learning logs.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tDi<\/strong>gital Comics as a tool for teaching speaking lesson for special needs’ students at<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>oliteknik Negeri Jakarta<\/strong><\/span><\/span><\/div>\n
\n\t\tYogi Widiawati<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em>oliteknik Negeri Jakarta, Indonesia<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tPoliteknik Negeri Jakarta (PNJ) is one of state vocational higher institutions in Indonesia which offers a variety of educational programs. It opens diploma 3 and Diploma 4. Based on the decree of Minister of Education, PNJ must serve and facilitate students with special needs. Therefore, it opens Diploma 3 program (Marketing Management) for students for special needs. Mostly, they have IQ below 100 and others are autism. That is why teachers must find the way to teach English (especially in Speaking Lesson) in order they can participate. To assist both teachers and students to learn, using digital comics is one of the teaching methods that English teachers use. Based on CALL, series of comics are made by using the tool of cartoon story maker. By using the application of Comic Creator and Paint Tool, the software is made and it contains some dialogues about some topics, such as: greeting, having holiday, and leisure time. Slow learners and autism students are able to follow the dialogue by repeating it. This will make them enjoyable to learn English. Digital comics are equipped by not only pictures but also sounds to teach them how to pronounce the important words. By doing this way, students find the learning process fun and interesting.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tS<\/strong>ubtitling YouTube videos: An experiment in content and language integrated learning<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Hai Ha<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Languages and International Studies, Vietnam National University – Hanoi, Viet<\/em><\/span><\/span><\/div>\n
\n\t\tNam<\/em><\/span><\/span><\/div>\n
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\n\t\tContent and Language Integrated Learning (CLIL) is a multiple-focus approach that allows for the simultaneous teaching of content and language, underpinned by the 4Cs framework (Content, Communication, Cognition, Culture). In the light of this approach and the corresponding framework, a subtitling project was experimented by a small group of fourth- year students at the University of Languages and International Studies – Vietnam National University, Hanoi, who were offered to do a specialised course called Topics in British Studies: The Invention of Childhood. The students were instructed to work in groups to find approximately one-hour-long un-subbed documentaries on Youtube, produce their own subtitles and organise in-class activities to present their collective outcome and obtained information to their peers. The survey conducted after the course showed the students’ positive \u00a0reception \u00a0of\u00a0 the \u00a0project,\u00a0 fine\u00a0 appreciation \u00a0to most \u00a0of\u00a0 the 4Cs \u00a0components \u00a0and constructive feedback on the problems they encountered. The task, however, did generate questions regarding the appropriate assessment and beneficiaries. Based on the students’ survey and the teacher’s observation, suggestions would be made for future applications of this integrating, autonomy-fostering and technology-based assignment.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tC<\/strong>omputer-assisted analysis and teacher self-reflection: The contribution of a corpus of academic written feedback<\/strong><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tLee Kok Yueh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Teknologi Brunei, Brunei <\/em><\/span><\/span><\/div>\n
\n\t\tChau Meng Huat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Malaya, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tDavid Hassell\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Bath, UK<\/em><\/span><\/span><\/div>\n
\n\t\tMan Deliang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThe importance of ongoing teacher development through self-reflection has been a recurring theme in language education. Existing research has highlighted how teachers and student teachers collect information about their own teaching and examine their individual classroom practices (Richards & Lockhart, 1996; Farrell, 2015, 2019), with data comprising journals, lesson reports and audio or video recordings. This paper contributes to this body of research by considering a corpus approach to promoting teacher reflection. Specifically, the study to be reported in this paper demonstrates how a computer-assisted analysis of a corpus of written feedback enables an EAP instructor to study and understand her own feedback practices. A collection of 144 teacher feedback notes for first-year students at a university was analyzed using the corpus tool, WordSmith. Results suggest the use of specific expressions by the instructor and reveal how her feedback practices were often expressed through the use of hedging and modal verbs. Whilst the feedback was predominantly positively expressed and delivered, some comments in the negative form were also observed. The instructor\u2019s reflection on her own practices is discussed. The paper concludes by recommending corpus approaches to self-reflection in teacher professional development, while offering some notes of caution in doing so.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tArtificial Intelligence for ELT in Vietnam: Insights from online language courses<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Ngoc Vu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHoa Sen University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThe approaching industrial revolution 4.0 is bringing drastic changes in many fields and these changes have strong impact on English language education in Vietnam recently. This presentation discusses some trends already available in Vietnam like using robot to teach English, virtual reality technology, machine translation and mobile learning. The presentation also showcases platforms powered with artificial intelligence which utilize students\u2019 devices and feature interactive video contents in online language courses. Data for this study include learner activity logs and course dedication time report from an online language course with 50 participants. From the analysis, the author makes suggestions for technology investment and language education in Vietnam.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tS<\/strong>mall word, big lessons: Insights from a longitudinal learner corpus study of \u2018of\u2019<\/strong><\/span><\/span><\/div>\n
\n\t\tChau Meng Huat<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tWith the advent of technology, computer analysis of large data has become possible. One of the applications in this area has been in the study of language acquisition\/development through large collections of data now widely known as learner corpora (Barlow, 2005; Chau, 2012; Granger, 1998; Granger et al., 2015). This paper reports on a longitudinal corpus study of 496 essays written by 124 secondary school students at four different points in time over a 24-month period. The paper is divided into two parts. The first part reviews research relevant to the present study on the use of the small word \u2018of\u2019 in the longitudinal corpus, and presents an analysis based on a total of 1,034 concordance lines containing all the instances of use of the word in the entire corpus. Here, three major categories of patterns of use of this word in the longitudinal data are discussed. The second part of the paper considers what the findings reveal about the process of language development. Four key developmental patterns are identified and the nature of language development examined. The paper closes with implications for the language classroom.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tEFL students\u2019 perceptions of Edmodo as a supplementary learning tool<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Do Thanh Hien\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Can Tho University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tHuynh Thi Anh Thu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Can Tho University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tCurrently, Vietnamese non-majored students in tertiary education are struggling with English learning and rather confused of searching suitable ways to enhance their language abilities. The growing interest in mobile learning, that is, learning through mobile applications has been noticed in recent years. For the purpose of building a more flexible environment with engaged and enthusiastic students compared to traditional settings, Edmodo \u2013 a free and secure educational learning network was integrated into the curriculum as a supplementary tool. Previous studies have shown that Edmodo allows users to interact and share ideas or knowledge freely, which brings them a lot of inspiration in learning. The participants were 100 non-English majored students in two General English classes. The data will be collected through pre and post questionnaires, and semi-structured interviews. The result of the study indicates that the students have considerably positive attitudes towards the use of Edmodo as a useful and beneficial learning tool to supplement traditional classroom settings. Furthermore, it is considered as an effective tool to enhance students\u2019 motivation, flexibility and participation in mobile learning. The finding of this study could be used to inspire the teachers to design more mobile learning activities.<\/span><\/span><\/div>\n
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\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tEnhancing pronunciation for Thai students by using mobile application<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>enkhae Wongsuriya<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tRajamangala University of Technology Isan, Sakonnakhon Campus, Thailand<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tClear pronunciation is a requirement expected of learners, and therefore, is also an important feature of language instruction. Unfortunately, English pronunciation instruction is challenging for teachers in Thailand as they have not been trained to teach pronunciation skills. This is a significant problem, especially in remote areas, as students typically tend to use Thai speech patterns when speaking English. As a result, most students in such areas are unable to pronounce English fluently and accurately. This paper aimed to 1) investigate the use of mobile applications to enhance areas of pronunciation that cause difficulty for most students, and 2) provide strategies for teachers to cater to students\u2019 learning needs and interests.\u00a0\u00a0 The paper reported on a study involving twenty-four rural students, obtained through a selected purposive sampling process, who experienced a pedagogical intervention incorporating mobile applications. Pre-intervention and post-intervention test data were obtained, as well as data from the mobile applications and semi-structured interviews. The results showed that mobile applications could help students address challenges associated with pronunciation, even having limited English language ability. Examples will be given of teachers\u2019 and students\u2019 use of mobile applications, their experiences with using them, and the outcomes.<\/span><\/span><\/div>\n
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\n\t\tU<\/strong>sing information technology in reflective practice to enhance English Speaking skill<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Hong Thu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tIn recent years, the development of information technology has brought about a lot of positive changes in methods of language teaching and made significant innovations in terms of educational quantity and quality. \u00a0In learning English speaking skill, it is vital for learners to take a back look to what they did. Through reflection teachers and students are able to not just look on the past experience and made some necessary changes. This paper is aimed to investigate the benefits and challenges of using information technology in Reflective Practice to enhance speaking skill for English major students and find out some technology-assisted strategies to support this. A set of questionnaire and open questions were administered among 60 English major students at Hanoi Law University and 10 teachers from 3 universities who have ever taught English speaking skill. The findings showed that the conscious reflection helped learners in solving the problems in learning speaking skill\u00a0 \u00a0with the technology-assisted strategies related to Collaborative learning, Experiential learning, Flipped learning, Project-Based Learning, and e-learning through social networks, learning software and websites.<\/span><\/span><\/div>\n
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\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing \u00a0Moodle \u00a0Quiz \u00a0to \u00a0assist \u00a0Listening \u00a0assessment: \u00a0EFL \u00a0students’ \u00a0perceptions \u00a0and suggestions<\/strong><\/span><\/span><\/div>\n
\n\t\tCao Thi Xuan Lien<\/em><\/strong><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tUniversity of Foreign Languages, Hue University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThis small-scale study focuses on investigating the perceptions of EFL students at a Vietnamese institution, i.e. the University of Foreign Languages, Hue University, about computer-assisted\u00a0 listening assessment. Specifically,\u00a0 the study aims at discovering what students thought about the use of the Moodle Quiz in creating and delivering listening tests. In addition, it is also purported to find out what problems students countered when taking Moodle-based listening quizzes and what can be done to help them overcome those problems. A survey including both closed and open questions was designed and delivered to 73 first- year English majors who participated in the Listening 1 Module and took Moodle listening quizzes for both self-assessment and course assessment purposes. An interview was then conducted to collect deeper responses from 10 of those participants. The findings of the study show that just over half of students liked taking listening tests on the Moodle Quiz while the rest of the students either were indifferent or disliked this method of listening assessment. It is also found out that more students thought that Moodle-based listening quizzes should be used\u00a0 for self-assessment\u00a0 rather than course assessment. In comparison with traditional paper-based listening tests, students pointed out that Moodle Quiz facilitated listening assessment in terms of clear sound, better concentration, and quicker feedback. However, the study results also reveal that the most popular problems which students had when taking listening quizzes on Moodle involved students\u2019 unfamiliarity with the tool, time pressure of the tests and facility-related trouble. Finally, based on students\u2019 responses in the study, some suggestions were also made in order to improve the effectiveness of using Moodle Quiz in the listening assessment.<\/span><\/span><\/div>\n
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\n\t\tNearpod to the rescue: Engendering active learning in large classes<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>eanwah Lee et al.<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKeanwah Lee<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0University of Nottingham Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tAnurita Selvarajoo<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0University of Nottingham Malalysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tBavani Ramayah\u00a0<\/strong>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0University of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThis paper reports on a study which explores the effectiveness of using the Nearpod Interactive\u00a0 software\u00a0 to\u00a0 enhance a Private University students\u2019 learning experiences and satisfaction in large lecture classes. Nearpod allows instructors to create interactive presentations\u00a0 to\u00a0 provide synchronized \u00a0learning experiences to students’ \u00a0mobile devices (BYOD), while allowing students to actively partake in activities like polls, quizzes, and interactions. Using a questionnaire and focus group interviews, students\u2019 learning experiences and perceptions were elicited after undergoing a semester of classes with Nearpod Interactive presentation software. A convenient sample of 158 students from Science, Engineering & Education disciplines participated in the study. Survey data showed a moderate effect on the students\u2019 learning experiences and perception. However, interviews data \u00a0were \u00a0predominantly \u00a0positive, \u00a0particularly \u00a0in \u00a0providing \u00a0opportunities \u00a0for \u00a0active participation, interaction, sharing of opinions and peer checking of answers. Nearpod also provided opportunities for instructors to synchronously monitor, clarify, provide feedback, and incorporate interaction and discussion amongst the students. Thus, Nearpod is seen as a viable alternative for instructors to add value to their teaching and learning, while enhancing the learning experience and satisfaction of fees-paying students.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tEnglish Reading teaching in CALL mode<\/strong><\/span><\/span><\/div>\n
\n\t\tWan Lei<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tG<\/em>raduate School of RIPED, CNPC, China<\/em><\/span><\/span><\/div>\n
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\n\t\tIn the digital era, CALL (Computer-assisted Language Learning) has been increasingly applied in English reading teaching as a modern pedagogical technique. Compared with the traditional teacher-oriented teaching mode, English reading course in CALL mode has stimulated learners’ reading interest, improved learner autonomy in reading and increased teaching efficiency. \u00a0This paper explores the features of CALL, its increasing application and impact on English reading teaching, and its predictable prospects as well. The features of CALL in English reading teaching are discussed from the following aspects: diversity; multimodality; personalization; learner autonomy; multi-interactivity; timely feedback; and automatic evaluation system. The presenter does a tentative research on CALL by studying intelligent English teaching systems, such as MOOCs; Coursera, edX, etc. and analyses the data obtained from a reading teaching experiment in CALL mode, showing that subjects in the experiment group has made statistical progress in terms of reading comprehension, attitude, interest and self-efficacy. Finally, how to improve CALL performance is discussed in terms of the optimization of ELT-related network; learners\u2019 computer literacy; and improving teachers\u2019 CALL-related ELT competence and so on.<\/span><\/span><\/div>\n
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\n\t\tBarriers to the integration of Facebook groups in Speaking skill: A case-study<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi Phuong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>ietnam University of Commerce<\/em><\/span><\/span><\/div>\n
\n\t\tFacebook has emerged as a prominent social network among the Vietnamese youth, surpassing any other kinds of social networks. It is potential to be effective in improving oral communication skill, especially their fluency; however, scant attention has been paid to the use of Facebook groups for enhancing speaking skill for EFL students. Thus, this study is to find out possible effects and factors that hinder the success of incorporation of Facebook in speaking skill and suggest solutions to cooperate it in\u00a0 the context of credit programme productively. Students at Thuongmai University were asked to join and post their 5-minute- English speech video assignments on their classes’ Facebook groups. After the intervention, students answered the Likert-scale questionnaires about the barriers to the successful use of Facebook in practising speaking skill and their level of assignment fulfilment. Data analysed with regression method by SPSS 20. along with the interviews from teachers showed that the major factor is related to students who are anxious in posting their videos. The non-inclusion of ICT usage in the curriculum comes second and teachers’ readiness and culture come next. Therefore, the stakeholders should find ways to lessen students anxiety, and augment curricula with ICT usage.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tS<\/strong>t<\/strong>udents\u2019 \u00a0attitudes \u00a0and \u00a0preferences \u00a0towards \u00a0GoogleDocs \u00a0as \u00a0an \u00a0online \u00a0discussion<\/strong><\/span><\/span><\/div>\n
\n\t\tplatform<\/strong><\/span><\/span><\/div>\n
\n\t\tLee Kok Yueh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Teknologi Brunei, Brunei<\/em><\/span><\/span><\/div>\n
\n\t\tDavid Hassell\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Bath, UK<\/em><\/span><\/span><\/div>\n
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\n\t\tThis paper presents preliminary findings on the application of GoogleDocs as an online discussion platform for Bruneian students undertaking a research report writing assignment. The study comprised thirty-four first year undergraduates on Professional Communication module, who were put into eight groups of four to five and tasked with developing a research report. Four groups adopted GoogleDocs to discuss and develop the assignment whilst the other four groups adopted a more traditional face-to-face approach. Two sets of questionnaires, pre and post to the report assignment, were distributed to investigate students\u2019 attitude and preference towards both approaches. Evaluation using statistical tools indicated \u00a0students\u00a0 shared \u00a0mixed \u00a0feelings towards its use where students without \u00a0prior experience of GoogleDocs found it a positive experience and useful for their learning. Students preferred the real-time accessibility, and time-saving features of the platform as compared to face-to-face discussion where some students experienced difficulties due to conflicting availability. Results recognise the merits of GoogleDocs but also indicate that some students still prefer face-to-face discussion. These preliminary findings highlight the increasing ways in which technology can augment and benefit educational practices in specific cultures\/circumstances, whilst indicating the requirement for a wider investigation into the use of this technology.<\/span><\/span><\/div>\n
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\n\t\tG<\/strong>rading writing automatically: Can it be done?<\/strong><\/span><\/span><\/div>\n
\n\t\tGordon Bateson<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKochi University of Technology, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tThis presentation will consider to what extent student written work can be graded automatically online. In extensive writing, students are encouraged to write a lot, so that quantity and fluency are emphasized over accuracy. \u00a0Activities such as journal writing and timed writing are popular activities that encourage this writing style. However, checking and grading such work has hitherto placed a great burden on the teacher because it has to be checked manually. As\u00a0 use of online learning management systems, \u00a0such as Moodle, has spread, it has become possible for students to submit written work online, and this opens up the intriguing possibility of grading the written work automatically. The presenter will introduce an Extensive Reading and Writing course in which a recently developed plugin for Moodle was used to award a provisional grade based on the number of words, and the presence of target phrases. Additionally, the tool searches for common errors that have been specified by the teacher and deducts points if any are found.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tDi<\/strong>gital-Reading challenges faced by English majors in Vietnamese universities <\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Huynh Loc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam <\/em><\/span><\/span><\/div>\n
\n\t\tFredricka Stoller\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Northern Arizona University, USA<\/em><\/span><\/span><\/div>\n
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\n\t\tDigital reading has become increasingly prevalent in tertiary-level EFL settings.To prepare EFL learners to read digital texts effectively for university coursework, it is important for stakeholders to understand the digital-reading challenges that learners currently face. Despite a body of research on digital literacy, little has been done in the context of Vietnamese university programs. This gap led us to explore Vietnamese university English majors\u2019 (a) uses of print and online resources and (b) their reading habits. After devising and piloting an online survey (following Dobler & Eagleton, 2015), the survey was sent to a representative sampling \u00a0of\u00a0 English \u00a0Departments \u00a0at \u00a0public universities \u00a0across \u00a0Vietnam.\u00a0\u00a0 \u00a0A\u00a0 total \u00a0of\u00a0 836 students, from 17 Vietnamese universities, completed the survey. Study findings provide an initial snapshot of the challenges Vietnamese EFL university students encounter when reading digitally, including their limited online information-search skills, their lack of confidence in achieving reading comprehension with e-materials, and unbalanced reading requirements in their academic programs. Study findings can (a) inform classroom emphases, materials development, curricula, and policy with regard to print and digital reading instruction in EFL language courses and English-medium content classes in Vietnam and (b) suggest ways to train lecturers and students in digital literacy.<\/span><\/span><\/div>\n
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\n\t\tO<\/strong>n<\/strong>line\u00a0 \u00a0communities\u00a0 \u00a0of\u00a0 \u00a0practice:\u00a0 \u00a0Towards\u00a0 \u00a0configurations\u00a0 \u00a0for\u00a0 \u00a0engagement\u00a0 \u00a0and sustainability<\/strong><\/span><\/span><\/div>\n
\n\t\tMai Minh Tien\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ho Chi Minh City Open University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Thanh Luan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>T<\/em>he University of Newcastle, Australia<\/em><\/span><\/span><\/div>\n
\n\t\tLe Van Thinh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ba<\/em>n<\/em>king Academy – Phu Yen Province, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tTran Le Nghi Tran\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>T<\/em>he University of Queensland, Australia<\/em><\/span><\/span><\/div>\n
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\n\t\tIn recent years, the emergence of online communities of practice (CoPs) has redefined teacher continuing professional development. Engagement in online CoPs offers opportunities for reflection, knowledge exchange, participant ownership, and social emotion sharing. However, little research has been conducted about the quality and depth of social interactions among<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tVietnamese \u00a0EFL\u00a0 teachers while participating in\u00a0 online CoPs. \u00a0In response \u00a0to the call for rigorous research featuring the roles of moderators (Tsiotakis & Jimoyiannis, 2016), the realities of participants\u2019 contribution (Rensfied et al., 2018) and quality of teachers\u2019 interactions (Lantz-Andersson et al., 2018), this study employed a mixed methods research design in analysing Vietnamese EFL teachers\u2019 Facebook groups and conducting an online survey to investigate teachers\u2019 engagement in online CoPs. Facebook was adopted as an online CoP platform because of its popularity in Vietnam – with 60 million users accessing it for about \u00a04 hours\u00a0 a \u00a0day (Phuong, \u00a02018). This presentation \u00a0focuses on Vietnamese \u00a0EFL teachers\u2019 engagement as well as their expectations, strategies and perceived benefits regarding online CoPs. Findings shed lights on different realities of three Facebook groups as CoPs from both active and non-active members\u2019 perspectives, and the stakeholders\u2019 embracement of digital configurations to foster sustainable practices in the given context.<\/span><\/span><\/div>\n
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\n\t\tU<\/strong>sing Padlet to foster students’ questioning skills in critical Reading and Writing course<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>asaribu Truly<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSanata Dharma University, Indonesia<\/em><\/span><\/span><\/div>\n
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\n\t\tCurrent developments in ICT have resulted in a paradigm shift which shapes the future of education. The present study aims at elaborating possible language learning activities using a mobile application called Padlet, an online bulletin board where students can display their thoughts\u00a0 and \u00a0collaborate with other students. \u00a0It resembles a whiteboard, \u00a0but it can be accessed online and used synchronically. This qualitative study involved 26 students from Critical Reading and Writing Class. They used Padlet in their mobile devices to brainstorm, make a mind map, share reading links, ask different kinds of questions, and respond to their friends’ questions for further discussion with the on-going class meetings. The study explores the activities in Padlet which encourage students to take active roles in asking different levels of questions using their mobile phones. Besides elaborating the merits of using this app, this study also mentions some drawbacks of using Padlet in the classroom.<\/span><\/span><\/div>\n
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\n\t\tAsian learners’ L2 oral production in monologues and dialogues<\/strong><\/span><\/span><\/div>\n
\n\t\tShin’ichiro Ishikawa<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKobe University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tWhat difference is seen in monologues and dialogues by L2 English learners in Asia? Using the International Corpus Network of Asian Learners of English (ICNALE) (Ishikawa, 2018), which includes topic-controlled spoken and written outputs of learners in ten countries and regions in Asia as well as English native speakers, we compared learners’ and native speakers’ fluency and lexical quality in two kinds of oral outputs. Our quantitative analyses have shown that Japanese learners, for example, speak approx. 68 words per minute in monologues, but they usually speak less in dialogues. This seems to reflect that learners tend to be less fluent in oral interactions, which require smoother on-line L2 processing and therefore put greater information processing loads on speakers. Interestingly enough, however, this kind of decrease is not necessarily observed with all learners in Asia. Investigating the monologue- dialogue gaps will give a hint for designing a better ELT methodology to help learners with particular L1 backgrounds to be more flexible and autonomous speakers.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tS<\/strong>ubject content-based approach in teaching English for IT students<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>o Thi Hong Loan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em>hu Yen University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThis paper introduces a novel approach; called Subject Content based Approach (SCA), to design the English curriculum for IT students at Phu Yen University (PYU). Our approach adopted three prototypes of Content-Based Instruction model (CBI) used to teach foreign language including Theme-based instruction, Sheltered instruction and Adjunct instruction. Content instructors are required to utilize Group-based flipped classroom model to perform our curriculum. Course contents relate to academic subjects, language\u2019s requirements for IT profession and current trends in IT. Most topics are selected openly from both textbook and online courses in Computer Science such as Coursera, Open University and IBM. Since 2016, we have applied SCA to teach for full time undergraduates who either haven\u2019t got a job or already have jobs at PYU. The results show that the implementation of SCA motivated and enhanced student\u2019s self-study attitude about learning English and achieved higher scores on exams. That benefits learners in term of learning English for academic purposes and their future careers.<\/span><\/span><\/div>\n
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\n\t\tU<\/strong>sing E-Portfolio as an assessment in academic Writing: Exploring the learners’ experience<\/strong><\/span><\/span><\/div>\n
\n\t\tWirawati, Yi Xe Ngui<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversiti Malaysia Sabah, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tPortfolios have long been used as a form of alternative assessment in language classrooms. In the present day, the use of e-Portfolios (electronic portfolios) is becoming more relevant as compared to conventional paper portfolios. This study aimed to explore the extent to which an e-Portfolio assessment contributed to the attainment of academic writing from the learners\u2019 perspectives. A total of 48 undergraduate students who were enrolled in an English Language course in Universiti Malaysia Sabah participated in this study. Throughout the course, the students were required to respond to SWOT analysis in small groups in order to identify any emerging \u00a0issues. \u00a0The students were also \u00a0required \u00a0to fill in an open-ended questionnaire at the end of the course in order to explore their experience of using the e- Portfolio. To obtain more detailed information, 18 students from the sample were selected for an interview based on their academic writing results. The findings showed that the students experienced difficulty adapting to the e-Portfolio in the beginning of the course. In general, a majority of the students believed that certain features within the e-Portfolio helped them to become better writers. A majority of the students also concurred that the e-Portfolio should continue to be implemented as part of the course.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tBusy teachers, learner attitudes, behaviours and engagement levels: How to facilitate their learning with mobile technologies?<\/strong><\/span><\/span><\/div>\n
\n\t\tTran Le Nghi Tran<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tT<\/em>he University of Queensland, Australia<\/em><\/span><\/span><\/div>\n
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\n\t\tWhen it comes to professional development, two of the major obstacles facing busy teachers are heavy workloads and the costs of travelling and training. Mobile technologies can help teachers fit learning into their tight schedules as it enables bite-sized learning anywhere, anytime at low cost. However, teachers have various attitudes towards learning with technologies\u00a0 and \u00a0therefore tend \u00a0to engage in different \u00a0ways \u00a0with \u00a0mobile learning. This presentation reports parts of the findings from a design-based research project on the use of mobile learning for professional development provision in the context of Vietnam. The project involved 51 EFL teachers from universities based in 24 cities and provinces across the country. Data were collected over a two-year period using semi-structured interviews, surveys as well as pre and post tests, weekly learning reports and learning analytics submitted in form of screenshots by the participants. The presentation focuses on Vietnamese EFL teachers\u2019 attitudes and engagement patterns as well as proposed strategies to better facilitate their learning with mobile technologies. The findings suggest practical implications for teachers of English, teacher trainers and training providers in terms of learning design and implementation with a focus on online and self-directed learning with mobile technologies.<\/span><\/span><\/div>\n
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\n\t\tFlipped learning implementation in language teaching media course<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>atricia Angelina<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSanata Dharma University, Indonesia<\/em><\/span><\/span><\/div>\n
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\n\t\tAdvancement in technology has brought upon innovations in education. This study aims to elaborate the learning activities conducted using a newly emerged teaching approach called flipped learning, a teaching approach that inverts the traditional learning process. Flipped learning omits lectures and provides the materials online for students to learn outside the class so that discussion and group activities can take place inside the class. This study involves 35 students from Language Teaching Media course. They have to access and learn the materials from the videos, PPTs and textbooks provided on the Moodle learning platform on their own before the class begins. In class, the instructor chooses random groups of students to start the discussion on the materials studied and also conducts group project sessions. In addition to exploring the activities conducted using flipped learning approach in the course, this study also mentions some positive effects as well as drawbacks of the flipped learning implementation experienced by the students.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tTechnological Pedagogical Content Knowledge (TPACK) in English language teacher education: Voices from students<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thanh Luan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tT<\/em>he University of Newcastle, Australia (Viet Nam)<\/em><\/span><\/span><\/div>\n
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\n\t\tThe education of ELT preservice teachers at Vietnamese higher education institutions plays a significant and critical role in ongoing national reforms to improve English teaching pedagogy. The emergence of technological pedagogical content knowledge (TPACK) framework (Mishra & Koehler, 2006) has redefined teacher knowledge for the integration of digital media technology. Little research has been conducted about ELT preservice teachers\u2019 perception of the categories of knowledge in their initial education programs, represented as TK (technological knowledge), TCK (technological content knowledge), TPK (technological pedagogical knowledge), and TPACK. As part of a larger study into Vietnamese ELT preservice teachers\u2019 perceptions, this presentation reports on findings from an investigation into how final year ELT preservice teachers perceive these bodies of knowledge education. \u00a0The study also examines how prepared ELT preservice teachers are for teaching diverse students and contexts \u00a0the\u00a0 digital \u00a0media \u00a0technology. \u00a0Multiple \u00a0data \u00a0sources include \u00a0surveys, \u00a0individual interviews, and focus groups. Results reveal ELT preservice teachers’ divergent sense of preparedness with reference to the key components of knowledge.<\/span><\/span><\/div>\n
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\n\t\tS<\/strong>oftware that can detect students\u2019 emotions: Affect-aware technology<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>aren Price<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHarvard University, USA<\/em><\/span><\/span><\/div>\n
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\n\t\tCameras in our laptops and other devices can be used in combination with special software to analyze how a user might be feeling. This technology is being used more and more by advertisers to analyze where we are looking on our screen, and by educators to learn more about a student\u2019s attention, engagement and sentiment at particular moments in order to regulate and adjust the pace or content of learning materials. The presenter will review relevant research and examples as participants see illustrations of a number of available tools and apps. Our discussion will allow us to reflect together upon some of the challenges and issues the use of such technology invites.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tLexical analysis of engineering papers: Development of E-Learning materials for engineering students<\/strong><\/span><\/span><\/div>\n
\n\t\tYuka Ishikawa<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tNagoya Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tEngineering colleges and institutes in Japan have globalized rapidly in recent years. The number of overseas students, non-Japanese professors and researchers, and lectures delivered in English has drastically increased. Now emphasis is increasingly being put on writing papers in English and some colleges require students to write their theses in English. However, there are few learning materials available for Japanese graduate students to learn how to write an effective abstract. This study analyzes fifty abstracts written by Japanese graduate students majoring in the five major engineering disciplines: chemical engineering, applied physics, material engineering, architecture, and computer science and compare them with fifty abstracts written by professional researchers of the same disciplines, aiming to identify words and phrases overused and underused by graduate students and to develop new learning materials suitable for them. The results show that graduate students tend to use ordinary common words more frequently while they tend to use technical words less frequently than professional researchers. The result of the correspondence analysis suggests that some graduate student groups use the high frequency words in a characteristic way. They also have a tendency to overuse particular sentence structures such as \u201cit is found that\u201d or \u201cit is concluded that\u201d.<\/span><\/span><\/div>\n
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\n\t\tGa<\/strong>mification and FROG VLE: A study on teachers and students using ICT in English language learning<\/strong><\/span><\/span><\/div>\n
\n\t\tHaslindah Syarifuddin\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>SK Muhibbahraya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>isah Suyade\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>SK Kinabutan Besar<\/em><\/span><\/span><\/div>\n
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\n\t\tThe Fourth Industrial Revolution (IR 4.0) as expected, change the way we live, work, communicate and of course, learn! It is also likely to change the things we value and the way we value them in the future. Presently, we can already see the changes in business models and employment trends. Following the Fourth Industrial Revolution (IR 4.0), this action research studies the students\u2019 attitudes, when information and communication technology (ICT) is embedded in their English learning. A class consisting of 34 students in a public primary school, in Malaysia, were the participants of this action research. It is conducted in the second half of 2017. In this study, teacher incorporates gamification; an interactive, practical and fun approach in her English lesson; in which she uses many apps available both online and offline. All the activities \/ gamification; then will be assigned to the students via Frog VLE (Virtual Learning Environment) as the main platform. Teacher creates a student- centred learning in where the students are the main user of the technology while the teacher uses it to promote blended learning. The action research also aimed to explore how a teacher uses technology in the classroom and make her students ready for the 21st century demands. Teacher and students use Frog VLE in their English classroom, then associated it in their everyday life\u2019s (flipped classroom). Ultimately, the study will show the students\u2019 increasing interest and motivation in learning the English language as well as their proficiency level in English.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tMa<\/strong>n<\/strong>a<\/strong>ging CALL based, timed, extensive writing tasks for writing fluency using Moodle and Google Documents<\/strong><\/span><\/span><\/div>\n
\n\t\tRobert (Bob) Gettings<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHokusei Gakuen University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tMost EFL writing training is intensive, with a focus on accuracy, editing and style. Timed extensive writing, on the other hand, has a focus on fluency, quantity and variety. Students write a lot, in a variety of genres, about a multitude of topics in order to quickly express their ideas the best they can. Timed extensive writing emphasizes communication of ideas and the completion of a large number of shorter writing tasks, usually from five to thirty minutes each. Since timed extensive writing moves away from the traditional emphasis on accuracy, editing and grading, traditional teacher, student and institutional attitudes towards EFL writing have to change in order to make the approach successful. Teachers, in particular, have to solve the problem of managing, giving feedback and evaluating many more EFL writing tasks than in a traditional program. CALL offers a variety of ways of solving this problem. This presentation will review approaches to timed extensive writing and describe ways that Moodle and Google documents can be used to manage extensive writing programs. Participants will be encouraged to test, download and share EFL writing instructional materials from the presenter\u2019s website.<\/span><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tIntegrating technology into a large class: Use of socrative in university lectures<\/strong><\/span><\/span><\/div>\n
\n\t\tMyung Jeong Ha<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSangmyung University (Korea)<\/em><\/span><\/span><\/div>\n
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\n\t\tSmartphones have become so popular that mobile learning has been adopted by a large number of schools and universities throughout the world. Although mobile applications for content learning purposes are available, many mobile applications are mainly used for out- of-class learning activities or individual learning. The key to the effective use of smartphones is their use embedded in classroom practice. The present study thus investigated the student perspectives based on their in-class experience on using a mobile Learner Response System (LRS), Socrative. 82 university students who enrolled in the American Culture course participated in the study. The research questions are: 1) Does the use of a mobile LRS in blended learning affect students\u2019 interaction in the classroom? 2) What are student\u2019s perspectives on using a mobile LRS, Socrative, in big classrooms regarding activities and features? 3) What are the advantages and disadvantages of using a mobile LRS in university lectures? Both qualitative and quantitative methods, specifically, a questionnaire and interviews were used to collect data. The survey was conducted at the end of semester regarding student perspectives of using Socrative to review the class materials and develop team-based discussions. In order to triangulate data, focus group interviews were performed. The main findings are as follows. First, students\u2019 perspectives on Socrative were positive across the board. They found the use of Socrative to be positive, particularly for \u2018Shared Individual Opinion\u2019, \u2018Increased Participation\u2019, and \u2018Interacting with Teacher\u2019. Second, students preferred to use Socrative to check comprehension and to submit responses for group discussions. Third, students considered instant interaction and hidden identity to be the strengths. However, having to use cellular data and lack of WiFi signal strength and WiFi range were considered weaknesses in using a mobile LRS in big classrooms. Based on the findings, recommendations for classroom use and further studies are provided.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tAudible devices as virtual learning assistant: Predictions of ESL learning for the future<\/strong><\/span><\/span><\/div>\n
\n\t\tHarwati Hashim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tMelor Md Yunus\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>National University of Malaysia (UKM) <\/em><\/span><\/span><\/div>\n
\n\t\tNorazah Mohd Nordin\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia (UKM) <\/em><\/span><\/span><\/div>\n
\n\t\tHelmi Norman\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia (UKM) <\/em><\/span><\/span><\/div>\n
\n\t\tHaida Umiera Hashim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia (UKM)<\/em><\/span><\/span><\/div>\n
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\n\t\tEnglish language learning has undergone tremendous change over the years due to the remarkable entry of technology.\u00a0 \u00a0The most\u00a0 recent technology that is making its way in education is Artificial Intelligence (AI) technology. \u00a0AI has already been applied to education primarily in some tools that help to develop certain skills. As AI educational solutions continue to mature, the hope is that AI can help fill needs gaps in learning and teaching of English as a Second Language (ESL).\u00a0\u00a0 The aim of this paper is to review studies on the integration of AI in language learning to look for the promising outcomes of the integration of AI specifically audible devices as virtual learning assistants. \u00a0The findings from the review predict the potential usage of audible devices as virtual learning assistants for ESL learning in the future. The capability of the virtual learning assistant in interpreting human speech and respond via synthesized voices is hoped to provide a platform for learning ESL. This paper imposes some recommendations in leveraging the best attributes of the audible devices as virtual learning assistants for the best outcome for ESL learning, especially among the less successful learners.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tJapanese student perceptions of required smartphone use in the EFL classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tEdo Forsythe<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHirosaki Gakuin University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tThis session presents the results of a single case study that explored Japanese university students’ perceptions of being required to use their own smartphones in English language learning activities. At first, the presenter’s experience with Mobile Assisted Language Learning (MALL) teaching methods and how the presenter incorporated smartphones into English language classrooms will be explained, along with a brief presentation of the details of the research study. Then a discussion of the research findings will be held, focusing on potential implications for teachers who plan to incorporate the use of student smartphones and other mobile technology in their language lessons. Finally, session participants will be given an opportunity to share and discuss how they use mobile technology in their classrooms, as well as ask questions about MALL methodology. Attendees will come away with research data supporting the use of students’ mobile devices in English classes, as well as several ideas for effectively and efficiently using MALL techniques in their own classrooms. This session presents updated research which was presented at JALTCALL 2018 in Nagoya, Japan and AsiaCALL 2017 in Ho Chi Minh City, Vietnam.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tInsights on the use of Eye Tracking technology on CALL research<\/strong><\/span><\/span><\/div>\n
\n\t\tSiew Ming Thang<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHELP University, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tEye-tracking (ET) technology has only recently been used in CALL despite the fact that it has been around\u00a0 for over 100 of years and\u00a0 extensively used\u00a0 in reading research. From my previous presentations of ET research studies at CALL conferences,\u00a0\u00a0 I found that many delegates were still not sure what ET research were all about, how to conduct research using this technology and the relevance of ET technology to CALL. This presentation hopes to address this gap in knowledge by providing the basic information to help beginners venture into this field. \u00a0It will begin by giving a brief introduction of what ET technology is and then proceed \u00a0to explain how \u00a0CALL research can \u00a0be conducted using ET technology and at the same time pointing out the \u00a0strengths and pitfalls of using ET technology in CALL research. Finally, \u00a0it will \u00a0describe some studies including some of mine \u00a0that utilise \u00a0ET technology to investigate issues related to CALL and how these studies enlighten CALL research.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tTeachers\u2019 \u00a0voices \u00a0about \u00a0some \u00a0key \u00a0factors \u00a0affecting \u00a0their \u00a0applications \u00a0of \u00a0blended<\/strong><\/span><\/span><\/div>\n
\n\t\tlearning for ESL students<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Duc Hanh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tDuring the development of technology in the 4th Industrial Revolution, blended learning has been known as one of the most suitable approaches to renovate teaching methodology, especially in teaching English. Since teachers are the keys to effective implementation of blended learning application in the educational system, it is crucial to understand their perspectives towards applying blended learning in teaching as well as factors challenging them in their applications. This paper is aimed to investigate the perspectives of the teachers applying blended courses in a university in Hanoi and their voices about the main factors currently affecting them. The presenter would like to share the findings from her qualitative research of interviewing 20 ESL teachers about their blended learning applications. Moreover, the findings also reveal some factors affecting the blended learning application listed by the interviewees and some suggestions for teachers on how to apply blended teaching approach effectively.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tExploring mobile-based dictionary (MBD) strategies in the digital age: A mixed-method study on Chinese EFL learner’s MBD use<\/strong><\/span><\/span><\/div>\n
\n\t\tDanyang Zhang<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Cambridge, UK<\/em><\/span><\/span><\/div>\n
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\n\t\tProfiting from the development of mobile-assisted language learning (MALL), flexible and convenient mobile-based dictionaries (MBDs) have become increasingly popular in China. According to Miller and Wu (2018, p.7), \u201cmuch more attention needs to be given to how students use strategies in their informal mobile learning\u201d. This study aims to explore how Chinese EFL learners use different types of MBDs while reading. In total, 66 English majors and 59 non-English majors participated, completing a self-report questionnaire and a semi- structured interview. Data from the questionnaire show that participants generally prefer to look up the definition of words, especially the first definition and the Chinese translation. In comparison, non-English majors used MBDs more intensively than English majors, particularly to identify word spelling, part of speech and Chinese translations. Participants in the \u00a0bilingualised \u00a0group \u00a0using \u00a0MBDs \u00a0more \u00a0actively\u00a0 than \u00a0the \u00a0other two\u00a0 groups, \u00a0but \u00a0they preferred to only read one definition. According to the interview responses, participants\u2019 various\u00a0 MBD strategies, \u00a0by and \u00a0large, \u00a0correlate with their majors, language proficiency, learning needs, current language learning task type and task difficulty. The results of this study reflect the distinctive personalised feature of MALL (Kukulska-Hulme, 2012) and offer some theoretical and practical insights into this field.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tMa<\/strong>l<\/strong>a<\/strong>ysian public school English language teachers’ perceptions on mobile learning<\/strong><\/span><\/span><\/div>\n
\n\t\tWei Keong Too, Aisyah Liliana Hafiz Wambeck<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tM-learning refers to learning that is facilitated by mobile devices in a flexible environment that can be accessed anywhere and anytime (Ozdamli & Cavus, 2011; Kukulska-Hulme & Shield, 2008; Cobcroft et. al. 2006).\u00a0\u00a0 This study aims to examine Malaysian public school English language teachers\u2019 perceptions towards M-learning by answering the following research questions: 1) What are the perceptions of Malaysian public school English language teachers on m-learning?; 2) To what extent are Malaysian public school English language teachers ready to integrate mobile technology in their classrooms?; and 3) What are the measures that need to be taken by Malaysian\u00a0\u00a0 public school English language teachers to successfully implement m-learning in their classrooms? The study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) proposed by Venkatesh et. al. (2003) to gauge the perceptions of 48 English language public school teachers. By using an explanatory mixed method research approach using a questionnaire and semi-structured interview, the findings revealed that the teachers had positive attitude towards and were keen on adopting mobile learning in their classrooms. However, they requested trainings on the implementation of this learning mode.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tU<\/strong>se of Kahoot! in English grammar learning<\/strong><\/span><\/span><\/div>\n
\n\t\tHea-Suk Kim<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSeoul Women’s University, Korea<\/em><\/span><\/span><\/div>\n
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\n\t\tResearch has emphasized the centrality of student-centered learning activating students’ ability to generate and refine the meaning of learning (Hannafin & Land, 1997). Technology, including computers and mobile devices, allows learners to expand their learning experiences in self-regulating and efficient ways. As mobile technology in particular has developed, educators have employed mobile devices to enhance the learning environment. It is clear that mobile devices can be effective to experience learning, which may explain why the role of mobile technology has been significantly increasing in foreign language learning classrooms. The purpose of the present study was to investigate the effectiveness of using Kahoot! on grammar learning for college students. The research questions are as follows: 1) Will the use of Kahoot! have an effect on grammar learning? 2) Do college students have a positive view towards the use of Kahoot! in English grammar classes? This study consisted of 50 college students who enrolled in the course College English in the spring semester of 2018. Most of the students were freshmen and they were divided into two classes in different time slots. All the students received the same instruction throughout the course and practiced grammar as well as speaking and listening. A grammar test consisting of 40 questions was administered<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tpractice tests used in each class were collected from TOEIC books. They were distributed to the students either in handouts or in online quiz forms, using Kahoot!. After the semester, the participants took a post-test to compare mean scores within and between the groups. A survey including 15 close-ended questions and two open-ended questions was administered to discover the participants’ attitudes and ideas regarding the use of Kahoot! to expand their learning experience. According to the results of the paired sample t-tests, there were significant differences in grammar learning between the pre- and the post-tests. It was proven that both groups improved their grammar after the course. However, the students using Kahoot! in class did not show any significant differences compared to those in the traditional group. According to the survey, the students using Kahoot! showed positive attitudes towards their use of Kahoot! and reported on their positive experience with it in language learning. Based on the findings, the current study recommended the necessity of facilitating mobile- based learning activities in learning English grammar to bring students\u2019 involvement in classes and help with learning outcomes. Also, the researcher suggested that further studies should be conducted regarding theeffectiveness of using Kahoot! on different English language skills.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tApplying AI chatbot for teaching a foreign language: An empirical research <\/strong><\/span><\/span><\/div>\n
\n\t\tTran Tin Nghi\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ho Chi Minh City University of Food Industry, Viet Nam <\/em><\/span><\/span><\/div>\n
\n\t\tTran Huu Phuc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Foreign Language Studies \u2013 UD, Viet Nam <\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Tat Thang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Faculty of Foreign Languages, Da Lat University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tChatbots or artificially intelligent conversational tools are the automatically new tools designed to interact with humans and computers. The tool of chatbot system is very effective in marketing and launching new products. Using chatbot as a tool of learning with logical sequences of cognition has attracted a lot of attention from many foreign language centers, such as VUS, ILA, etc. This research is conducted to apply AI chatbot for helping students to learn a specific knowledge of a foreign language. The research also discusses students\u2019 interests and engagements, and performances in two ways of learning: with and without the help of AI chatbot via the case of teaching some English prepositions. 200 students were selected and divided into experimental and control groups (100 students for each respectively). The purpose of this empirical experiment was to test whether or not the AI chatbot\u00a0 is\u00a0 effective\u00a0 and \u00a0useful for enhancing \u00a0students\u2019 performance and \u00a0engagement in learning a specific point of a foreign language. With the preliminary results, the students benefited a lot from a new learning experience with the use of AI chatbot in teaching. Most of them perceived AI chatbot tools as an essential part of their learning process. The AI chatbot also generated excitement and fun for their learning. The research may open up a field for language teachers to explore and apply for their teaching in the digital era.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\t10:55 – 11:45<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>lenary Session #1<\/strong><\/span><\/span><\/div>\n
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\n\t\tA \u00a0new \u00a0standard \u00a0for \u00a0communicative \u00a0English \u00a0teaching \u00a0\u2013 \u00a0the \u00a0case \u00a0for \u00a0incorporating<\/strong><\/span><\/span><\/div>\n
\n\t\tVi<\/strong>rtual Exchange<\/strong><\/span><\/span><\/div>\n
\n\t\tEric Hagley<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMuroran Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tThe U.S. and E.U. governments now use the term \u201cVirtual Exchange\u201d (VE) to describe a situation where students in one class interact, under the guidance of their teachers, with students in other classes in geographically distant areas \u2013 usually foreign countries. VE has a relatively short history within English language teaching but is becoming more popular with a number of countries promoting it at national levels. Excellent examples of how it is being implemented around the world will be covered in this plenary. From these, research showing various outcomes has been forthcoming showing its benefits and how to overcome some of its \u00a0shortcomings. \u00a0However, \u00a0what \u00a0is \u00a0clear \u00a0is that \u00a0students \u00a0very\u00a0 quickly\u00a0 understand \u00a0that through VE they have a clear and present necessity to use the language they are studying to learn with and about students in other countries. This in itself is a strong case for incorporating VE into all language classes but particularly communication classes. The presentation will conclude by offering participants a number of ways in which they can easily employ VE into their classes.<\/span><\/span><\/div>\n
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\n\t\t16:00 – 16:50<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>lenary Session #2<\/strong><\/span><\/span><\/div>\n
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\n\t\tArtificial Intelligence in CALL: Now and \/ or coming soon to a school near you!<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>aren Price<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHarvard University, USA<\/em><\/span><\/span><\/div>\n
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\n\t\tAn ever-increasing number of software apps involve the use of artificial intelligence. These include bi-directional video technologies which enable learners to engage in two-way conversations with onscreen characters who can then react and respond to a learner\u2019s replies and gestures. Other apps can detect when a learner is bored and provide more engaging content for that student. Still other apps can provide words correctly pronounced in the student\u2019s own synthesized voice. And these are just a few! The goal of this talk is to provide an overview and critical analysis of emerging technologies relevant to CALL and promote reflection on the nature of meaningful uses of artificial intelligence in language learning. Through a variety of short video illustrations, this talk will provide a glimpse of some intriguing tools and apps. The hope is that participants will have a better sense of technology they may wish to use and where to find some of the free and lower-cost applications.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tEmbodied Cognition and Language Acquisition: \u00a0significance of Embodied Learning in the Classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tHo Trinh Quynh Thu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Quang Nam University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>han Van Hoa\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tEmphasizing the close relationship between the process of learning and that of cognition, cognitive science considers bodily experiences as fundamental for learning. Several researchers have discussed the intervention of embodiment in the processes of learning and teaching. In the context that traditional educational paradigms have still been dominating in Vietnam, in order to propose a motion of English learning and teaching innovation in the classroom, this paper tries to review the significance of embodied learning and its role in the process of learning languages. Then, some suggestions will be made in the hope of bettering the effectiveness of learning and teaching English in the classroom. Accordingly, the paper will include 2 main parts. The first part is the place for the theory of embodied cognition that affirms the close relationship between thinking, acting and learning (Wilson, 2002; McClelland et al, 2014). Several evidences show that bodily experience is crucial to language acquisition, both capacities of comprehension and production (Barsalou, 1999; Buccino & Mezzadri, 2015; Fischer & Zwaan, 208; Glenberg & Lakoff, 2005; Jirak et al, 2010; Lakoff, 1987). The second part is reserved for embodied learning, some suggestions concerning learning and teaching English in the classroom. One of the methods will be presented here is the project-based learning in which students are believed to acquire a deeper knowledge through active exploration of real-world challenges and problems. Also, the computer-based approach to English learning will be discussed along with the roles of technology, an indispensable part in this way of English learning and teaching.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tApplying smart class to enhance English-major students’ speaking practice opportunities and improve students’ speaking skill<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Thu Thuy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tVa<\/em>n Lang University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tEnglish speaking skill is considered the most critical skill for language learners to integrate into the globe. However, Vietnamese students find it hard to reach a competent speaking level. The size of a conventional class gives students less chances to practice speaking. Moreover, the lack of encouraging environment and the lack of demand for students\u2019 active engagement in their own learning demotivate students and hinder students from achieving their fluency and proficiency in English speaking skill. Therefore, it is crucial for teachers to apply the another teaching method to amplify the students\u2019 speaking practice opportunities inside and outside the classroom as well as foster autonomous learning through technology. This study is to investigate how smart class can solve the challenges faced by English\u2013major students in a Vietnamese university. The data obtained from the survey with 100 students, individual interviews with lecturers. The findings show that students\u2019 speaking skill improves a lot through activities like conversation pairing, oral recording, pronunciation, activities for both in\u2013class and self\u2013access assignment.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t11:55 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tQ<\/strong>uizlet, Quizizz, and Plickers: Effective tools for active learning and formative assessment<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Anh Minh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>ietnam Australia International School, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tUsing digital tools to engage or assess the students is now more common in a modern classroom. However, besides adding fun to the class atmosphere, little is known about the improvements in student confidence, student achievement, and attitudes towards learning. This workshop reviews how teachers can use some popular online platforms like Quizlet, Quizizz, and Plickers as a guide to improve their instructions or meet the needs of the majority of the students. It also indicates how students can use these materials as a study tool to help them\u00a0 learn\u00a0 in\u00a0 an\u00a0 engaging and \u00a0effective way. \u00a0The students, \u00a0as a result, \u00a0could have fun repetitions in learning and in-the-moment feedback. This workshop aims at giving the participants an idea on how to transform their classes into an innovative and positive learning environment and providing support for anyone who wishes to use these applications later on.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 14:35<\/span><\/span><\/div>\n
\n\t\tO<\/strong>n<\/strong>e-to-one synchronous online language teaching<\/strong><\/span><\/span><\/div>\n
\n\t\tCynthia White<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMassey University, New Zealand<\/em><\/span><\/span><\/div>\n
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\n\t\tOnline language teaching requires a radical shift in pedagogy and teachers are challenged to transform themselves\u00a0 as they face new experiences \u00a0and \u00a0new ways of being a \u00a0language teacher. While one-to-one language teaching (teacher-learner) is a widespread phenomenon which takes place in diverse settings (e.g. private tuition, home tutoring) relatively little attention has been given to the nature of synchronous one-to-one online teaching. In this talk I present results from two recent studies of one-to-one synchronous online language teaching via desktop audioconferencing or videoconferencing. The distinctive features of the one-to- one learning environments (e.g. personalised, accessible, multimodal, recordable) make them valuable sites for language learning and language teaching and also for research. The talk concludes with practical suggestions for one-to-one synchronous online language teaching as well as areas for future enquiry.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t14:45 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tC<\/strong>ha<\/strong>n<\/strong>ges in foreign language learning with CALL: A case study in Vietnam<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Van Tuyen<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tIt is obvious nowadays that computers still cannot replace human being. Nevertheless, in language teaching and learning, the utility of CALL is becoming indispensable for both teachers and learners. \u00a0It is well-documented in the literature that there is no best teaching method for every culture of learning and teaching context. However, in each concrete teaching context, some methods are evidently more appropriate than others. The purpose of this research is to find out whether it is true that blended learning can bring about students\u2019 not only new knowledge but also a change in their skills and attitude. \u00a0The author of the paper conducted an experimental study on this by randomly selecting 169 participants to take part in the research. Each of them was provided with an account a Moodle platform to access blended courses of English integrated reading skills. Before the courses the participants were trained in handling Moodle platform and other online activities in combination with F2F learning. After they finished their courses, a survey was conducted in searching for the participants\u2019 comparison of their experience of blended learning to traditional face to face methods. Then the data were analyzed with SPSS software. The findings of the research show that foreign language learners who are exposed to a blended learning environment derive more benefits in term of skills improvement and positive change in attitude towards their learning.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t15:20 ~ 15:45<\/span><\/span><\/div>\n
\n\t\tExploring the benefits of e-tutoring on student learning attitudes and outcomes<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Huu Quy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tTutoring is a very important activity of teaching as it offers students opportunities to discuss the lecture contents and assessment or to debate on issues, concepts related to courses in order to consolidate their understanding. Traditionally, tutorial classes are held in a classroom and facilitated by a teacher or his teaching assistant (a tutor). Such traditional method of tutoring, however, has some drawbacks. This study investigates benefits of an alternative tutorial which is e-tutoring via internet such as chats with the lecturer on Facebook messenger, Zalo, Viber and email communication. Besides one 30-minute e- tutoring per week that the lecturer spends for each class on a time, students can send independent emails, messages to the lecturer at any time. A questionnaire survey was conducted to 215 students of different majors across the University of Foreign Language Studies in Danang. Participants were selected using the convenience sampling technique. The result indicates that most of them prefer communicating with the lecturer via internet to attending the tutorial in a classroom. Evidences indicates that e-tutoring is an effective method of supporting student learning and the adoption of e-tutoring stimulates the willingness to learn of students which then improve their understanding of lectures and expected-learning outcome.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tExploring and applying websites in English lessons to improve language skills for high school students in Vietnam<\/strong><\/span><\/span><\/div>\n
\n\t\tLuu Quy Khuong\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi My Le\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Nguyen Thai Hoc High School, Quy Nhon City, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tWeb \u00a0Resources \u00a0for \u00a0TESOL \u00a02018, \u00a0licensed \u00a0under \u00a0the \u00a0Creative \u00a0Commons \u00a0Attribution \u00a04.0<\/span><\/span><\/div>\n
\n\t\tLicense, on americanenglish.state.gov introduces many useful websites for English language teaching and\u00a0 learning around\u00a0 the world. \u00a0However,\u00a0 this paper focuses on exploring and applying part 1 \u201cTeaching the four skills\u201d in English lessons to improve 4 language skills for high school students, especially those at Nguyen Thai Hoc High School in Binh Dinh province, Vietnam. The results showed that the application of some websites from the web resources for TESOL 2018 to English lessons like ESL Discussions <\/span>(http:\/\/esldiscussions.co<\/span><\/a>m), ESL Video \u00a0<\/span>(http:\/\/www.eslvideo.com\/),<\/span><\/a> \u00a0Breaking \u00a0News\u00a0 English<\/span> (www.breakingnewsenglish.co<\/span><\/a>m, Marking Mate<\/span> (http:\/\/readingandwritingtools.com\/mm\/markingmate.htm<\/span><\/a>l) and many others, has been very effective for both students and teachers. First, this teaching method greatly promoted not only students\u2019 English communicative competence but their ability of exploring, self- studying, and accumulating knowledge from huge Internet resources. Second, the websites from Web Resources helped improve teachers\u2019 creativity and flexibility in their teaching process. In addition, teachers were not tied to the current knowledge of a lesson, they learned more about other issues and aspects related to the lesson topic instead. Third, with images, sound, animation, … from the webs, teachers could build lively lectures to attract the attention of students and provide them with many opportunities to practice their language skills. Finally, the interaction between teachers and students was much enhanced.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tLinguistic CMC: A study of language change in American universities\u2019 Facebook <\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Van Long\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam <\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Mau Vu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>People’s Police University, Ho Chi Minh City, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tDue to the rapid development of social networks, their users have many opportunities to communicate through technologies with different people regardless of where they are, what they do, which level they possess, even some culture they belong to. Numerous benefits that social networks bring out are not only worldwide connection through the Internet but also a favourable communicative channel. Especially, social networks become an effective tool for language learners to actively practise the language skills at any time as long as it is suitable to their expectations (to read, to write, to listen, or even to speak with their microphone) and their likes (related to favourite topics). From the viewpoint of language teachers, social networks are an ideal source for introducing to their students. Besides, they are a fruitful channel to update cultural knowledge and practical language trends in online communication. It is also helpful for teachers to supervise some language progress of their students. This paper will report on English use in American universities\u2019 Facebook pages to point out several notices which language teachers and learners should consider in language teaching and learning. This is a preliminary finding for further research towards developing a new language teaching-learning method under the influence of technological expansion.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tAn exploratory study to develop a mobile lexical game app for vocabulary learning<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>ok Yee Zhen<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tMany studies have illustrated strong correlations between vocabulary knowledge and language proficiency level. As a method of motivating learners, educators may use games as a form of task-based learning to aid vocabulary learning. While existing studies focus on task- based vocabulary production, much less is known about vocabulary production in games. Furthermore, vocabulary learning and production is contingent upon the task or activity used. To address this, we investigated a lexical game as an elicitation task with 23 Year 6 multilingual ESL learners from an international school in Malaysia. An approximate measure of the Year 6 intact group\u2019s language proficiency was obtained via the Vocabulary Levels Test and Lex30. Audio recordings of vocabulary elicited during the game were transcribed and quantified according to type, frequency and lexical richness. The number of low frequency words produced by individual participants was analysed using Lextutor. The findings show that participants with lower VLT and Lex30 scores produced fewer words above the 2,000- frequency band, compared to higher scoring participants. This exploratory study provided a systematic approach to generate and analyse productive vocabulary from\u00a0 lexical games, which was used for the development of a prototype Mobile lexical Game app.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t11:55 ~ 12:20<\/span><\/span><\/div>\n
\n\t\tExploring the use of a mobile app to improve second language learning<\/strong><\/span><\/span><\/div>\n
\n\t\tDaniel Casta\u00f1eda\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Kent State University at Stark, USA<\/em><\/span><\/span><\/div>\n
\n\t\tMoon-Heum Cho\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Syracuse University, USA<\/em><\/span><\/span><\/div>\n
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\n\t\tIn this pilot study, the researchers explored the students’ experiences using a mobile application (Duolingo) when learning a second language. The research questions are: 1. What are the participants experiences using Duolingo when learning a second language? 2. How do students evaluate game-like activities with Duolingo? The mobile application activities were implemented \u00a0for \u00a06 \u00a0out \u00a0of \u00a015 \u00a0weeks \u00a0outside the \u00a0classroom. \u00a0Seventeen \u00a0English \u00a0speakers learning Spanish participated in this study during the spring 2019 semester. They were undergraduate students enrolled in Elementary I and Elementary II Spanish courses at a US university.\u00a0\u00a0 Preliminary descriptive and qualitative results indicate that learners liked the gaming features of the application and group competition outside the classroom. In this session, the presenters will also share with the audience the implementation of the activities and pedagogical implications for using this application as supplementary to classroom instruction.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tS<\/strong>mart phones in after-school activities to help improve Public speaking skill for English major students<\/strong><\/span><\/span><\/div>\n
\n\t\tNgo Thi Cam Thuy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tPublic Speaking is not only one of the skills that have to be mastered by English-major students in university but also an essential tool for communicating in various purposes especially making a presentation. In the classroom, improving this speaking ability has always been a concern because students are required to be efficient in language use and knowledgeable in structuring a persuasive speech.\u00a0\u00a0 In the fast developing 21st century, smartphones have played an important role supporting students\u2019 academic activities. The research aims to apply smartphones in improving public speaking skill as well as some practical soft skills, like critical thinking skill, problem-solving skill and group-work. The students were divided into two groups, including a control group of 27 students and experimental group of 28 students. The results of the study indicate that smartphones connected with the Internet can help improve soft skills, background knowledge as well as take shape in students\u2019 mind the habit of using English after school, which can enable them to keep on track of self-improvement to be well-prepared for career after graduation.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 14:35<\/span><\/span><\/div>\n
\n\t\tThe international indigenous virtual exchange and using online tools in the indigenous classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tMatthew Cotter<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHokusei Gakuen Junior College, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tThe International Indigenous Virtual Exchange (IIVE) project envisages to take the same positives of the International Virtual Exchange (IVE) outlined by Eric Hagley in the keynote speech, and apply them to indigenous groups around the world. The unique position of the presenter being of indigenous heritage himself (New Zealand Maori) and living in Hokkaido, home of the indigenous Ainu of Japan, provides the initial reasoning for the project. Indigenous classes are already being taught by the presenter he will show how CALL, specifically through the modified Moodle Forum, including reaction buttons for quick reader\u00a0 <\/span><\/span><\/div>\n<\/div>\n
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\n\t\tfeedback and also an improved interface, can achieve the IIVE. Improvements should help with user ‘buy-in’ especially with the expected non technology savvy users. The main focuses of the project are to help indigenous support each other with language and cultural survival and revival, grievances and self-determination. The forum, quizzes and also knowledge and content sharing will start with Ainu and Maori and then move further afield to include other interested indigenous groups, particularly those in Australasia and Asia.\u00a0\u00a0 Concluding the presentation in a discussion intends to draw feedback from participants and also find collaborators and contacts for the set up and running of the project.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t14:45 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tG<\/strong>mail and Zalo \u2013 Effective tools to strengthen collaboration between lecturers and learners<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi Thanh Thuy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHanoi National University of Education, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tInternet has recently been considered popular among young adults, including learners of English. Naturally, to make use of the amazing technological tool, lecturers constantly become familiar to using and controlling such things as Gmail and Zalo in order to be closer to and keep in touch with learners. My research aims at clarifying current situation of using Gmail and Zalo for exchanging information between lecturers and learners of English at Hanoi National University of Education and benefits of these two tools in dealing with troubles arising during and after their cooperation. Additionally, efficient tactics are proposed to turn them into frequent and useful Internet apps for English lecturers and leaners\u2019 comprehensive exchange of teaching and studying foreign languages. The researcher is going to directly interview and ask learners at HNUE to answer online questionnaires. As a result, data are collected, findings are discussed and implications for English teaching and learning will be suggested. To be specific, recommended activities for mutual reinforcement in collaboration between teachers and students are proposed at the end of the research paper for students’ better results throughout the courses at university.<\/span><\/span><\/div>\n
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\n\t\t15:20 ~ 15:45<\/span><\/span><\/div>\n
\n\t\tDi<\/strong>gipedagogical projects in foreign language learning in Finnish Higher Education<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>asi Puranen<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAalto University, Finland<\/em><\/span><\/span><\/div>\n
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\n\t\tIn this paper, I will present two different projects on digitalisation foreign language learning in Higher Education in Finland. The aim of the national, government-funded KiVAKO project (until 2021), is to create new multi-media online materials and a new e-learning and blended curriculum for the\u00a0 teaching and guidance of foreign languages.\u00a0 \u00a0The project focuses on implementing flexible ways of study for less studied foreign languages. At the same time, the project will also focus on developing the (digi)pedagogical competences of language teachers.\u00a0 <\/span><\/span><\/div>\n<\/div>\n
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\n\t\tThe other project, 2DIGI, is a two-year project conducted by FINELC, the network of Finnish university language centers. This project was created after seeing a need in Finnish language centres to assist language teachers in their transition from an analogue world to a digital one. The focus is on how this transition can be managed pedagogically and offer teachers concrete help for themselves and their students. These projects focus on the development of the learning and teaching of languages and communication. The projects are a result of a substantial investment from the Finnish government, and the whole HE sector in Finland. There are altogether almost 100 teachers working together in building new digital learning paths in different languages.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing\u00a0\u00a0 Flipgrid\u00a0\u00a0 To\u00a0 \u00a0enhance \u00a0intercultural \u00a0competence \u00a0among \u00a0non-English\u00a0 \u00a0major university students<\/strong><\/span><\/span><\/div>\n
\n\t\tMai Thi Phuong Thao\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Da<\/em>n<\/em>an<\/em>g University of Economics, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tGunther M. Wiest\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>ADA University, Baku, Azerbaijan<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Dieu Ngoc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>P<\/em>osts and Telecommunications Institute of Technology, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tWith an aim to assessing and developing intercultural competence (IC) in tertiary education, this research is to use FLipgrid, a type of video discussion platform to conduct a cultural exchange \u00a0program \u00a0among\u00a0 Vietnamese\u00a0 non-English \u00a0major\u00a0 students with \u00a0Azerbaijani \u00a0and African students (from several countries of Africa). The research procedure involves having students, via 10 tasks, first answer the instructors’ questions, elicit proverbs in their native languages and discuss the meanings using English as a lingua franca, then listen to at least two videos from the other two countries and reply to them. The data collection tools include questionnaire surveys as quantitative method and in-depth interview based on those of Fantini (2006) (as qualitive method) recorded in flipgrid videos as case studies to assess their enhancement in Intercultural Competence. The findings showed that students’ knowledge, attitude, skills and behaviours (four main dimensions of IC) regarding other cultures’ beliefs, values and practices improves significantly by the end of the program. Also, the transcriptions from the videos indicated that students had better listening skills in English resulting from having listened extensively to different accents in different countries. Additionally, they were able to articulate a complex understanding of cultural differences, which were paid more attention to than cultural similarities because they could interpret intercultural experience from the perspectives of both one’s own and one’s faraway peers’ worldviews.<\/span><\/span><\/div>\n
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\n\t\tIntegrating technology in communicative language activities to motivate learners to speak English<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Van My<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHo Chi Minh City University of Education, Viet Nam<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tNowadays, most English teachers have widely applied Communicative Language Teaching activities (the CLT activities) in English classrooms as a foreign language (EFL) because of their outstanding effectiveness. In EFL classrooms of mixed \u2013 level learners and large class sizes, some of the learners may, however, obtain more benefits from these activities than others while speaking English. Some critics have also argued that the CLT activities are not sufficient enough to acquire a target language (L2) because they are implemented only within a monolingual community. This study aimed to explore the advantages and disadvantages of the CLT activities in teaching English speaking skills; evaluate the effectiveness of the integration of computer and smartphone assistants in the CLT activities to motivate learners to speak English. In this study, data was collected from sixty Vietnamese learners in classes at the Center for English as a foreign language in the Ho Chi Minh City of Vietnam. Using a mixed method design, this study deployed a range of data collection methods including the template training session, online questionnaire, observation, and semi-structured interviews which were conducted with a focus group of ten learners. The findings revealed that despite many benefits for strongly raising learner\u2019s motivations to speak English in EFL classrooms, the CLT activities had problems due to lower-level and unmotivated learners. Interestingly, the findings also suggested that the integration of computer and smartphone assistants in the CLT activities not only facilitates the linguistic environment for English speaking practice out of the class but also enhances the learners\u2019 English speaking ability.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tExploring the use of Nearpod as an interactive tool facilitating active learning for vocabulary acquisition<\/strong><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>ll<\/em><\/strong>en Chee<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSchool of Education, University of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tTraditional teacher-centered methods have often failed to provide sufficient opportunities for students to meaningfully engage with vocabulary learning and production.\u00a0 \u00a0Taking cognizance of this shortcoming, this study examined the effects of using active learning strategies via Nearpod as a means to boost vocabulary learning among ESL learners in an international school in Malaysia. 23 students (Year 6A) from an intact group participated in the study. The main data elicitation instruments used were the pre- and post-tests and focus group interviews (FGI). Students learned and acquired targeted vocabulary through the use of the technological tool, which facilitated active learning strategies and activities over a period of 3 weeks. FGIs were used to probe students\u2019 learning experiences. Findings revealed a significant increase in vocabulary acquisition and retention of the targeted words. Participants also gave favourable feedback towards the use of Nearpod, indicating the effectiveness of the technological tool to increase student engagement. These results demonstrate the impact of active learning strategies through the use of technological tools in improving vocabulary acquisition.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tS<\/strong>urvey on Sai Gon University EFL students\u2019 perceptions towards M-Learning<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>o Thuy Linh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSai Gon University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tMobile learning (M-learning) appears as the great break through of technology revolution 4.0. This has been popular in education over the world; however, it is still new learning approach for Vietnamese students among E-learning base. Evidently, the sharp development of mobile devices accompanied their smart functions is an advantage to apply for learning everywhere and every time. Thus, mobile assisted language learning (MALL) is able to support learners\u2019 English learning, namely, for learners\u2019 learning English at Sai Gon University (SGU). Although learning through smart and mobile devices is expected to apply on teaching and learning because of its conveniences, acceptance psychology to implement such learning approach need to be assessed seriously. This writing is to present the learners\u2019 M-learning perception as well as their psychological preparation to perceive M-learning application at SGU through a \u00a0survey\u00a0 on\u00a0 sixty\u00a0 EFL \u00a0students \u00a0at \u00a0SGU\u00a0 with questionnaire\u00a0 as \u00a0the research\u00a0 instruments included twenty five statements within thirty minutes. The survey is conducted in the second semester of the school year 2018-2019; it lasted one week. The quantitative approach is used to collect data which are analyzed by SPSS. The survey results indicate that students have positive perception towards English M-learning, and M-learning is expected to be applied strongly at SGU.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tInvestigating the role of language in knowledge building using social media<\/strong><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>zlin Zaiti Zainal<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThe potential of social media as a teaching and learning tool is increasingly being recognized by educators. A rationale for using social media is that it can transform teaching and learning and promote learner interaction and collaboration. However, currently there is limited understanding of how social media can be effectively utilized in formal educational settings. The aim of this study is to examine the use of language in social media communication in the Malaysian higher education context through a process-oriented perspective. More specifically, it aims to investigate how group discussions using social media contribute to knowledge building. In this study, 15 university students were asked to write a summary in English based on a given task. Prior to this, they were given an article to read and discuss in groups using their chosen social media platform. Students\u2019 online group discussions were thematically analyzed in order to examine how they organized their interaction in completing the given task. The findings provide some insights into the processes of communication and collective knowledge building through social media technologies and have implications on instructional task design.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tThe international virtual exchange project – teachers’ perspectives<\/strong><\/span><\/span><\/div>\n
\n\t\tEric Hagley\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Muroran Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tJoseph Dias\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Aoyama Gakuin University<\/em><\/span><\/span><\/div>\n
\n\t\tMatthew Cotter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Hokusei Gakuen Junior College<\/em><\/span><\/span><\/div>\n
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\n\t\tVirtual Exchange (VE) can be a daunting process. “How does one find a partner? What platform can I use? What if something goes wrong – who will help?” These are the fears that are very real for the beginner VE practitioner. The International Virtual Exchange Project (IVEProject) was created to assuage some of those fears and to enable any language teacher to easily incorporate VE into their language classes. The IVEProject has had almost 15000 students and 200 teachers from 14 countries in South America, Asia, the Middle East, and Europe participating in a number of virtual exchanges over the last three years. Students interact asynchronously online in English as a lingua franca on a Moodle platform. This roundtable discussion brings together a number of teachers who have participated in the IVEProject to discuss the different ways they are using it in their classes, in addition to sharing their stories of how they got involved. Participants will outline its benefits as well as any problems\u00a0 they have\u00a0 with it. \u00a0Participants will hear first-hand \u00a0stories from beginner and “veteran” users of the IVEProject and will be able to decide if they wish to join it at some time in the future.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tFraming a pattern language for CALL design<\/strong><\/span><\/span><\/div>\n
\n\t\tSusan Sun<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAuckland University of Technology, New Zealand<\/em><\/span><\/span><\/div>\n
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\n\t\tThe design of learning tasks in computer-assisted language learning (CALL) – CALL task design for short – is a daily activity for many language teachers. This paper explains how CALL task design may benefit from adopting a patterns-based learning design approach, to help practitioners with capturing, expressing, sharing, learning, and re-using design knowledge. Building on previous research, the paper aims to explore and establish an inventory for a CALL pattern language, which is an organisational system: (1) consisting of various categories or collections of task designs in the format of design patterns, and (2) capturing and representing the (sometimes intricate) relationships and connections within and across different patterns and categories. To build such an inventory, this paper uses results from literature searches to establish significant aspects and features of CALL tasks design. It also draws on the wider educational design literature to explain current conceptions of learning design tasks, activities and principles. Building on the synthesis of these ideas, the inventory, as a conceptual design framework for a CALL pattern language, is developed and described. The paper concludes with a call for the CALL community to engage collaboratively in research and discussion that can extend the patterns-based design approach.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tNarrative inquiry into language teachers\u2019 agency in their ICT adoption<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Huy Cuong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Economics and Law, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tUtilization of information and communication technology (ICT) in learning and teaching has become a prevailing practice in language education. However, the level of ICT adoption is contingent on an array of elements, with the teachers\u2019 willingness to integrate it into their teaching and digital literacy being among the primary concern. Drawing on the construct of agency, this study aims to explore the extent to which language teachers appraise the availability of digital resources and regulate the level of adoption in their teaching. A narrative frame was employed to obtain the perspectives and agentive utilization of ICT of three language teachers (two female and one male) working at three different universities in Ho Chi Minh City. They were invited to reflect on their ICT experiences at three different stages: pre-adoption, actual adoption and future projections. Findings show that all the three participants complimented on the versatility of technology in terms of resources and opportunities for language practice within and beyond the classroom. Major challenges confronting these teachers involve their adaptation to ICT, intensive personal efforts and time constraints. This paper concludes with implications for teachers and education stakeholders in terms of policies and approaches to ICT in language learning and teaching.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tP<\/strong>eerEval: Improving students\u2019 L2 speaking through mobile-assisted peer feedback<\/strong><\/span><\/span><\/div>\n
\n\t\tJunjie Gavin Wu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tCity University of Hong Kong, China<\/em><\/span><\/span><\/div>\n
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\n\t\tThe value of peer feedback has been widely recognized in second language (L2) writing studies, however, not so much has been done in terms of speaking research. One important reason is the fact that many current language tests have not included it as a major component. Yet, when entering higher education, students are often evaluated based on their L2 speaking performance in various course assignments such as presentations and group discussions. To help learners with their speaking performance, the study made use of a new, free educational app that was specifically designed for speakingpractice through peer feedback-PeerEval. Twenty-six Business school undergraduate students attended this study at a Hong Kong university. Qualitative data were gathered through a focus group interview and the teacher\u2019s self-reflection journal. Students\u2019 interview data and the teacher\u2019s self-reflective data will be presented in relation to the affordances and constraints of this newly developed app and the project design. The presentation will end with pedagogical implications for classroom teachers regarding L2 speaking teaching.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tAre Thai students ready for mobile-assisted language learning?<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>hiphawin Srikrai<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSuranaree University of Technology, Thailand<\/em><\/span><\/span><\/div>\n
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\n\t\tMobile learning (m-Learning) has been promoting throughout various disciplines, including language learning. M-learning has become an influencing tool for language learning from vocabulary learning, listening comprehension to reading. It makes language education as ubiquitous as possible. M-learning supports information learning, caters for powerful and unplanned ways of learning, and promotes sensibly personalized learning. Nevertheless, there are also concerns on the application of mobile-assisted language learning (MALL). For instance, the challenge of searching for suitable and effective methods to blend formal and informal learning, as seamless learning can occur anytime; in and out of classrooms, in formal settings, and the feeling of isolation, or separation bringing about opportunities for learners to work alone and isolated from other learners. In Thailand, m-learning is being employed in different fields of studies. M-learning has also gained popularity among policy makers, researchers, educators, and practitioners. When it is caught a lot of attention, before any teachers launch new ways of learning to students, it is better to understand whether students are ready for this yet. Despite expressing an interest towards MALL, students may not quite ready and uncertain about what MALL offers to help their learning process. This presentation, therefore, aims at offering the findings gathered on Thai students\u2019 perceptions on MALL, and whether or not their current digital literacy matches this learning approach. The sampling groups are university students from three main fields of studies; sciences and technology, medical sciences, and humanities and social sciences. The questionnaire and semi-structure interviews are conducted. The findings are expected to be fruitful for both designing MALL environments and planning appropriate MALL pedagogical approaches for the context.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tThe effects of using nonnative speakers’ improvements for EFL: Influential affective factors<\/strong><\/span><\/span><\/div>\n
\n\t\tYasuko Okada\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Saitama Women’s Junior College, Japan <\/em><\/span><\/span><\/div>\n
\n\t\tTakafumi Sawaumi\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Ryutsu Keizai University, Japan <\/em><\/span><\/span><\/div>\n
\n\t\tTakehiko Ito\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Wako University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tIn order to benefit from language learning at the university level, it is desirable for students to have undergone positive language learning experiences in junior high school (JHS) and senior high school (SHS). Previous studies have underscored the importance of motivating for language learning in JHS, suggesting that learners\u2019 self-esteem may affect their experiences for language learning in higher education. Our study examined whether observing improvements in nonnative students motivated Japanese EFL learners who had either positive or negative previous learning histories. Specifically, we used two tools to changes in TOEIC scores of past students. Fifty-six college students participated in the study, and a questionnaire was conducted both before and after the videos and visual demonstrations. A cluster analysis identified two groups, according to experiences in language learning. Finally, statistical analysis indicated that each group scored higher in attitude and extrinsic elements after the demonstrations. The results confirmed that, regardless of students\u2019 language learning experiences, these tools were useful and educational in developing positive attitudes and raising expectations for TOEIC preparation or speaking courses.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 14:35<\/span><\/span><\/div>\n
\n\t\tU<\/strong>n<\/strong>derstanding obstacles to online professional development through the lens of teachers’ attitude: A qualitative study in Vietnam context<\/strong><\/span><\/span><\/div>\n
\n\t\tTruong Thi My<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHanoi University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tOnline language training programmes have recently emerged as a promising professional development option for teachers of English as a second language (ESL) because of their relatively low cost, great flexibility, and easy access (England, 2012). In several contexts including Vietnam, however, virtual learning environments still remain an unpopular choice among both school leaders and the teachers themselves (Ho, Nakamori, & Ho, 2016). This qualitative study aims to shed lights on the situation through the lens of teachers\u2019 attitudes \u2013 a psychological factor believed to significantly shape teachers\u2019 participation in a professional development program (Day, 1999). Responses to semi-structured interviews with 19 ESL teachers about their views of a particular online English language training course, and of online teacher training in general were transcribed verbatim and analysed to achieve this aim. The results showed a mixture of negative and positive viewpoints, and revealed a variety of interesting factors that may significantly affect ESL teachers\u2019 choice of and engagement in e- learning environments for professional development. The conclusions are expected to be useful for many stakeholders, including teachers, e-program designers, and school leaders who wish to promote the online model of language teacher training among their ESL staff.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t14:45 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing film dubbing technique to enhance VLU freshmen\u2019s acquisition of English pronunciation and motivation<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Huynh Ha Van<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tVa<\/em>n Lang University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tFilm dubbing has emerged recently as one of the most effective language teaching techniques in teaching pronunciation. It utilizes authentic film clips, with which learners dub the voices of muted characteres. In contrast with the traditional approach to pronunciation teaching, the method of film dubbing not only offers a unique opportunity for the imitation of English pronunciation but also enhances students\u2019 motivation in learning speaking process. In spite of the inspiration from film dubbing, not many studies offered empirical evaluation of the efficiecy of film dubbing projects in the EFL context. Therefore, this study aimed to find out the reason why freshmen at Van Lang University (VLU) pronouncedincomprehensibly, how film dubbing could help them to improve their utterances and whether they liked learning to speak in that way or not. Action research method was used in combination with various tools for data collection such as voice recording, observation and note-taking, questionnaire and interview in focus group. These methods also helped to see more obviously how students made progress in pronunciation, overcame presssure and shyness to pronounce words and how much they were motivated by film dubbing activities. Proved successfully, film dubbing could help a lot of students, especially VLU students to improve their pronunciation and motivation, which gave them an essential background for further English communication.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t15:20 ~ 15:45<\/span><\/span><\/div>\n
\n\t\tJapanese EFL learners\u2019 use of online translation as a dictionary substitute in academic writing classrooms<\/strong><\/span><\/span><\/div>\n
\n\t\tMakimi Kano<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKyoto Sangyo University, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tSince the spread of smartphones, dictionary use in classrooms has changed dramatically. Many studies have been done on the effectiveness of electronic dictionary use in EFL classrooms (Yanti, 2016; Rezaei & Davoudi, 2016), but recently, students choose to use online translation sites\/apps, such as Google Translate or LINE Translation with their smartphones, rather than their electronic dictionaries when they write in English. There have been several studies about positive influences of the use of online translation sites on EFL students (Benda, 2013; Groves & Mundt, 2015), but without proper understanding of student search behavior, the use of these tools cannot be optimized. This pilot study aims to reveal students\u2019 attitudes toward reference tool use in writing in English in EFL low-intermediate classrooms for first\/second-year students in a private university in Japan. A survey is carried out to uncover a rationale for 40 students\u2019 search behavior in the classes. In this study, we observe what kind of devices, websites, and\/or apps they use to complete the assignment. Preliminary results suggest that students are highly dependent on smartphones during the writing assignments, and the fact that online translation sites\/apps display only a single search result (whether appropriate for the context or not) seems to be the convenience they like. The survey results will then be discussed in light of creating instructional materials for the use of electronic dictionaries in the writing classroom.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tArtificial intelligence technology for EAP speaking skills: Student perceptions of opportunities and challenges<\/strong><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tB<\/em><\/strong>in Zou\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>X<\/em>i’an Jiaotong-Liverpool University, China<\/em><\/span><\/span><\/div>\n
\n\t\tSara Liviero\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>X<\/em>i’an Jiaotong-Liverpool University, China<\/em><\/span><\/span><\/div>\n
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\n\t\tThis study explores university students\u2019 perceptions of computer-assisted language learning (CALL); in particular, the potential of Artificial Intelligence (AI)-assisted mobile applications (apps) to support the development of speaking skills in assessed courses of English for Academic Purposes (EAP) in international Chinese Higher Education. This exploratory mixed methods study first surveyed higher education (HE) students\u2019 perceptions of AI for EAP Speaking Skills needs and experiences. A second qualitative phase consisted in interviewing selected students on themes that emerged from the survey. The results of this study identified the absence of EAP assessment-focused AI applications in the Chinese market; moreover, that currently available apps are perceived as lacking accurate voice recognition and assessment- relevant feedback, and as expensive and dependent on network availability and range. The study contributes to an international focus on integrating real-time, assessment-relevant feedback technology with evidence-based pedagogical approaches to teaching EAP speaking skills, by documenting Chinese student perceived needs of EAP teaching and learning.<\/span><\/span><\/div>\n
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\n\t\tRoom C102<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tP<\/strong>laying with words: Poetry and CALL<\/strong><\/span><\/span><\/div>\n
\n\t\tSuzan Stamper<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tYew Chung College of Early Childhood Education, Hong Kong<\/em><\/span><\/span><\/div>\n
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\n\t\tIn this session, the presenter will share activities and tools used in a Composition through Literature course at a Hong Kong community college focusing on Early Childhood Education (ECE). \u00a0In the spirit of the “learning through play” philosophy promoted by the school’s ECE lecturers, the presenter focused on incorporating into the course playful language learning activities with poetry, especially activities to build language proficiency and develop vocabulary. \u00a0The presentation will begin with an introduction to the college and its students. Then, the presenter will describe the course lessons related to the reading and writing of poetry. The presenter will share an example of a course HyperDoc (which is an interactive digital lesson using Google apps) and tools used for various activities like building vocabulary, brainstorming, and making Word Clouds. For poetry writing, the presenter will share samples of templates for writing original poems and also the students’ final presentation of their poems in a class PowerPoint.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t11:55 ~ 12:20<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing data-driven language learning in the Vietnamese EFL context: Developing an error-highlighting system for academic Writing with online corpora<\/strong><\/span><\/span><\/div>\n
\n\t\tStewart Utley\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>B<\/em>ritish University Vietnam, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tJasper Roe\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>B<\/em>ritish University Vietnam, Viet Nam<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tData-Driven Learning (DDL) has gained momentum as a pedagogic tool in the EFL context as increased accessibility to technology and software capabilities continue to reveal its potential. One such platform for this is the use of online corpora within language teaching. Whilst literature surrounding utilisation of corpora and concordancing software in the teaching of languages is increasing, focus on their usage within the scope of teaching writing skills remains undeveloped. Using the British Academic Written English Corpus (BAWE) accessed through the website lextutor.com and the platform Google Classroom, the project in focus details the development of an error highlighting and feedback system for academic writing which attempts to mitigate the restrictions and challenges previously found with using corpora pedagogically. The report presents the findings of a pilot study of the system with an upper-immediate Vietnamese high school class studying on an international programme, provides feedback from the students\u2019 usage experience and puts forward recommendations for improvements and areas of further scholarly study on this topic.<\/span><\/span><\/div>\n
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\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tIncorporating virtual exchange into the English communication classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tEric Hagley<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMuroran Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
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\n\t\tThe U.S. and E.U. governments now use the term \u201cVirtual Exchange\u201d (VE) to describe a situation where students in one class interact, under the guidance of their teachers, with students in other classes in geographically distant areas \u2013 usually foreign countries. VE has a relatively short history within English language teaching but is becoming more popular with a number of countries promoting it at national levels. Excellent examples of how it is being implemented around the world will be covered in this plenary. From these, research showing various outcomes has been forthcoming showing its benefits and how to overcome some of its \u00a0shortcomings. \u00a0However, \u00a0what \u00a0is \u00a0clear \u00a0is that \u00a0students \u00a0very\u00a0 quickly\u00a0 understand \u00a0that through VE they have a clear and present necessity to use the language they are studying to learn with and about students in other countries. This in itself is a strong case for incorporating VE into all language classes but particularly communication classes. The presentation will conclude by offering participants a number of ways in which they can easily employ VE into their classes.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tEmerging trends in language classrooms: challenges and implications for teaching and learning<\/strong><\/span><\/span><\/div>\n
\n\t\tDanyang Zhang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Cambridge, UK <\/em><\/span><\/span><\/div>\n
\n\t\tHarwati Hashim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong>National University of Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tJunjieGavin Wu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>City University of Hong Kong <\/em><\/span><\/span><\/div>\n
\n\t\tTran Le Nghi Tran\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>The University of Queensland<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tP<\/strong>resentation \u00a01: <\/strong>The \u00a07 \u00a0Essential \u00a0Success \u00a0Factors \u00a0for \u00a0Mobile-Assisted \u00a0English \u00a0Language<\/span><\/span><\/div>\n
\n\t\tLearning (MAELL) Harwati Hashim (National University of Malaysia, Malaysia)<\/em><\/span><\/span><\/div>\n
\n\t\tMobile technologies are seen to have proven as potential tools in increasing the learning of language. The fast growth of new generation of mobile technologies has increased the great potential of effective English language learning. This demands the needs for higher education institutions to change over their approach to meet new technological advances and educational challenges. However, since the success of mobile learning depends upon the learners\u2019 acceptance of the technology, their acceptance should be a key concern towards successful implementation of mobile technologies in learning. Based on Unified Theory of Acceptance and Use of Technology (UTAUT) and review of literature, this session discusses 7 essential factors on the implementation of Mobile-Assisted English Language Learning (MAELL). Understanding of these essential factors are crucial to ensure the fiscal and pedagogical success of a mobile learning initiative For ESL learning.<\/span><\/span><\/div>\n
\n\t\tP<\/strong>resentation 2: <\/strong>\u2018Conventional\u2019 and \u2018Emerging\u2019 Technologies in Language Classrooms: The Examples of Mobile Technology and Augmented Reality (AR) Danyang Zhang (University of Cambridge, UK) <\/em>With the advent and subsequent development of educational technologies, technology- enhanced language learning (TELL) tools have established themselves as powerful foreign language (FL) instructional resources and have increasingly made their way into the language classroom landscape, transforming the ways of teaching and learning an FL. Building on Seel and Richey\u2019s (1994) framework, this talk firstly offers a dynamic and multifaceted theatrical understanding of the implementation of TELL tools in the language classroom before proceeding to highlight a trend in the field that asserts various education technologies can coexist at different developmental stages. Then, the advantages and challenges of a widely used technology, mobile technology, and an emerging technology, augmented reality (AR), will be showcased to understand the integration and collision of \u2018conventional\u2019 and \u2018emerging\u2019 technologies in language education. Driven by a dynamic and multifaceted perspective, this talk calls for more attention and investigation to be devoted to implementing and evaluating the\u00a0 conventional technologies in addition \u00a0to arguing \u00a0for more evidence-based \u00a0academic studies and technological improvements of the emerging technologies. <\/span><\/span><\/div>\n
\n\t\tP<\/strong>resentation \u00a03: <\/strong>Obstacles \u00a0of \u00a0promoting \u00a0English \u00a0language \u00a0speaking \u00a0in \u00a0a \u00a0mobile \u00a0instant<\/span><\/span><\/div>\n
\n\t\tmessaging community Junjie Gavin Wu, (City University of Hong Kong, China) <\/em>In this globalised world, there is an increasing need for advanced English users with excellent speaking proficiency. However, due to various reasons such as the washback effect of the current language testing systems, English speaking is a crucial yet overlooked skill among the four language skills (listening, reading, writing, and speaking) in many language learning classrooms. With the blurring boundary between the physical and virtual worlds, technology- enhanced language learning beyond the traditional classroom is being encouraged in pedagogy but still underexplored in academic studies. To this end, the short paper explores some obstacles of Chinese EFL learners\u2019 use of voice messaging in a mobile learning community. By analyzing data from student interviews and a teacher\u2019s journal, results showed that our participants faced speaking anxiety, including the self-consciousness of their accents and embarrassment. From the ecological and ethnographic perspectives, the study<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tmade an attempt to uncover some of the hidden challenges that Chinese EFL learners faced in sending English voice messages. Implications and recommendations for textbook design, teacher training, assessment reform and student learning will be discussed at the end of this paper.<\/span><\/span><\/div>\n
\n\t\tP<\/strong>resentation 4: <\/strong>Bring your own device (BYOD) at the crossroads: Which way forward? Tran<\/em><\/span><\/span><\/div>\n
\n\t\tL<\/em>e Nghi Tran, (The University of Queensland, Australia)<\/em><\/span><\/span><\/div>\n
\n\t\tMobile computing devices such as laptops, smart phones and tablets have been a reality with strong presence in all fields, with education as no exception. In a large quantitative study involving nearly 72, undergraduate students in 12 countries, Brooks (2016) found that 96% owned a smart phone and 93% had a laptop. 93%, 46% and 41% of these students considered laptops, smart phones and tablets as important or very important to their academic success respectively. However, teachers and institutions have been divided on whether these devices should be allowed in school grounds. This presentation briefs some contradictory attitudes and current popular BYOD policies in the world and raises the question on how teachers should respond to students\u2019 use of personal mobile computing devices in their classroom. Options are available, however challenges remain and therefore some strategies are recommended for effective practice and management involving students\u2019 device use. This reflective presentation is expected to provoke thoughts and initiate conversations regarding teachers\u2019 attitudes and behaviours regarding students\u2019 bringing their own devices to classroom.<\/span><\/span><\/div>\n
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\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tA case study on language game elements and students\u2019 satisfaction for improving<\/strong><\/span><\/span><\/div>\n
\n\t\tvocabulary among secondary school students<\/strong><\/span><\/span><\/div>\n
\n\t\tTan Choon Keong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversiti Malaysia Sabah, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tGamification is a creative method that involves the design of gameplay elements in a non- gaming context where learners are required to be engaged in problem-solving (De-Marcos et al., 2014). The purpose of this case study was to gauge whether games are able to improve the number of words learnt. A total of 72 secondary school students from the Kota Kinabalu District, Sabah, Malaysia played two android-based apps for language learning, namely Duolingo (puzzle category) and Word Search Game with Levels (education category) every day for two weeks. The vocabulary tested was for the topics occupation and transportation respectively. The researchers recorded the number of vocabularies learnt after each round of the game. To survey gaming elements and satisfaction of players, the 7-element game model proposed by Sylke et al. (2012) was used. At the end of Week 2, a checklist regarding the 7- element model was given. The measured game elements were fun or enjoyability, rules, goals and objectives, interaction, outcomes and feedback, problem solving\/competition\/challenge and representation\/context. Findings showed that Duolingo lacked elements such as interaction (45.9%), problem solving (80.2%) and context (56.8%) while Word Search Game with Levels lacked interaction (60%) and outcomes (52.6%). In term of number of words learnt, Word Search Game with Levels was better because the game focus is on word search. The level of game satisfaction was 85.6% (Duolingo) and 93.4% (Word Search Game with Levels) respectively. The researchers suggest that gamification approach for language learning should be encouraged in secondary school students.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tU<\/strong>n<\/strong>derstanding \u00a0preservice \u00a0teachers\u2019 \u00a0perceptions \u00a0of \u00a0their \u00a0abilities \u00a0for \u00a0technology<\/strong><\/span><\/span><\/div>\n
\n\t\tin<\/strong>t<\/strong>egration in the Vietnamese context<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Bich Dieu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tKeanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Nottingham Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tChoon Keong Tan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Universiti Malaysia Sabah, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThis case study was developed to understanding preservice teachers\u2019 perceptions of their abilities to integrate technology into teaching practice and how these abilities improved over a course entitled \u201cTechnology in Education\u201d. The research was implemented at a reputable university in Central Vietnam with the participation of 64 preservice teachers attending a full- time teacher preparation program. The TPACK framework (Mishra & Koehler, 2006) and the self-efficacy theory (Bandura, 1986, 1997) were used as theoretical foundation for examining how preservice teachers perceived their preparation for technology integration. The data collected through a survey as well as semi-structured interviews revealed an increase in the participants\u2019 confidence regarding their abilities to integrate technology and their TPACK technology-related subdomains. The findings also suggested several ways to improve preservice teachers\u2019 training for technology incorporation.<\/span><\/span><\/div>\n
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\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tEffective use of blended learning in teaching and learning English at the Academy of<\/strong><\/span><\/span><\/div>\n
\n\t\tJournalism and Communication<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi Ha<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tRealizing that the time for teaching and learning English at school is not enough for students to master a language; the author carried out an action research to overcome this obstacle. In the action research, a blended learning model consisting of the instructor\u2019s training in class and an online program using a Learning Management System called Canvas as well as other applications of technology to the language classroom such as Quizizz, Flipgrid and Quizlet was applied in a high-quality class in the first term of 2018-2019 academic year. Students participated in a\u00a0 traditional class and enrolled \u00a0in an online course to supplement their knowledge and skills. The findings, after a five-month research, showed that not only did such blended learning model increase the time for interaction between the instructor and her students but it also awakened and stimulated students\u2019 interest in learning English. More importantly, students\u2019 English proficiency improved markedly. As a result, the author is writing this article to address and discuss the effectiveness of this blended learning model in teaching and\u00a0 learning English and\u00a0 share with other educators the way she combined a traditional class with advanced education-supported tools in order to gain such significant achievement.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tThe use of Youtube to complete assignments among students <\/strong><\/span><\/span><\/div>\n
\n\t\tPramela Krish\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/em><\/strong>Universiti Kebangsaan Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tQusairie Iswayuri\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Universiti Kebangsaan Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tYouTube has the potential to be used as an instructional tool in line with current trends of collaboration and social networking in education. This study was conducted to investigate how YouTube helps students in the English Language course to complete their assignments. A total of 60 students participated in this study and the quantitative data was collected via a set of questionnaire while the qualitative data through an interview session with the students. This study revealed that YouTube was very beneficial for these students to complete their assignments. The findings also indicated some of the challenges students faced when using YouTube in completing assignments especially the authenticity of the channels and the need for the instructor\u2019s presence in guiding them. Although most students in this study acknowledged the importance of the YouTube as another medium to complete their assignment, more measures must be taken by the instructors when assignments are set.<\/strong><\/span><\/span><\/div>\n
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\n\t\tFacilitating cultural exchange and fostering 21st century skills among\u00a0 non-English majors using Skype in the classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Dieu Ngoc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>P<\/em>osts and Telecommunications Institute of Technology, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>ilma Badua-Liwan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMai Thi Phuong Thao\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Da<\/em>n<\/em>an<\/em>g University of Economics, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tThe study was conducted to evaluate how Skype in the Classroom could effectively facilitate cultural exchange and foster 21 st century skills among non-English majors. Based on the descriptions of 21 st century skills, students were required to do a range of activities such as research doing, presentation delivering, and quiz designing. A Likert scale survey and in- depth interviews were employed as the two main data collection tools. The results were very positive with an average of more than 80 percent of students perceiving themselves improving critical thinking skills, collaboration skills, communication skills, creativity and innovation skills, self-direction skills, global connection, local connections, and using technology as a tool for learning. The study confirms that even a low-resource classroom can carry out cultural exchange activities and students can benefit from such activities without leaving the classroom. Given that the context for this study was a large sized class with students of mixed abilities, some suggestions were given to enhance the effectiveness of using Skype in exchanging cultures and developing 21 st century skills.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tThe affordances of the flipped classroom approach in EFL teaching<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Huu Anh Vuong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tRecently, flipped classroom approach has received much attention from teachers of different subjects around the world. This new pedagogical model has been reported to be a potential method in the area of EFL teaching. In Viet Nam, teaching English grammar has mainly focused on students\u2019 acquisition of grammar rules without much practical application in real communicative situations. This case study aims at investigating the affordances faced by students in a flipped English grammar class in order to help language teachers to harness the approach to enhance their students\u2019 learning. Qualitative research design was adopted in the study. Thirty four students majoring in the English language at a university in Viet Nam attended a 10-week flipped grammar class. The instruments included the semi-structured interviews with ten students randomly selected from the participants. Thematic analysis was performed to address the qualitative data drawing on the Activity Theory framework. Twelve affordances of the flipped classroom approach in English grammar instruction such as being self-paced in learning, offering opportunities to voice opinions, saving time for in-class communicative activities and facilitating learning English grammar communicatively were identified. The results of the study offer valuable implications for the application of this model in teaching English as a foreign language, especially in the context of Viet Nam.<\/span><\/span><\/div>\n
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\n\t\tD<\/strong>eveloping the ability to use technology in education for pre-service English teachers in Vietnam: Why ineffective?<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>o Thi Kim Anh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>incent Pang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah<\/em><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>eanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Nottingham Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tWith the fast development of technology, the application of technology in education is becoming increasingly important. In English Teacher Competency Framework (ETCF) provided by Vietnamese Ministry of Education and Training, the ability to use technology in education is one important quality an English teacher must possess. As revealed from previous studies, English teachers\u2019 ability to apply technology in education is weak as they are not provided sufficient chances to approach technology in education in their pre-service teacher education programs. The paper reports on part of a findings of a case study conducted in\u00a0 a\u00a0 Public\u00a0 University (a pseudonym) in Vietnam. \u00a0The research adopted \u00a0the qualitative approach with the in-depth interview as the instrument. Three experienced lecturers who also involved in designing the program and three student teachers were invited for the study. The research revealed that the program was not effective in educating student teachers how to use technology in teaching. Reasons for such inefficiency were the separation of \u201cTechnology in education\u201d course from other methodological courses and the implementation of teaching practicum. Integrating technology in the curriculum and a stronger link between theories and practice in teaching practicum are suggested for developing students\u2019 ability to apply technology in education.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tICT Integration in Teaching English in Vietnam Through the Lens of SAMR Model<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi To Nhu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tChoon Keong Tan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah<\/em><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>eanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Nottingham Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThe purpose of this qualitative study was to understand the level of ICT integration in teaching English at primary schools in Vietnam through the lens of SAMR (Substitution, Augmentation, Modification and Redefinition model) by Puentedura (2012). In this case study, 4 primary school teachers from 4 different provinces in Vietnam took part in this qualitative study to find out their extent of ICT integration in the process of using ICT in their teaching of speaking skills. Data collected from reflection notes, focus group interviews and observation notes were analysed in terms of different attributes of SAMR model. The results indicated that the level of ICT integration in teaching speaking skills at primary schools in Vietnam was mostly at the first stage of the SAMR model, i.e. Enhancement stage due to different reasons and factors. Lastly, the study suggested the recommendations to better the situation.<\/span><\/span><\/div>\n
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\n\t\tExploring more strategies in mobile app discussion<\/strong><\/span><\/span><\/div>\n
\n\t\tChai Xun Yu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThe 21st century education advocates providing students with multi-modal learning experiences alongside creating a path to autonomous learning. In this regard, mobile learning, or the M-learning is gaining popularity in the field of education. Today, its use in the area of teaching and learning is actively and widely explored especially in the higher education to encourage learning across contexts, subjects, and time through social and content interaction. The use of mobile apps in English language teaching is largely looking at how it impacts on students\u2019 writing and speaking skills. Limited attention has been given to how the apps, particularly their asynchronous medium can support students\u2019 collaborative learning. This paper examines the communication strategies used by postgraduate students, who are also in-service teachers, using the asynchronous WeChat mobile app for academic problem- solving purposes. It also explores their opinions on the practicality of using the oral asynchronous communication programme for problem-solving activities. This attempt is accomplished by employing a mixed-method approach where a quantitative frequency count of communication strategies used in the WeChat problem-solving activities is cross- referenced with retrospective interviews. The findings shed light on teaching and learning via oral-based asynchronous medium pertaining to the types of tasks and learning objectives to be achieved.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tDi<\/strong>scipline specific language learning through a mobile application: a user evaluation of th<\/strong><\/span>e Excel@English<\/strong><\/span><\/a> a<\/strong>pp<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>ohnke Lucas<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHong Kong Polytechnic University, Hong Kong<\/em><\/span><\/span><\/div>\n
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\n\t\tAt higher education institutions, there is a major emphasis in language classes on building an academic and discipline-specific vocabulary sufficient to understand the literature discussed in class and to complete the assignments. \u00a0Thus, insufficient vocabulary is one of the primary difficulties that students face in university-level language acquisition (Perin, 2013).\u00a0\u00a0 The problem is particularly acute in the context of specific disciplines, which are the core of individual students\u2019 coursework (Kieffer, Petscher, Proctor, & Silverman, 2016). In light of the importance of L2 vocabulary acquisition for students\u2019 success in higher education the <\/span>Excel@English<\/span><\/a> PolyU mobile app was developed and employed at a university in Hong Kong. The app was developed with the aim of providing ESL\/EFL students with vocabulary acquisition using an intuitive game-mood design (levels, leader board, social media integration) in which students complete challenges to expand their academic and discipline- specific vocabulary range. This paper will present the results of the effectiveness of<\/span> Excel@EnglishPolyU<\/span><\/a> (a non-commercial and freely available app) in enhancing students\u2019 retention of discipline-specific vocabulary by analysing pre- and post-tests. The presentation will be beneficial for teachers interested in L2 vocabulary acquisition incorporating mobile\/blended learning in higher institutions.<\/span><\/span><\/div>\n
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\n\t\tInvestigating the best practices in the training to use ICT by teacher trainees within classrooms between two Universities in Malaysia and Vietnam using Vedung’s Taxonomy on policy instruments<\/strong><\/span><\/span><\/div>\n
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\n\t\tA<\/em><\/strong>l<\/em><\/strong>vin Auh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tChoon Keong Tan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Universiti Malaysia Sabah, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tKeanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tThis is a comparative case study between a Malaysian and Vietnamese university. This study aims to investigate the best practices when teaching pre-service teachers how to incorporate technology during language teaching. The comparative study was done to investigate how the managers of both universities encouraged its teaching staff to use ICT to teach the pre-service teachers despite the lack of certain infrastructure. Vietnam was as a comparison with Malaysia for this study. This is due to the rapid growth of technology implementation in Vietnam\u2019s education system. Furthermore, with both Malaysia and Vietnam having similar learning preference (Yang & Lin, 2009), a comparison between both nations may yield more reliable findings. The administrator and lecturer of both universities were interviewed, using questions derived from the implementation staircase to ascertain what were the best practices implemented. The data collected indicated the use of certain regulatory methods that the managers of both universities used to encourage the use of ICT in the classroom. The regulatory methods while different, possess best practices that can be adapted to improve how ICT implementation in the classroom is taught to the teacher trainees.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tS<\/strong>upporting student writing with the help of Voice-to-Text<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>ance Stevens<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tL<\/em>earning2gether.net, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tVance Stevens lives in Penang, Malaysia. He is founder of Webheads in Action , edits On the Internet\u00a0 for TESL-EJ\u00a0 , is on the editorial board\u00a0 of CALL Journal, hosts a podcast series Learning2gether with over 400 episodes, and serves TESOL CALL-IS Electronic Village Online as coordinator and session moderator.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tFostering critical thinking skills online: From consuming information to creating it<\/strong><\/span><\/span><\/div>\n
\n\t\tJoseph Dias<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAoyama Gakuin University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tA professor at Aoyama Gakuin University in Tokyo, Japan, Joseph Dias\u2019 research interests include intercultural telecollaborative exchanges, autonomy in language learning, and how critical thinking can be fostered. He’s currently a reviewer for the JALTCALL Journal and the program chair of the Lifelong Language Learning SIG of JALT.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tA Call for Clarity about CALL<\/strong><\/span><\/span><\/div>\n
\n\t\tClaire Siskin<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tESL Consultant (USA)<\/em><\/span><\/span><\/div>\n
\n\t\tClaire Bradin Siskin is an enthusiastic practitioner of computer-assisted language learning (CALL). Her principal interests are faculty development, research in CALL, and international education. Her editorial experience includes the editorial boards of CALL Journal and CALICO Journal. She currently serves on the Awards Professional Council of TESOL. She has served on the\u00a0 TESOL\u00a0 International Board \u00a0of Directors and \u00a0as Chair of the Executive Board \u00a0of the Computer Assisted Language Instruction Consortium (CALICO).<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tThe smartphone as a self-study tool for suprasegmental pronunciation<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>hilip Morris, Jonny Western<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tRMIT University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tPhilip Morris, B.A (Hons), CELTA, CELTYL Educator, RMIT Danang Philip Morris is an Educator at RMIT Danang campus. He has eight years\u2019 experience teaching in Vietnam in various locations at a wide variety of levels and on a range of course types. He has also taught adults and teen students in Portugal and Ecuador. He is currently undertaking a Masters in<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tApplied Linguistics from the University of Nottingham, UK.<\/span><\/span><\/div>\n
\n\t\tJonny Western (BSc, CELTA, MA DTCE) has been working as an English Language Educator at RMIT University Vietnam for 7 years and for the last two years he has been the coordinator for the new Teen Program at RMIT Vietnam. He has previously completed both Delta Modules 1 and 3, and holds a Masters in Digital Technology, Communication and Education and a<\/span><\/span><\/div>\n
\n\t\tdiploma in Language Teaching Management from the University of Queensland (IDLTM).<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tP<\/strong>urposeful use of technology: Projects that motivate<\/strong><\/span><\/span><\/div>\n
\n\t\tJonny Western<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tRMIT University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tJonny Western (BSc, CELTA, MA DTCE) has been working as an English Language Educator at RMIT University Vietnam for 7 years and for the last two years he has been the coordinator for the new Teen Program at RMIT Vietnam. He has previously completed both Delta Modules<\/span><\/span><\/div>\n
\n\t\t1 and 3, and holds a Masters in Digital Technology, Communication and Education and a diploma in Language Teaching Management from the University of Queensland (IDLTM).<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tA look at Extensive Reading with MReader in Vietnam<\/strong><\/span><\/span><\/div>\n
\n\t\tThomas Robb<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKyoto Sangyo University (Emeritus), Japan<\/em><\/span><\/span><\/div>\n
\n\t\tThomas Robb, Ph.D, U. of Hawaii, is Professor Emeritus, Kyoto Sangyo University is a long- time user of CALL and the Internet.His site for extensive reading, mreader.org now has over<\/span><\/span><\/div>\n
\n\t\t100, student users in 40+ countries. He is the past President of PacCALL and the founder of the GLoCALL conference.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tM<\/strong>obile messengers in French as a foreign language classes<\/strong><\/span><\/span><\/div>\n
\n\t\tDaniel Chan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tNational University of Singapore, Singapore<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Daniel KG Chan is Assistant Director and Senior Lecturer of French at the Centre for Language Studies, National University of Singapore. He obtained his PhD from Universit\u00e9 of Paris-7 in Linguistics and has nearly twenty years of experience in the teaching of French, having tutored at Alliance Fran\u00e7aise and MOE Language Centre.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tC<\/strong>reating an Intercultural Collaboration for Students Using Online Tools<\/strong><\/span><\/span><\/div>\n
\n\t\tEdo Forsythe<\/em><\/strong><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tHirosaki Gakuin University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Edo Forsythe is the Dept. Head of the Dept. of English Language and Literature at his university. Recently, his research has focused on the use of smartphones in the EFL classroom. He has published and presented widely in the fields of CALL and foreign language education.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tC<\/strong>lasscraft: Gamifying your classroom and promoting positive behavior<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Anh Minh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>ietnam Australia International School, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Anh Minh is an innovative secondary teacher with a B.A. in TESOL. He is currently working at Vietnam Australia International School in Ho Chi Minh City and has experience in using multiple platforms to make learning fun and promote active learning and positive behavior in the classroom.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tA pilot study on using eye tracking technology to understand reading behaviour of 12- year-old average readers<\/strong><\/span><\/span><\/div>\n
\n\t\tWarid Mihat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>National University of Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tHazita Azman\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tSoh Or Kan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tWarid Mihat is a PhD Student at Eye Tracking Analysis Lab (ETAL), National University of Malaysia. His research interest is in Second Language Literacy Development from neuro psycholinguistics perspectives. He is currently working on understanding average readers’ reading behaviour based on their oculomotor behaviours on the stimuli.<\/span><\/span><\/div>\n
\n\t\tHazita Azman is a professor at Centre for Literacy and Socio-Cultural Transformation Centre (CLAST), National University of Malaysia and a member of Malaysia’s English Language Standards and Quality Council. Her research interest is on Second Language Literacy Development.<\/span><\/span><\/div>\n
\n\t\tSoh Or Kan is a senior lecturer at Centre for Literacy and Socio-Cultural Transformation<\/span><\/span><\/div>\n
\n\t\tResearch, National University of Malaysia and the coordinator of Eye-Tracking Lab Analysis<\/span><\/span><\/div>\n
\n\t\tRoom. His research area is in eye-tracking.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tC<\/strong>onstruction of roles and identities in a new teaching and learning space: A case study of tertiary wiki writing class at Hue University<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Hong Anh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Languages, Hue University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tDr Pham Hong-Anh is a lecturer of English at University of Foreign Languages, Hue University. She is acting as Head of Linguistics Section at English Department. She holds a PhD in Applied Linguistics from Massey University, New Zealand. Her major research areas includes teacher identity, learner identity, Web 2.0, and pedagogical innovation.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tC<\/strong>ollecting data for research in CALL<\/strong><\/span><\/span><\/div>\n
\n\t\tMarc Siskin<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tCarnegie Mellon University, USA<\/em><\/span><\/span><\/div>\n
\n\t\tMarc Siskin is Manager of the Modern Language Resource Center at Carnegie Mellon University. He is the technical lead for the Language Online projects hosted by the Open Learning Initiative at Carnegie Mellon University. In addition, he co-teaches a graduate-level course on Language Acquisition and Technology.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tIncorporating \u00a0the \u00a0Flipped \u00a0Classroom \u00a0Model \u00a0into \u00a0an \u00a0Undergraduate \u00a0Translation<\/strong><\/span><\/span><\/div>\n
\n\t\tM<\/strong>odule in Vietnam <\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Quang Nhat <\/em><\/strong>Ba<\/em>n<\/em>king University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Quang Nhat is an English lecturer at Faculty of Foreign Languages, Banking University of Ho Chi Minh City, Vietnam. He is taking a PhD course in TESOL at the University of Nottingham Malaysia Campus. His main research interests include TESOL, ESP, Curriculum Design, CALL, Translation and Interpretation.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tC<\/strong>a<\/strong>n listening classes be made more interesting with technology? A problem based language learning approach to teaching Listening<\/strong><\/span><\/span><\/div>\n
\n\t\tMei Lin Teoh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tLoghman\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Ansarian University of Malaya, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tOng Lok Tik\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>nn<\/em><\/strong>e B. NAIR\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tMei \u00a0Lin\u00a0 Teoh\u00a0 is\u00a0 a\u00a0 senior lecturer attached \u00a0to the Faculty of Languages and \u00a0Linguistics, University of Malaya, Kuala Lumpur. She has over 30 years of experience in TESL and has also supervised numerous masters’ and PhD students. Her research areas are in language teaching and learning. PBL, and discourse analysis.<\/span><\/span><\/div>\n
\n\t\tMr. Loghman Ansarian is a doctorate scholar with Faculty of Languages and Linguistics, University of Malaya, K.L. Malaysia. His research focuses on problem based language learning in writing, speaking and listening skills. He has recently co-authored a book on PBL.<\/span><\/span><\/div>\n
\n\t\tDr. Ong Lok Tik is a Senior Lecturer in Applied Linguistics at the Faculty of Languages & Linguistics, University of Malaya. Her professional experiences include teaching English as a second language, English for specific purposes, English for trainee teachers of English, linguistics, communication skills and intercultural communication. Her research interests include computer-mediated discourse and social media discourse. Her doctoral research used linguistic analysis to study young Malaysians use of English in their weblogs.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tDr. Anne Benedict Nair is a senior lecturer at the Faculty of Languages and Linguistics,<\/span><\/span><\/div>\n
\n\t\tUniversity of Malaya, 50603 Kuala Lumpur, Malaysia. She has 29 years of teaching experience in UM and her area of expertise is Language Acquisition.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tFlipping EFL classroom with Google classroom and Google forms<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Duc Thuan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHoa Lu University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tPham Duc Thuan is an English teacher at Hoa L\u01b0 University, Ninh B\u00ecnh Province, Vi\u1ec7t Nam. He has more than ten-year experience in teaching English at tertiary level. He is interested in English teaching methodology, and ICT application in the teaching practice.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tC<\/strong>orpus-based web tools: How can they be manipulated for study in language patterns<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Thi Giao Chi<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – The University of Da Nang, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Giao Chi Le is Dean of Foreign Language Teacher Education, University of Foreign Language Studies – University of Danang. She got her PhD in English linguistics at University of the West of England in 2014. Her research areas are innovative English language teaching, PBL, corpus linguistics and translation studies.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tThe introduction of blended learning to undergraduates: A change experience<\/strong><\/span><\/span><\/div>\n
\n\t\tLayhuah Goh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHELP University, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tAssociate Professor Dr. Goh Lay Huah is the Head of Department in the Faculty of Education and Languages in HELP University, Kuala Lumpur Malaysia. She displays strengths in facilitating and leading educational research and research consultancy skills, and has published in international refereed journal and current international pedagogical best practices.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tEFL undergraduates\u2019 perceptions of blended learning : Van Lang University, Viet Nam<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Thuy Linh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tVa<\/em>n Lang University, Viet Nam<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tCurrently, I am teaching at Van Lang University, Ho Chi Minh City. I earned a Master’s Degree of TESOL in 2014. My interests in research are learner identity, teacher identity, blended learning.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tHow does the use of a self-regulated mobile vocabulary learning app motivate EFL<\/strong><\/span><\/span><\/div>\n
\n\t\tlearners?<\/strong><\/span><\/span><\/div>\n
\n\t\tHiroya Tanaka\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Hokkai-Gakuen University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>atsuyuki Konno\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ryukoku University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tHiroya TANAKA is a Professor at Hokkai-Gakuen University, in Sapporo, Hokkaido, Japan. His research interests include vocabulary learning, CALL, and individual learner differences. Katsuyuki Konno is an associate professor at Ryukoku University, in Shiga, Japan. His research interests include EFL learners’ motivation, self-regulated learning, and complexity theory.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tDi<\/strong>gital Comics as a tool for teaching speaking lesson for special needs’ students at<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>oliteknik Negeri Jakarta<\/strong><\/span><\/span><\/div>\n
\n\t\tYogi Widiawati<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em>oliteknik Negeri Jakarta, Indonesia<\/em><\/span><\/span><\/div>\n
\n\t\tI am an English Lecturer at Electronic and Electrical Department at Politeknik Negeri Jakarta. I am interested in CALL and linguistics<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tS<\/strong>ubtitling YouTube videos: An experiment in content and language integrated learning<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Hai Ha<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Languages and International Studies, Vietnam National University – Hanoi, Viet<\/em><\/span><\/span><\/div>\n
\n\t\tNam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Hai Ha is an MA in Applied Linguistics & TESOL from Newcastle University, UK with an interest in cross-cultural communication, country studies, information and communication technologies and material development in language teaching. She is currently teaching courses in country studies and international studies at the Faculty of Linguistics and Cultures of English-speaking Countries in ULIS, VNU-Hanoi.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tC<\/strong>omputer-assisted analysis and teacher self-reflection: The contribution of a corpus of academic written feedback<\/strong><\/span><\/span><\/div>\n
\n\t\tLee Kok Yueh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Teknologi Brunei, Brunei<\/em><\/span><\/span><\/div>\n
\n\t\tChau Meng Huat\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tDavid Hassell\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Bath, UK<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tMan Deliang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Lee Kok Yueh is a lecturer at the Centre for Communication, Teaching and Learning, Universiti Teknnologi Brunei. Her research interests include genre and corpus analyses of spoken and written discourse in areas of communication and teaching and learning in higher education.<\/span><\/span><\/div>\n
\n\t\tDr. Chau Meng Huat is Senior Lecturer at the University of Malaya, Visiting Professor at De La<\/span><\/span><\/div>\n
\n\t\tSalle University\u2013Dasmari\u00f1as, and adjunct researcher in the Bilingual Cognition and Development Lab at Guangdong University of Foreign Studies. His research and teaching interests focus on the study of language learning from a multilingual perspective and applications of corpus linguistics and discourse analysis to issues in language education and language acquisition research. His publications include Corpus Applications in Applied Linguistics (co-edited with Ken Hyland and Michael Handford, 2012).<\/span><\/span><\/div>\n
\n\t\tDr. David Hassell is Senior Teaching Fellow at the University of Bath.<\/span><\/span><\/div>\n
\n\t\tMAN Deliang is a PhD student in the Faculty of Languages and Linguistics at the University of Malaya. His research interests include corpus linguistics, academic writing and language development. His recent publications appear in Journal of English for Academic Purposes and Assessment and Evaluation in Higher Education.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tArtificial Intelligence for ELT in Vietnam: Insights from online language courses<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Ngoc Vu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHoa Sen University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Ngoc Vu, Ph.D. is dean of Faculty of Foreign Languages , Hoa Sen University and chairman of STESOL, Association of Vietnam Universities and Colleges . Dr. Vu has 12 years of experience building and consulting ICT integration into project based teaching and English language teaching in Vietnam. He is also leading an e-learning team to produce digital contents at Education Quality Training Support Center of Vietnam Association of Universities and Colleges.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tS<\/strong>mall word, big lessons: Insights from a longitudinal learner corpus study of \u2018of\u2019<\/strong><\/span><\/span><\/div>\n
\n\t\tChau Meng Huat<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Malaya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tDr CHAU Meng Huat is Senior Lecturer at the University of Malaya and Visiting Professor at De La Salle University\u2013Dasmarinas. His research and teaching interests focus on the study of language learning from a multilingual perspective and applications of corpus linguistics and discourse analysis to issues in language education and language acquisition research. His publications include Corpus Applications in Applied Linguistics (co-edited with Ken Hyland and Michael Handford, 2012).<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tEFL students\u2019 perceptions of Edmodo as a supplementary learning tool<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Do Thanh Hien\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Can Tho University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tHuynh Thi Anh Thu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Can Tho University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tLE \u00a0Do Thanh \u00a0Hien\u00a0 is \u00a0a lecturer of English at Department of English Language Teacher Education, School of Foreign Languages, Can Tho University, Viet Nam. She obtained her M.Ed in TESOL in 2010 at Can Tho University, Vietnam. She is eager to take part in language seminars or conferences. Her research interests include English teaching methodology, project-based learning and ICT.<\/span><\/span><\/div>\n
\n\t\tHuynh Thi Anh Thu is a lecturer at the Department of General English and English for Specific Purposes, School of Foreign Languages, Cantho University, Viet Nam. She holds her MEd in Teaching Methodology from Cantho University, Vietnam in 2015. Her research interests include learners\u2019 autonomy, ICT and project-based learning.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tEnhancing pronunciation for Thai students by using mobile application<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>enkhae Wongsuriya<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tRajamangala University of Technology Isan, Sakonnakhon Campus, Thailand<\/em><\/span><\/span><\/div>\n
\n\t\tPenkhae Wongsuriya is a lecturer of English Department, Faculty of Industry and Technology, Rajamangala University of Technology Isan, Sakon Nakhon Campus, Thailand. She received a Ph.D. in Education from La Trobe University, Australia. Her main interests include Listening and speaking development, communication strategies, pronunciation development, and integrating technology in ELT.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing information technology in reflective practice to enhance English Speaking skill<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Hong Thu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Hong Thu is currently working as a lecturer of English at Hanoi Law University. She graduated from Vinh university and earned MA degree at University of languages and international studies, Viet Nam national university. She has taught English for 10 years. Her teaching areas of interests are English for Specific Purposes, English Literature, Intercultural communication Competence, Reflective practice, Teacher development, CALL, English teaching methodology.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing \u00a0Moodle \u00a0Quiz \u00a0to \u00a0assist \u00a0Listening \u00a0assessment: \u00a0EFL \u00a0students’ \u00a0perceptions \u00a0and suggestions<\/strong><\/span><\/span><\/div>\n
\n\t\tCao Thi Xuan Lien<\/em><\/strong><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tUniversity of Foreign Languages, Hue University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tMs. CAO Thi Xuan Lien is currently a lecturer of English at University of Foreign Languages, Hue University. She holds a BA in English Language Teaching from University of Foreign Languages, Hue University and an MA in TESOL from the University of Hull, United Kingdom. She is really enthusiastic about CALL, CALT and other educational technology which can help to improve her teaching and inspire her students’ learning.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tNearpod to the rescue: Engendering active learning in large classes<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>eanwah Lee et al.<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKeanwah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0University of Nottingham Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tAnurita Selvarajoo\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0University of Nottingham Malalysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tBavani Ramayah\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0University of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tKean Wah, Lee (PhD) works at the School of Education, University of Nottingham Malaysia as<\/span><\/span><\/div>\n
\n\t\tan Associate professor and Director of Undergraduate Studies. He obtained his PhD in Applied Linguistics from University of Lancaster (U.K.) more than a decade ago and has more than 30 years\u2019 experience in teaching ESL at all levels of education. Kean Wah currently serves as the Vice-President of PacCALL and sits in the editorial board of a number of local and international journals. His research interests are in the field of CALL, teacher professional development and English language teaching and learning. He can be reached at Kean<\/span>Wah.Lee@nottingham.edu.m<\/span><\/a>y.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tEnglish Reading teaching in CALL mode<\/strong><\/span><\/span><\/div>\n
\n\t\tWan Lei<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tG<\/em>raduate School of RIPED, CNPC, China<\/em><\/span><\/span><\/div>\n
\n\t\tWan Lei is an Associate Professor in the Graduate School of Research Institute of Petroleum Exploration and Development, CNPC, China. Her research interests include second language acquisition, ELT pedagogy.<\/span><\/span><\/div>\n
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\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tBarriers to the integration of Facebook groups in Speaking skill: A case-study<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi Phuong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>ietnam University of Commerce<\/em><\/span><\/span><\/div>\n
\n\t\tI am a teacher of English at Thuongmai University. I have more than 10 years experience in teaching English to non-native speakers. My interest has long been the theories and methodologies in language teaching.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tS<\/strong>t<\/strong>udents\u2019 \u00a0attitudes \u00a0and \u00a0preferences \u00a0towards \u00a0GoogleDocs \u00a0as \u00a0an \u00a0online \u00a0discussion<\/strong><\/span><\/span><\/div>\n
\n\t\tplatform<\/strong><\/span><\/span><\/div>\n
\n\t\tLee Kok Yueh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Teknologi Brunei, Brunei<\/em><\/span><\/span><\/div>\n
\n\t\tDavid Hassell\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Bath, UK<\/em><\/span><\/span><\/div>\n
\n\t\tDr Lee Kok Yueh is a lecturer at the Centre for Communication, Teaching and Learning, Universiti Teknnologi Brunei. Her research interests include genre and corpus analyses of spoken and written discourse in areas of communication and, teaching and learning in higher education.<\/span><\/span><\/div>\n
\n\t\tDr David Hassell is currently a Senior Teaching Fellow and Director of Studies for Postgraduate taught programmes within the Chemical Engineering Department at the University of Bath, United Kingdom. He has published academic papers in the field of teaching and course development.<\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tG<\/strong>rading writing automatically: Can it be done?<\/strong><\/span><\/span><\/div>\n
\n\t\tGordon Bateson<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKochi University of Technology, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tGordon BATESON is a English teacher and CALL researcher in Japan. He has a university degrees in Computer Science (B.Sc.) and Teaching English for Specific Purposes (M.Sc.). He has developed many plugins for Moodle, and uses them for the benefit of his students.<\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tDi<\/strong>gital-Reading challenges faced by English majors in Vietnamese universities <\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Huynh Loc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam <\/em><\/span><\/span><\/div>\n
\n\t\tFredricka Stoller\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Northern Arizona University, USA<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Huynh Loc is a Lecturer in the English Department at the University of Foreign Language Studies–University of Da Nang. She earned her Ph.D. in Applied Linguistics at Victoria University of Wellington, New Zealand.<\/span><\/span><\/div>\n
\n\t\tFredricka Stoller is Professor of TESL and Applied Linguistics at Northern Arizona University. She was a Fulbright Scholar at the University of Foreign Language Studies–University of Da Nang in Spring 2018.<\/span><\/span><\/div>\n
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\n\t\tO<\/strong>n<\/strong>line\u00a0 \u00a0communities\u00a0 \u00a0of\u00a0 \u00a0practice:\u00a0 \u00a0Towards\u00a0 \u00a0configurations\u00a0 \u00a0for\u00a0 \u00a0engagement\u00a0 \u00a0and sustainability<\/strong><\/span><\/span><\/div>\n
\n\t\tMai Minh Tien\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ho Chi Minh City Open University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Thanh Luan\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/em><\/strong>T<\/em>he University of Newcastle, Australia<\/em><\/span><\/span><\/div>\n
\n\t\tLe Van Thinh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ba<\/em>n<\/em>king Academy – Phu Yen Province, Viet Nam<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tTran Le Nghi Tran\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>T<\/em>he University of Queensland, Australia<\/em><\/span><\/span><\/div>\n
\n\t\tTien MAI is a teacher educator and trainer at Ho Chi Minh City Open University where he develops and instructs courses such as classroom management, storytelling and digital literacies. His professional interests include creative pedagogies, educational technologies and professional development. His personal writing and research journeys can be found at tienmaielt.wordpress.com<\/span><\/span><\/div>\n
\n\t\tThanh Luan NGUYEN is currently a PhD student at The University of Newcastle, Australia. His research interests include preservice teacher education, professional development, and educational technologies.<\/span><\/span><\/div>\n
\n\t\tVan Thinh LE is an English lecturer at Banking Academy. He has taught languages, academic skills and digital skills for international students in New Zealand and Vietnam for more than<\/span><\/span><\/div>\n
\n\t\t10 years. His research interest is computer-assisted language learning (CALL), and second<\/span><\/span><\/div>\n
\n\t\tlanguage acquisition.<\/span><\/span><\/div>\n
\n\t\tTran Le Nghi TRAN is an experienced teacher and teacher trainer who is currently a PhD student and casual academic at The University of Queensland, Australia. Her research interests include educational technologies, mobile learning, computer-assisted pronunciation training (CAPT), online learning, and language testing and assessment.<\/span><\/span><\/div>\n
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\n\t\tU<\/strong>sing Padlet to foster students’ questioning skills in critical Reading and Writing course<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>asaribu Truly<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSanata Dharma University, Indonesia<\/em><\/span><\/span><\/div>\n
\n\t\tTruly Pasaribu teaches writing and reading courses at Sanata Dharma University, Indonesia. She obtained her bachelor\u2019s degree in English literature from Universitas Negeri Malang and master\u2019s degree in linguistics from Gadjah Mada University. Her research interests include issues related to reading skills, discourse studies, and technology in education. Email:<\/span> tr.almendo@gmail.co<\/span><\/a>m.<\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tAsian learners’ L2 oral production in monologues and dialogues<\/strong><\/span><\/span><\/div>\n
\n\t\tShin’ichiro Ishikawa<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKobe University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Shin’ichiro (Shin) Ishikawa is Professor of Applied Linguistics at the School of Languages<\/span><\/span><\/div>\n
\n\t\t& Communication, Kobe University, Japan. His research interests cover corpus linguistics, statistical linguistics, TESOL, and SLA. He has published many academic papers and books on branches of applied linguistics. He is a leader in the ICNALE learner corpus project.<\/span><\/span><\/div>\n
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\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tS<\/strong>ubject content-based approach in teaching English for IT students<\/strong><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tV<\/em><\/strong>o Thi Hong Loan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em>hu Yen University, Viet Nam<\/em><\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing \u00a0E-Portfolio \u00a0as \u00a0an \u00a0assessment \u00a0in \u00a0academic \u00a0Writing: \u00a0Exploring \u00a0the \u00a0learners’ experience<\/strong><\/span><\/span><\/div>\n
\n\t\tWirawati, Yi Xe Ngui<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversiti Malaysia Sabah, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tWirawati Ngui Yi Xe is a language teacher at Universiti Malaysia Sabah (UMS). She holds a bachelor\u2019s degree (TESL) from the University of Auckland and a master\u2019s degree (TESL) from UMS. Her research interests include but is not limited to TESL, assessment, e-learning, higher education, and alternative education.<\/span><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tBusy teachers, learner attitudes, behaviours and engagement levels: How to facilitate their learning with mobile technologies?<\/strong><\/span><\/span><\/div>\n
\n\t\tTran Le Nghi Tran<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tT<\/em>he University of Queensland, Australia<\/em><\/span><\/span><\/div>\n
\n\t\tTran Le Nghi Tran is an experienced teacher and teacher trainer who is currently a PhD student and casual academic at The University of Queensland, Australia. Her research interests include educational technologies, mobile learning, computer-assisted pronunciation training (CAPT), online learning, and language testing and assessment.<\/span><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tFlipped learning implementation in language teaching media course<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>atricia Angelina<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSanata Dharma University, Indonesia<\/em><\/span><\/span><\/div>\n
\n\t\tPatricia Angelina is a full-time lecturer at Sanata Dharma University, Yogyakarta, Indonesia. She obtained her bachelor\u2019s degree in English Language Education and her master\u2019s degree in English Education Technology from Sanata Dharma University. Her research interests are issues on research and development, materials design and technology in education. Email:<\/span> patricia@usd.ac.id.<\/span><\/a><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tTechnological Pedagogical Content Knowledge (TPACK) in English language teacher education: Voices from students<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thanh Luan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tT<\/em>he University of Newcastle, Australia (Viet Nam)<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tThanh Luan Nguyen is currently a PhD student at The University of Newcastle, Australia. His research interests include preservice teacher education, professional development, and educational technologies.<\/span><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tS<\/strong>oftware that can detect students\u2019 emotions: Affect-aware technology<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>aren Price<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHarvard University, USA<\/em><\/span><\/span><\/div>\n
\n\t\tA former lecturer at the Harvard Graduate School of Education and former director of the ESL teacher-training program at Harvard University, Karen Price has authored more than 20 articles and textbook chapters, and won grants from sources such as Apple, IBM, and the Exxon Educational Foundation.<\/span><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tLexical analysis of engineering papers: Development of E-Learning materials for engineering students<\/strong><\/span><\/span><\/div>\n
\n\t\tYuka Ishikawa<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tNagoya Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tYuka Ishikawa is Professor, Graduate School of Engineering, Nagoya Institute of Technology. She received her Master\u2019s Degree in Education from Kobe University, and her PhD in Language and Culture from Hiroshima Jogakuin University in 2003. Her research interests include language and gender, corpus linguistics, World Englishes and language teaching. e- mail: ishikaw<\/span>a.yuka@nitech.ac.jp<\/span><\/a><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tGa<\/strong>mification and FROG VLE: A study on teachers and students using ICT in English language learning<\/strong><\/span><\/span><\/div>\n
\n\t\tHaslindah Syarifuddin\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>SK Muhibbahraya, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>isah Suyade\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>SK Kinabutan Besar<\/em><\/span><\/span><\/div>\n
\n\t\tHaslindah Syarifuddin is an English teacher in Tawau, Sabah Malaysia. She is recently selected as Minecraft Global Mentor for Minecraft Education Edition and was awarded as a Microsoft Innovative Educator Expert (MIEE). She is also a CEFR Master Trainer for Material Adaptation, Evaluation and Design. Last but not least, she is a Frogmaker; contributed sites for English and Science Frogboost in Frog VLE.<\/span><\/span><\/div>\n
\n\t\tAisah Suyade is an English teacher in Tawau and a Master Trainer. She has been teaching<\/span><\/span><\/div>\n
\n\t\tusing\u00a0 Frog \u00a0VLE \u00a0embedded \u00a0with\u00a0 other\u00a0 free \u00a0apps. \u00a0Aisah\u00a0 has\u00a0 been a \u00a0presenter\u00a0 in \u00a0ELTDP Symposium.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tMa<\/strong>n<\/strong>a<\/strong>ging CALL based, timed, extensive writing tasks for writing fluency using Moodle and Google Documents<\/strong><\/span><\/span><\/div>\n
\n\t\tRobert (Bob) Gettings<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHokusei Gakuen University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tBob Gettings has been working with Japanese junior college English majors since 1992.<\/span><\/span><\/div>\n
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\n\t\tRoom C301<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tIntegrating technology into a large class: Use of socrative in university lectures<\/strong><\/span><\/span><\/div>\n
\n\t\tMyung Jeong Ha<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSangmyung University (Korea)<\/em><\/span><\/span><\/div>\n
\n\t\tMyung-Jeong Ha is an Associate Professor at the English Studies of Humanities and Area Studies, Sangmyung University, Korea. She graduated with a PhD in Foreign Language Education from the University of Texas at Austin in 2009. Currently she works as a head of English studies at Sangmyung University. She has been on the editorial board of CALL E-J online. Her areas of interest are Language Socialization, Learner Autonomy, Second Language Writing, and Computer-Enhanced Language Learning.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tAudible devices as virtual learning assistant: Predictions of ESL learning for the future<\/strong><\/span><\/span><\/div>\n
\n\t\tHarwati Hashim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tMelor Md Yunus\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>National University of Malaysia (UKM) <\/em><\/span><\/span><\/div>\n
\n\t\tNorazah Mohd Nordin\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia (UKM) <\/em><\/span><\/span><\/div>\n
\n\t\tHelmi Norman\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia (UKM) <\/em><\/span><\/span><\/div>\n
\n\t\tHaida Umiera Hashim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia (UKM)<\/em><\/span><\/span><\/div>\n
\n\t\tHarwati Hashim is a Senior Lecturer\/Assistant Professor at the Centre for Teaching and Learning Innovations, Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She is an educational technology enthusiast and an e-learning practitioner. Her areas of concentration are ESL, mobile learning, Mobile-assisted Language Learning (MALL), technology acceptance as well as language pedagogy and the use of technology in teaching English as a Second Language (ESL).<\/span><\/span><\/div>\n
\n\t\tMelor Md Yunus is an Associate Professor at the Faculty of Education, Universiti Kebangsaan Malaysia and is currently the Deputy Dean (Research and Innovation) at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She holds a B.A. in English (Linguistics) from \u00a0the \u00a0University \u00a0of \u00a0Nevada-Reno, \u00a0USA \u00a0and \u00a0an \u00a0M.A. \u00a0in \u00a0TESL \u00a0from \u00a0the \u00a0Arizona \u00a0State University, USA. She then earned her Ph.D. in Education (TESL) from the University of Bristol, UK. Her areas of concentration are TESL, language pedagogy and the use of technology in TESL. Her expertise is in the area of Technology-enhanced Language Learning (TELL). Norazah\u00a0 \u00a0Mohd\u00a0 \u00a0Nordin\u00a0 \u00a0is\u00a0 \u00a0a\u00a0 \u00a0professor\u00a0 \u00a0specializing\u00a0 \u00a0in\u00a0 \u00a0Computer-Assisted\u00a0 \u00a0Instruction, instructional \u00a0design, \u00a0and \u00a0Mathematics \u00a0education. \u00a0Her \u00a0research \u00a0interests \u00a0are \u00a0technology integration in education, IT for collaborative learning and development of core competencies of graduates in ICT.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tHelmi Norman is currently a Senior Lecturer\/Assistant Professor at the Centre for Teaching<\/span><\/span><\/div>\n
\n\t\tand Learning Innovations, Faculty of Education, National University of Malaysia (UKM) and a Associate Research Fellow of the Center for Teaching and Learning Technologies at UKM. His research interests are in the areas of teaching and learning innovations as well as open and distance education.<\/span><\/span><\/div>\n
\n\t\tHaida Umiera is a researcher at the Faculty of Education, Universiti Kebangsaan Malaysia. She earned her bachelor\u2019s degree at the University of Malaya in the field of education (Teaching English as Secondary Language). She is currently pursuing her master\u2019s degree at the Universiti Kebangsaan Malaysia in the same area.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t10:55 ~ 11:20<\/span><\/span><\/div>\n
\n\t\tJapanese student perceptions of required smartphone use in the EFL classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tEdo Forsythe<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHirosaki Gakuin University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Edo Forsythe is the Dept. Head of the Dept. of English Language and Literature at his university. Recently, his research has focused on the use of smartphones in the EFL classroom. He has published and presented widely in the fields of CALL and foreign language education.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t11:30 ~ 11:55<\/span><\/span><\/div>\n
\n\t\tInsights on the use of Eye Tracking technology on CALL research<\/strong><\/span><\/span><\/div>\n
\n\t\tSiew Ming Thang<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHELP University, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Thang Siew Ming is a Professor at the Faculty of Education & Languages, HELP University, Kuala Lumpur. Her areas of interest are CALL, Learner Autonomy, Learning Styles and Strategies, Motivation, and Eye-tracking research. She is President of PacCALL and Co-chair of GLoCALL series of conferences.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t12:05 ~ 12:30<\/span><\/span><\/div>\n
\n\t\tTeachers\u2019 \u00a0voices \u00a0about \u00a0some \u00a0key \u00a0factors \u00a0affecting \u00a0their \u00a0applications \u00a0of \u00a0blended<\/strong><\/span><\/span><\/div>\n
\n\t\tlearning for ESL students<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Duc Hanh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tMs. Le Duc Hanh has been working as an English lecturer at Faculty of Foreign Languages, Hanoi University of Industry since 2007. She takes responsibilities of teaching EOP blended program for students from Faculty of Electrical and Electronics Engineering. She received BA from ULIS \u2013 VNU and holds a MA Degree at Hanoi University. Her areas of professional interest include EMI, blended learning and teaching methodology. Her current work is to collaborate in \u00a0a \u00a0blended \u00a0learning \u00a0project \u00a0applied \u00a0for \u00a0non-majored \u00a0students \u00a0at \u00a0Hanoi \u00a0University \u00a0of <\/span><\/span>Industry. She can be reached at leduchanh<\/span>.haui@gmail.com<\/span><\/a><\/span><\/div>\n<\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t13:50 ~ 14:15<\/span><\/span><\/div>\n
\n\t\tExploring mobile-based dictionary (MBD) strategies in the digital age: A mixed-method study on Chinese EFL learner’s MBD use<\/strong><\/span><\/span><\/div>\n
\n\t\tDanyang Zhang<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Cambridge, UK<\/em><\/span><\/span><\/div>\n
\n\t\tDanyang Zhang is a PhD candidate at University of Cambridge. Her research interests include CALL, MALL and second language vocabulary acquisition. Danyang has published her work in peer-reviewed journals (e.g., Applied Linguistics ) and presented her projects in many conferences including BERA Annual Conference and EUROCALL . She is the winner of the BJET Best EdTech Paper 2018 .<\/span><\/span><\/div>\n
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\n\t\t14:25 ~ 14:50<\/span><\/span><\/div>\n
\n\t\tMa<\/strong>l<\/strong>a<\/strong>ysian public school English language teachers’ perceptions on mobile learning<\/strong><\/span><\/span><\/div>\n
\n\t\tWei Keong Too, Aisyah Liliana Hafiz Wambeck<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tWei Keong Too (PhD) is the Coordinator of MA TESOL at the School of Education, University of Nottingham, Malaysia . He is a Fellow of Higher Education Academy. His research interests are technology enhanced learning, teacher education, teaching methodology and curriculum development in English language and literature in English.<\/span><\/span><\/div>\n
\n\t\tMs. \u00a0Aisyah Liliana\u00a0 Hafiz Wambeck has a MA TESOL from the University of Nottingham Malaysia. She is currently working in the social media and advertising industry as a copywriter where she continues to observe how youths learn and use English language in digital media and social media platforms.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t16:20 ~ 16:45<\/span><\/span><\/div>\n
\n\t\tU<\/strong>se of Kahoot! in English grammar learning<\/strong><\/span><\/span><\/div>\n
\n\t\tHea-Suk Kim<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSeoul Women’s University, Korea<\/em><\/span><\/span><\/div>\n
\n\t\tShe received her Ph.D in English education from Ewha Womans University. She is an associate professor of General English at Seoul Women\u2019s University. She has been teaching English over 15 \u00a0years. \u00a0Her \u00a0research \u00a0focuses \u00a0on \u00a0using \u00a0technology \u00a0as \u00a0a \u00a0learning \u00a0tool, \u00a0application \u00a0of technology to the language classroom, and mobile-assisted language learning.<\/span><\/span><\/div>\n
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\n\t\tRoom C303<\/span><\/span><\/div>\n
\n\t\t16:55 ~ 17:20<\/span><\/span><\/div>\n
\n\t\tApplying AI chatbot for teaching a foreign language: An empirical research<\/strong><\/span><\/span><\/div>\n
\n\t\tTran Tin Nghi\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Ho Chi Minh City University of Food Industry, Viet Nam<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tTran Huu Phuc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies \u2013 UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Tat Thang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Faculty of Foreign Languages, Da Lat University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tTran Tin Nghi, M.A are currently manager of the Foreign Language Center, Ho Chi Minh City University of Food Industry, Ho Chi Minh City, Vietnam. He is a PhD student in English language studies of University of Foreign Language Studies \u2013 The University of Da Nang, Da Nang City, Viet Nam. His interests are Cognitive linguistics, CALL, and NBLT.<\/span><\/span><\/div>\n
\n\t\tAssoc. Prof. Dr. Tran Huu Phuc is the Rector of University of Foreign Language Studies \u2013 The University of Da Nang, Da Nang City, Viet Nam. He obtained his PhD from University of the West of England, Bristol, UK. He has published 2 coursebooks, 26 articles and 3 national research projects in Vietnam.<\/span><\/span><\/div>\n
\n\t\tAssoc. Prof. Dr. Nguyen Tat Thang is the Head of Human resource Management Da Lat University, Lam Dong Province, Viet Nam. He main interests are Cognitive Linguistics, Applied Linguistics and TESOL.<\/span><\/span><\/div>\n
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\n\t\t10:55 – 11:45<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>lenary Session #1<\/strong><\/span><\/span><\/div>\n
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\n\t\tA \u00a0new \u00a0standard \u00a0for \u00a0communicative \u00a0English \u00a0teaching \u00a0\u2013 \u00a0the \u00a0case \u00a0for \u00a0incorporating<\/strong><\/span><\/span><\/div>\n
\n\t\tVi<\/strong>rtual Exchange<\/strong><\/span><\/span><\/div>\n
\n\t\tEric Hagley<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMuroran Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tEric Hagley is an associate professor at Muroran Institute of Technology in the north of Japan. He created the International Virtual Exchange Project (IVEProject) which has had over 15, students from 14 countries participating in Virtual Exchange (VE) over the last 4 years. The IVEProject continues to expand and is one of many VE that are changing the way communicative\u00a0 language teaching is being taught. \u00a0He has written and \u00a0presented \u00a0on VE extensively. He is the co-chair and president of the Asia Pacific Virtual Exchange Association (APVEA) and was vice-president of PacCALL from 2009 to 2018. He is also head of the Quiz Quality Assurance Project for MoodleReader (mReader).<\/span><\/span><\/div>\n
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\n\t\t16:00 – 16:50<\/u><\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/strong>lenary Session #2<\/strong><\/span><\/span><\/div>\n
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\n\t\tArtificial Intelligence in CALL: Now and \/ or coming soon to a school near you!<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>aren Price<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHarvard University, USA<\/em><\/span><\/span><\/div>\n
\n\t\tA former lecturer at the Harvard Graduate School of Education and former director of the ESL teacher-training program at Harvard University, Karen Price has authored more than 20 articles and textbook chapters, and won grants from sources such as Apple, IBM, and the Exxon Educational Foundation.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tC<\/strong>oncurrent Sessions<\/strong><\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tEmbodied Cognition and Language Acquisition: \u00a0significance of Embodied Learning in the Classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tHo Trinh Quynh Thu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Quang Nam University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>han Van Hoa\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tMy full name is Ho Trinh Quynh Thu. I graduated with a doctorate of English linguistics from the University of Da Nang in 2018. I am now working at the Foreign Language Department of Quang Nam University, Quang Nam province, Vietnam.<\/span><\/span><\/div>\n
\n\t\tAssoc. Prof. Dr. Phan Van Hoa is a senior lecturer, working in University of Foreign Language<\/span><\/span><\/div>\n
\n\t\tStudies, The University of Danang, Vietnam.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tApplying\u00a0 \u00a0smart\u00a0 \u00a0class\u00a0 \u00a0to\u00a0 \u00a0enhance\u00a0 \u00a0English-major\u00a0 \u00a0students’\u00a0 \u00a0speaking\u00a0 \u00a0practice opportunities and improve students’ speaking skill<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Thi Thu Thuy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tVa<\/em>n Lang University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tI have been working as a teacher of English at Vanlang University for several years.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t11:55 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tQ<\/strong>uizlet, \u00a0Quizizz, \u00a0and \u00a0Plickers: \u00a0Effective \u00a0tools \u00a0for \u00a0active \u00a0learning \u00a0and \u00a0formative assessment<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Anh Minh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>ietnam Australia International School, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Anh Minh is an innovative secondary teacher with a B.A. in TESOL. He is currently working at Vietnam Australia International School in Ho Chi Minh City and has experience in using multiple platforms to make learning fun and promote active learning and positive behavior in the classroom.<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 14:35<\/span><\/span><\/div>\n
\n\t\tO<\/strong>n<\/strong>e-to-one synchronous online language teaching<\/strong><\/span><\/span><\/div>\n
\n\t\tCynthia White<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMassey University, New Zealand<\/em><\/span><\/span><\/div>\n
\n\t\tCynthia White is Professor of Applied Linguistics, Massey University, New Zealand. She has published widely on distance and online learning, emotion in language learning, learner autonomy, and teacher identity and agency. She is a member of Editorial Boards of seven international journals, and is Associate Editor for the journal Language Learning & Technology.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t14:45 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tC<\/strong>ha<\/strong>n<\/strong>ges in foreign language learning with CALL: A case study in Vietnam<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Van Tuyen<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Van Tuyen is a specialist in training ICT in ELT application in the National Foreign Languages Project 2020, governed by the Ministry of Education and Training of Vietnam. He has been working a teacher-trainer in CALL for the Vietnam National Foreign Languages Project 2020 since 2013. He was a former lecturer in TESOL at Tay Nguyen University, a Vietnam Central Highland tertiary institution. He has been a lecturer of TESOL at University of Foreign Language Studies, The University of Da Nang, Vietnam since October 2014. He is currently working as a tenured lecturer in TESOL and as the Deputy Head of Testing, Assessment, and Education Quality Assurance Department at University of Foreign Language Studies, \u00a0The \u00a0University\u00a0 of\u00a0 Da \u00a0Nang. \u00a0He \u00a0received \u00a0the \u00a0first \u00a0prize \u00a0in a \u00a0competition\u00a0 at \u00a0the nationwide foreign language teacher competition for creative applications of ICT in ELT in<\/span><\/span><\/div>\n
\n\t\t2014 at Ho Chi Minh University of Education. The project was entitled \u201cintegration of open source and cloud applications in English language teaching.\u201d<\/span><\/span><\/div>\n
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\n\t\tRoom A101<\/span><\/span><\/div>\n
\n\t\t15:20 ~ 15:45<\/span><\/span><\/div>\n
\n\t\tExploring the benefits of e-tutoring on student learning attitudes and outcomes<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Huu Quy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tQuy Nguyen, is Head of Testing and Educational Quality Assurance in University of Foreign Language Studies (UFLS)-The University of Danang. He received his Master of Educational Studies in Leadership from the University of Queensland, Australia in 2007 and his Doctor of Education at Griffith University, Australia in 2015. His research interests are educational leadership, higher education policy, teaching and research nexus, assessment in higher education, quality assurance in higher education, and teacher education. Quy Nguyen is also an Adjunct Research Fellow at Griffith Institute of Educational Research, Griffith University, Australia.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tExploring and applying websites in English lessons to improve language skills for high school students in Vietnam<\/strong><\/span><\/span><\/div>\n
\n\t\tLuu Quy Khuong\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi My Le\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Nguyen Thai Hoc High School, Quy Nhon City, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tLUU Quy Khuong (Assoc. Prof. Dr.) is an advanced senior lecturer of English and Dean of Faculty of International Studies University of Foreign Language Studies \u2013 the University of Da Nang (UFLS-UD). He got his MED in TESOL in 1997, and PhD in Linguistics in 2009. He was awarded the title of Associate Professor in Linguistics in 2009. He has been working in the field of TEFL since 1985, involving in training teachers of English for upper secondary schools<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tin Central Vietnam. He has been getting involved in teaching Vietnamese language and culture as a foreign language to international students at UFLS-UD. He was one of the co-authors of English textbook Tieng Anh 6 compiled under the 2020 National Foreign languages Project. He has published numerous articles on Applied Linguistics, Semantics, Psycholinguistics, Theory of Language Communication, Critical Discourse Analysis and Vietnamese language and culture nationwide as well as worldwide. He was once nominated as a host advisor to a post-doctoral researcher of Erasmus Mundus Mobility with Asia (EMMA). He was conferred the title \u201cMeritorious Teacher\u201d in 2017.<\/span><\/span><\/div>\n
\n\t\tPHAM Thi My Le (MA in the English Language) is a teacher of English at Nguyen Thai Hoc high<\/span><\/span><\/div>\n
\n\t\tschool, Binh Dinh province. She got her Bachelor of English in 2004, and MA in the English Language in 2015. She has been working as a teacher at a high school in BinhDinh province since 2004. She was awarded the title of a provincial good teacher with the second prize in<\/span><\/span><\/div>\n
\n\t\t2011. In 2013, She was nominated as a typical teacher of Binh Dinh Department Education and Training in the period of 2008-2013. She has carried out 6 initiatives ranked C-prize by Binh Dinh provincial initiative evaluation council, among which there is one initiative considered to have a great influence on the whole Binh Dinh education in 2018. She was conferred the title of a provincial emulation soldier in 2018. She has also received many letters of commendation and award certificates from the Chairman of Binh Dinh Province and the Director of Binh Dinh Department Education and Training for the last 15 years.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tLinguistic CMC: A study of language change in American universities\u2019 Facebook Nguyen Van Long\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam Nguyen Mau Vu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0<\/strong>People’s Police University, Ho Chi Minh City, Viet Nam <\/em>Associate Professor, Dr Nguyen Van Long is currently Vice Rector in the University of Foreign Language Studies, The University of Danang.<\/span><\/span><\/div>\n
\n\t\tMA. Nguyen Mau Vu is currently a lecturer in the People’s Police University, in Ho Chi Minh<\/span><\/span><\/div>\n
\n\t\tCity.<\/span><\/span><\/div>\n
\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tAn exploratory study to develop a mobile lexical game app for vocabulary learning<\/strong><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>ok Yee Zhen<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tYee Zhen is a pre-service teacher in the final year of her degree in the University of Nottingham Malaysia. Based on her personal interests, she is examining the use of games in vocabulary learning with the support of her supervisor, Dr Csaba Szabo.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t11:55 ~ 12:20<\/span><\/span><\/div>\n
\n\t\tExploring the use of a mobile app to improve second language learning<\/strong><\/span><\/span><\/div>\n
\n\t\tDaniel Casta\u00f1eda\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Kent State University at Stark, USA<\/em><\/span><\/span><\/div>\n
\n\t\tMoon-Heum Cho\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Syracuse University, USA<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tS<\/strong>mart phones in after-school activities to help improve Public speaking skill for English major students<\/strong><\/span><\/span><\/div>\n
\n\t\tNgo Thi Cam Thuy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tMs. Ngo Thi Cam Thuy, M.A. in TESOL of Canberra University, Australia is a lecturer of Van Lang University, Ho Chi Minh City. She has had more than 20 years teaching English- majoring students. Her scientific research in 2015 – \u201cThe efficiency of English Speaking Club for English- majoring students at Van Lang University\u201d – has been applied successfully into the extra- curriculum activities for students in English Department. She has also been leading the English Speaking Club of Van Lang University. She has got Certificates on Completing Workshop Training on Research Skills (WILLEY), UK-Vietnam Higher Education Partnership Program in Middlesex University \u2013 UK (03\/2019) and Advanced Specialist Certificate in Language Assessment in SEAMEO RELC, Singapore. Her main interests include Public Speaking, Methodology, Learner Autonomy.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 14:35<\/span><\/span><\/div>\n
\n\t\tThe international indigenous virtual exchange and using online tools in the indigenous classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tMatthew Cotter<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHokusei Gakuen Junior College, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tMatt Cotter, formally a primary school teacher in NZ, lectures at Hokusei Gakuen University Junior College in Sapporo, Japan. His research interests include CALL, intercultural communication, indigenous cultures and English beyond the classroom.<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t14:45 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tG<\/strong>mail and Zalo \u2013 Effective tools to strengthen collaboration between lecturers and learners<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi Thanh Thuy<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHanoi National University of Education, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tPham Thi Thanh Thuy, M.A started her career of teaching English in 2004 at Hanoi National University of Education. She earned her M.A degree in University of Languages and International Studies – Hanoi National University in 2008. She majors in 4 skills of English, linguistics and E.S.P. She has attended a number of conferences in Vietnam and overseas, including 4 th Viettesol International Conference 2018 and 15 th Camtesol International Conference 2019. Her slogan is \u201cYou cannot live the 2 nd time, so live and work at your fullest effort and love!\u201d<\/span><\/span><\/div>\n
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\n\t\tRoom A102<\/span><\/span><\/div>\n
\n\t\t15:20 ~ 15:45<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tDi<\/strong>gipedagogical projects in foreign language learning in Finnish Higher Education<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>asi Puranen<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAalto University, Finland<\/em><\/span><\/span><\/div>\n
\n\t\tPasi Puranen, MA, is a Lecturer in Spanish at the Aalto University Language Centre, where he has developed and taught online and blended learning courses for Spanish as a foreign language and business communication. He is currently working also as a project manager in a national development project in online learning. His research interests focus on guidance and feedback in e-learning, telecollbaration and Latin American sociolinguistics. He is also the author of several textbooks for teaching Spanish.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tU<\/strong>sing\u00a0\u00a0 Flipgrid\u00a0\u00a0 To\u00a0\u00a0 enhance \u00a0intercultural \u00a0competence \u00a0among \u00a0non-English\u00a0 \u00a0major university students<\/strong><\/span><\/span><\/div>\n
\n\t\tMai Thi Phuong Thao\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Da<\/em>n<\/em>an<\/em>g University of Economics, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tGunther M. Wiest\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>ADA University, Baku, Azerbaijan<\/em><\/span><\/span><\/div>\n
\n\t\tNguyen Dieu Ngoc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>P<\/em>osts and Telecommunications Institute of Technology, Viet Nam <\/em>Mai Thi Phuong Thao is an English lecturer at Danang University of Economics. She received a B.A in English from Danang University of Foreign Languages, Vietnam and an M. A in Applied Linguistics \u00a0for \u00a0TESOL \u00a0from \u00a0Northumbria \u00a0University, \u00a0UK. \u00a0Her \u00a0research \u00a0interests \u00a0include language\u00a0\u00a0\u00a0 \u00a0learners’\u00a0\u00a0\u00a0 \u00a0identity,\u00a0\u00a0\u00a0 \u00a0intercultural\u00a0\u00a0\u00a0 \u00a0competence,\u00a0\u00a0\u00a0 \u00a0ELT\u00a0\u00a0\u00a0 \u00a0methodology,\u00a0\u00a0\u00a0 \u00a0and telecollaboration.<\/span><\/span><\/div>\n
\n\t\tGunther M. Wiest teaches in the English for Academic and Professional Purposes (EAPP) program at ADA University, Baku, Azerbaijan. His research interests include telecollaboration, intercultural competence building, and usage of L1 proverbs in the EFL classroom.<\/span><\/span><\/div>\n
\n\t\tNguyen Dieu Ngoc is an English lecturer at Posts and Telecommunications Institute of Technology, Hanoi, Vietnam. She is also a Microsoft Innovative Educator Expert and a Skype Master Teacher. She received a B.A. in English for Science and Technology from Hanoi University of Science and Technology and an M.A. in TESOL from Northumbria University. Her research interests include language and technology, learner autonomy, and ELT methodology.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tIntegrating technology in communicative language activities to motivate learners to speak English<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Van My<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHo Chi Minh City University of Education, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tMr. Nguyen Van My has been teaching English as a Foreign Language (EFL) in Vietnam for many years. His research interests are learner autonomy and motivation approaches to English language teaching and applied linguistics (Compare-Contrast linguistic).<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tExploring the use of Nearpod as an interactive tool facilitating active learning for vocabulary acquisition<\/strong><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>ll<\/em><\/strong>en Chee<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSchool of Education, University of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tAllen\u00a0 is\u00a0 a\u00a0 pre-service teacher pursuing his degree \u00a0in B(A) in Education \u00a0(TESOL) at the University of Nottingham Malaysia. His interest in technology and passion for teaching has driven him to explore the possibilities of using technology in classrooms to improve learning with the support of his supervisor, Dr. Lee Kean Wah.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t11:55 ~ 12:20<\/span><\/span><\/div>\n
\n\t\tS<\/strong>urvey on Sai Gon University EFL students\u2019 perceptions towards M-Learning<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>o Thuy Linh<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSai Gon University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tVO Thuy Linh works a an English teacher in Sai Gon University, Ho Chi Minh city, Vietnam. Her research interests are teaching English pronunciation and using technologies in teaching languages, especially, mobile-learning (M-learning) is the one she is investigating for her PhD thesis. She would like to be a participant as presenter at the symposium and the main conferences of Glocall 2019. Besides, she agrees that communicating in a target language frequently influences learning that one positively. This means it is more important and effective\u00a0 than\u00a0 getting high marks at language examinations. \u00a0Beside researching positive teaching method, she expects chances to exchange teaching experience.<\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tInvestigating the role of language in knowledge building using social media<\/strong><\/span><\/span><\/div>\n
\n\t\tA<\/em><\/strong>zlin Zaiti Zainal<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
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\n\t\tRoom A103<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 15:30<\/span><\/span><\/div>\n
\n\t\tThe international virtual exchange project – teachers’ perspectives<\/strong><\/span><\/span><\/div>\n
\n\t\tEric Hagley\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Muroran Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tJoseph Dias\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Aoyama Gakuin University<\/em><\/span><\/span><\/div>\n
\n\t\tMatthew Cotter\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Hokusei Gakuen Junior College<\/em><\/span><\/span><\/div>\n
\n\t\tEric Hagley is an associate professor at Muroran Institute of Technology in the north of Japan. He created the International Virtual Exchange Project (IVEProject) which has had over 15, students from 14 countries participating in Virtual Exchange (VE) over the last 4 years. The IVEProject continues to expand and is one of many VE that are changing the way communicative\u00a0 language teaching is being taught. \u00a0He has written and \u00a0presented \u00a0on VE extensively. He is the co-chair and president of the Asia Pacific Virtual Exchange Association (APVEA) and was vice-president of PacCALL from 2009 to 2018. He is also head of the Quiz Quality Assurance Project for MoodleReader (mReader).<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tJoseph Dias is a professor in the English Department of Aoyama Gakuin University where he coordinates the Integrated English Program and teaches courses in intercultural communication and food culture. His research interests include telecollaborative exchanges and learner autonomy. He is currently a reviewer for the JALTCALL Journal.<\/span><\/span><\/div>\n
\n\t\tMatt Cotter, formally a primary school teacher in NZ lectures at Hokusei Gakuen University Junior College in Sapporo, Japan. His research interests include CALL, intercultural communication, indigenous cultures and English beyond the classroom.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tFraming a pattern language for CALL design<\/strong><\/span><\/span><\/div>\n
\n\t\tSusan Sun<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tAuckland University of Technology, New Zealand<\/em><\/span><\/span><\/div>\n
\n\t\tSusan Sun is a senior lecturer in the School of Language and Culture at the Auckland University of Technology, New Zealand. Her research focus in recent years has been on designing for computer assisted language learning (CALL). She has published several articles on the topic.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tNarrative inquiry into language teachers\u2019 agency in their ICT adoption<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Huy Cuong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Economics and Law, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Cuong Pham is deputy head of the Department of Foreign Languages at the University of Economics and Law, Vietnam National University. He obtained his PhD in Applied Linguistics from Massey University, New Zealand. His research interests include language learning motivation and emotion, learner agency, and lifewide adaptive language learning.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tP<\/strong>eerEval: Improving students\u2019 L2 speaking through mobile-assisted peer feedback<\/strong><\/span><\/span><\/div>\n
\n\t\tJunjie Gavin Wu<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tCity University of Hong Kong, China<\/em><\/span><\/span><\/div>\n
\n\t\tGavin has been teaching in universities since 2015 and is doing his PhD in technology- enhanced language learning in Hong Kong. He serves on the committee of GLoCALL, ALT Annual Conference and OER19 Conference. He received two awards from the Hong Kong Association for Applied Linguistics (HAAL) in 2018. His publications have appeared in several internationally reputable journals, including Language in Society.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tAre Thai students ready for mobile-assisted language learning?<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>hiphawin Srikrai<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tSuranaree University of Technology, Thailand<\/em><\/span><\/span><\/div>\n
\n\t\tPhiphawin Suphawat Srikrai is an Assistant Professor in English at Khon Kaen University, Thailand. She obtained her Master of Applied Linguistics from Macquarie University, Australia and is now a PhD candidate in English Language Studies at Suranaree University of Technology, Thailand. Her interests are on computer-assisted language learning and project- based learning.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tThe effects of using nonnative speakers’ improvements for EFL: Influential affective factors<\/strong><\/span><\/span><\/div>\n
\n\t\tYasuko Okada\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Saitama Women’s Junior College, Japan <\/em><\/span><\/span><\/div>\n
\n\t\tTakafumi Sawaumi\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Ryutsu Keizai University, Japan T<\/strong><\/em><\/span><\/span><\/div>\n
\n\t\takehiko Ito\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/strong>Wako University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tYasuko Okada holds an MA in Japanese Language and Linguistics from the University of<\/span><\/span><\/div>\n
\n\t\tWashington, Seattle. She currently lectures at Seisen University and Saitama Women\u2019s Junior College. Her research interests include the application of new technologies to foreign language education, mixed methods research, and classroom-oriented research.<\/span><\/span><\/div>\n
\n\t\tTakafumi Sawaumi received a Ph.D. degree in social psychology from the University of Tokyo in 2015. He is an assistant professor at Ryutsu Keizai University where he teaches English and cross-cultural communication. He also teaches psychology at a few universities. His research interest is cross-cultural research in interpersonal communication.<\/span><\/span><\/div>\n
\n\t\tTakehiko Ito obtained a Ph.D. in Psychology from Tohoku University in Sendai. He has taught General Psychology, Educational Psychology, and Peace Psychology at Wako University for more than 30 years. His research interests include text mining and mixed methods in psychology and nursing science.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 14:35<\/span><\/span><\/div>\n
\n\t\tU<\/strong>n<\/strong>derstanding obstacles to online professional development through the lens of teachers’ attitude: A qualitative study in Vietnam context<\/strong><\/span><\/span><\/div>\n
\n\t\tTruong Thi My<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tHanoi University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tMy Truong is currently a lecturer of English at Hanoi University. She obtained a PhD and a Master of Research in Applied Linguistics at Macquarie University (Australia) in 2018 and 2015 successively, and a Master of Educational Studies at KULeuven (Belgium) in 2012. Her research interests include teacher professional development, L2 motivation, and educational research methodologies.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tU<\/strong>sing \u00a0film \u00a0dubbing \u00a0technique \u00a0to \u00a0enhance \u00a0VLU \u00a0freshmen\u2019s \u00a0acquisition \u00a0of \u00a0English<\/strong><\/span><\/span><\/div>\n
\n\t\tpronunciation and motivation<\/strong><\/span><\/span><\/div>\n
\n\t\tLe Huynh Ha Van<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tVa<\/em>n Lang University, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tI am a lecturer at Van Lang University, Ho Chi Minh city, teaching General English for Business students. I got a BA degree in TEFL and an MA degree in TESOL. Finding solutions to improve English communicative competence of students and enhance their motivation in English study are my major concerns.<\/span><\/span><\/div>\n
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\n\t\tRoom B101<\/span><\/span><\/div>\n
\n\t\t15:20 ~ 15:45<\/span><\/span><\/div>\n
\n\t\tJapanese EFL learners\u2019 use of online translation as a dictionary substitute in academic<\/strong><\/span><\/span><\/div>\n
\n\t\twriting classrooms<\/strong><\/span><\/span><\/div>\n
\n\t\tMakimi Kano<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tKyoto Sangyo University, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tMakimi Kano is a professor in the Faculty of Cultural Studies at Kyoto Sangyo University, Japan. Her research interests include corpus-based lexical research, lexicography, extensive reading, extensive listening, and vocabulary acquisition.<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tArtificial \u00a0intelligence \u00a0technology \u00a0for \u00a0EAP \u00a0speaking \u00a0skills: \u00a0Student \u00a0perceptions \u00a0of opportunities and challenges<\/strong><\/span><\/span><\/div>\n
\n\t\tB<\/em><\/strong>in Zou\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>X<\/em>i’an Jiaotong-Liverpool University, China<\/em><\/span><\/span><\/div>\n
\n\t\tSara Liviero\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>X<\/em>i’an Jiaotong-Liverpool University, China<\/em><\/span><\/span><\/div>\n
\n\t\tDr. Bin Zou received his PhD from the University of Bristol (UK). He has taught EAP at Xi’an Jiaotong-Liverpool University, China since 2008. He is a fellow of UK Higher Education Academy and the Editor-in-Chief of the International Journal of Computer-Assisted Language Learning and Teaching published by IGI Global, USA.<\/span><\/span><\/div>\n
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\n\t\tRoom C102<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tP<\/strong>laying with words: Poetry and CALL<\/strong><\/span><\/span><\/div>\n
\n\t\tSuzan Stamper<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tYew Chung College of Early Childhood Education, Hong Kong<\/em><\/span><\/span><\/div>\n
\n\t\tSuzan is a Senior Lecturer at YCCECE in Hong Kong. She has been an active member of TESOL’s Computer-assisted Language Learning Interest Section since 1994.<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tU<\/strong>sing data-driven language learning in the Vietnamese EFL context: Developing an error-highlighting system for academic Writing with online corpora<\/strong><\/span><\/span><\/div>\n
\n\t\tStewart Utley\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/em><\/strong>B<\/em>ritish University Vietnam, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tJasper Roe\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>B<\/em>ritish University Vietnam, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tStewart Utley has worked and taught in the higher education sector in Vietnam for the past 4 years. Whilst the majority of his work has been as an English teacher, he has also worked extensively on providing training on pedagogy and contemporary concepts in education for both\u00a0 the\u00a0 Vietnamese public and \u00a0private sector. \u00a0He is currently pursuing his Masters of Business Administration at Tampere University of Applied Sciences, Finland.<\/span><\/span><\/div>\n
\n\t\tJasper Roe is an experienced English for Academic Purposes instructor with a range of experience across both his native UK and East Asia. He holds postgraduate certifications in English teaching from Cambridge University and a Master’s degree from Uppsala University, Sweden<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t12:30 ~ 12:55<\/span><\/span><\/div>\n
\n\t\tIncorporating virtual exchange into the English communication classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tEric Hagley<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMuroran Institute of Technology, Japan<\/em><\/span><\/span><\/div>\n
\n\t\tEric Hagley is an associate professor at Muroran Institute of Technology in the north of Japan. He created the International Virtual Exchange Project (IVEProject) which has had over 15, students from 14 countries participating in Virtual Exchange (VE) over the last 4 years. The IVEProject continues to expand and is one of many VE that are changing the way communicative\u00a0 language teaching is being taught. \u00a0He has written and \u00a0presented \u00a0on VE extensively. He is the co-chair and president of the Asia Pacific Virtual Exchange Association (APVEA) and was vice-president of PacCALL from 2009 to 2018. He is also head of the Quiz Quality Assurance Project for MoodleReader (mReader).<\/span><\/span><\/div>\n
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\n\t\tRoom B102<\/span><\/span><\/div>\n
\n\t\t14:10 ~ 15:10<\/span><\/span><\/div>\n
\n\t\tEmerging trends in language classrooms: challenges and implications for teaching and learning<\/strong><\/span><\/span><\/div>\n
\n\t\tDanyang Zhang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Cambridge, UK <\/em><\/span><\/span><\/div>\n
\n\t\tHarwati Hashim\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>National University of Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tJunjie Gavin Wu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>City University of Hong Kong <\/em><\/span><\/span><\/div>\n
\n\t\tTran Le Nghi Tran\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>The University of Queensland<\/em><\/span><\/span><\/div>\n
\n\t\tHarwati Hashim is a Senior Lecturer\/Assistant Professor at the Centre for Teaching and Learning Innovations, Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She is an educational technology enthusiast and an e-learning practitioner. Her areas of concentration are ESL, mobile learning, Mobile-assisted Language Learning (MALL), technology acceptance<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tLanguage (ESL).<\/span><\/span><\/div>\n
\n\t\tDanyang Zhang is a PhD candidate at University of Cambridge. Her research interests include CALL, MALL and second language vocabulary acquisition. Danyang has published her work in peer-reviewed journals (e.g., Applied Linguistics ) and presented her projects in many conferences including BERA Annual Conference and EUROCALL . She is the winner of the BJET Best EdTech Paper 2018.<\/span><\/span><\/div>\n
\n\t\tGavin has been teaching in universities since 2015 and is doing his PhD in technology- enhanced language learning in Hong Kong. He serves on the committee of GLoCALL, ALT Annual Conference and OER19 Conference. He received two awards from the Hong Kong Association for Applied Linguistics (HAAL) in 2018. His publications have appeared in several internationally reputable journals, including Language in Society.<\/span><\/span><\/div>\n
\n\t\tTran Le Nghi TRAN is an experienced teacher and teacher trainer who is currently a PhD student and casual academic at The University of Queensland, Australia. Her research interests include educational technologies, mobile learning, computer-assisted pronunciation training (CAPT), online learning, and language testing and assessment.<\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t09:00 ~ 09:25<\/span><\/span><\/div>\n
\n\t\tA case study on language game elements and students\u2019 satisfaction for improving<\/strong><\/span><\/span><\/div>\n
\n\t\tvocabulary among secondary school students<\/strong><\/span><\/span><\/div>\n
\n\t\tTan Choon Keong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversiti Malaysia Sabah, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tT<\/em>an<\/em>, Choon Keong (PhD) is an Associate Professor with The Faculty of Psychology and Education in Universiti Malaysia Sabah at Kota Kinabalu, Sabah, Malaysia. He has more than 17 years of experience as a lecturer in the disciplines of e-learning, multimedia and educational technology at the university. Prior to this job attachment, he served as a secondary school teacher for 13 years specialising in the teaching of English Language and Social Sciences. His current research interest is the use of computer technology to improve the learning of undergraduates and school students. He has published a number of papers related to creativity in education, e-learning and multimedia in higher education.<\/em><\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t09:45 ~ 10:10<\/span><\/span><\/div>\n
\n\t\tU<\/strong>n<\/strong>derstanding \u00a0preservice \u00a0teachers\u2019 \u00a0perceptions \u00a0of \u00a0their \u00a0abilities \u00a0for \u00a0technology<\/strong><\/span><\/span><\/div>\n
\n\t\tin<\/strong>t<\/strong>egration in the Vietnamese context<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Bich Dieu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tKeanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Nottingham Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tChoon Keong Tan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Universiti Malaysia Sabah, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tMs. Dieu B. Nguyen is currently a lecturer at University of Foreign Language Studies, the University of Danang. She is doing her PhD in TESOL at Universiti Malaysia Sabah, Malaysia. Assoc. Prof. Lee Kean Wah is currently the Director of Undergraduate Studies, the School of Education, University of Nottingham, Malaysia Campus (UNMC). Before joining UNMC, Dr Lee was the Head of TESL Programme, Faculty of Psychology and Education, Universiti Malaysia Sabah. Dr Lee is Vice President of PacCALL (Pacific Association of Computer-Assisted Language Learning) and Member for Global Higher Education Network (GHEN)<\/span><\/span><\/div>\n<\/div>\n
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\n\t\tAssoc. Prof. Tan Choon Keong is the Head of E-Learning Unit (UNEP), Deputy Editor-in-Chief, International Journal on E-Learning Practices (IJELP), Faculty of Psychology and Education, Universiti Malaysia Sabah.<\/span><\/span><\/div>\n
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\n\t\tRoom B103<\/span><\/span><\/div>\n
\n\t\t10:20 ~ 10:45<\/span><\/span><\/div>\n
\n\t\tEffective use of blended learning in teaching and learning English at the Academy of<\/strong><\/span><\/span><\/div>\n
\n\t\tJournalism and Communication<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi Ha<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em>iet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tI am an English teacher at The Academy of Journalism and Communication in Hanoi. I have been working as an English teacher for more than 10 years. I have passion for teaching and learning English.<\/span><\/span><\/div>\n
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\n\t\tVi<\/strong>rtual presentations<\/strong><\/span><\/span><\/div>\n
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\n\t\tThe use of Youtube to complete assignments among students <\/strong><\/span><\/span><\/div>\n
\n\t\tPramela Krish\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Kebangsaan Malaysia, Malaysia <\/em><\/span><\/span><\/div>\n
\n\t\tQusairie Iswayuri\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Universiti Kebangsaan Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tPramela is an Assoc Professor at the School of Language Studies and Linguistics.<\/span><\/span><\/div>\n
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\n\t\tFacilitating cultural exchange and fostering 21st century \u00a0skills among non-English majors using Skype in the classroom<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Dieu Ngoc\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>P<\/em>osts and Telecommunications Institute of Technology, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>ilma Badua-Liwan<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tMai Thi Phuong Thao\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Da<\/em>n<\/em>an<\/em>g University of Economics, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tNgoc Nguyen is an English lecturer at Posts and Telecommunications Institute of Technology, a Microsoft Innovative Educator Expert and a Skype Master Teacher. She received a B.A. in English for Science and Technology from Hanoi University of Science and Technology and an M.A. in TESOL from Northumbria University. Her research interests include language and technology, learner autonomy, and ELT methodology.<\/span><\/span><\/div>\n
\n\t\tThao Mai Thi Phuong is an English lecturer at Danang University of Economics. She received a\u00a0 B.A in\u00a0 English\u00a0 from Danang University of Foreign Languages and \u00a0an M. \u00a0A in Applied Linguistics for TESOL from Northumbria University, UK. Her research interests include language learners’ identity, intercultural competence, ELT methodology, and telecollaboration. She has authored 12 English reference books for Primary students.<\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
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\n\t\tThe affordances of the flipped classroom approach in EFL teaching<\/strong><\/span><\/span><\/div>\n
\n\t\tNguyen Huu Anh Vuong<\/em><\/strong><\/span><\/span><\/div>\n
\n\t\tUniversity of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n<\/div>\n
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\n\t\tNguyen Huu Anh Vuong is currently a PhD student at University Malaysia Sabah, Malaysia. He is also a lecturer at University of Foreign Language Studies, the University of Da Nang, Viet Nam. He holds an MA in Applied Linguistics (The University of Queensland, Australia) and a BA in English Language (University of Foreign Language Studies – UD, Vietnam). His areas of interest include CALL and language teaching methodology.<\/span><\/span><\/div>\n
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\n\t\tD<\/strong>eveloping the ability to use technology in education for pre-service English teachers in Vietnam: Why ineffective?<\/strong><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>o Thi Kim Anh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tV<\/em><\/strong>incent Pang\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah<\/em><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>eanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Nottingham Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tVo Thi Kim Anh is a senior lecturer of University of Foreign Language Studies, one university member of The University of Danang. She earned her Master of Linguistics from The University of Danang in 2002 and her second Master degree is Master of TESOL offered by The University of Queensland in 2006. Currently, she is a Ph.D student in Universiti Malaysia Sabah. Her fields of research are TESOL and Evaluation.<\/span><\/span><\/div>\n
\n\t\tVincent Pang holds a Doctorate Curriculum Evaluation from RMIT University. He is the Director of the Centre for Teaching Excellent and Academic Quality, as well as a professor in the Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS). He is currently a member of Social Science and Humanities Accreditation Committee of the Malaysian Qualification Agency. He is also a Professorial fellow in the School of Education of Charles Darwin University, Australia. Pang is also an editor of the Malaysian Journal of Learning and instruction, an Associate Research Fellow of the National Higher Education research Institute (IPPTN).<\/span><\/span><\/div>\n
\n\t\tLee Kean Wah is an Associate Professor in the School of Education, University of Nottingham<\/span><\/span><\/div>\n
\n\t\tMalaysia Campus. He is also the Director of Undergraduate Studies. He holds a PhD in Applied Linguistics degree from University of Lancaster, U.K. He is the Vice-President and Treasurer of Pacific Association of Computer-Assisted Language Learning (PacCALL) and sits in a number of Editorial Boards of journals related to CALL, and Language Education.<\/span><\/span><\/div>\n
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\n\t\tICT Integration in Teaching English in Vietnam Through the Lens of SAMR Model<\/strong><\/span><\/span><\/div>\n
\n\t\tP<\/em><\/strong>ham Thi To Nhu\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Foreign Language Studies – UD, Viet Nam<\/em><\/span><\/span><\/div>\n
\n\t\tChoon Keong Tan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah<\/em><\/span><\/span><\/div>\n
\n\t\tK<\/em><\/strong>eanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>University of Nottingham Malaysia<\/em><\/span><\/span><\/div>\n
\n\t\tPham Nhu has been a lecturer at University of Foreign Language Studies, the University of Danang for over 20 years. She has has a few studies in ICT and now, she is a Ph. D student of UMS, Universiti Malaysia Sabah.<\/span><\/span><\/div>\n
\n\t\tAssoc. Prof. Tan Choon Keong is the Head of E-Learning Unit (UNEP), Deputy Editor-in-Chief,<\/span><\/span><\/div>\n
\n\t\tInternational Journal on E-Learning Practices (IJELP), Faculty of Psychology and Education, Universiti Malaysia Sabah<\/span><\/span><\/div>\n
\n\t\tDr \u00a0Lee \u00a0Kean \u00a0Wah \u00a0is \u00a0an \u00a0Associate \u00a0Professor \u00a0at \u00a0the \u00a0School \u00a0of \u00a0Education, \u00a0University \u00a0of<\/span><\/span><\/div>\n
\n\t\tNottingham, Malaysia Campus (UNMC). Before joining UNMC, Dr Lee was the Head of TESL Programme, Faculty of Psychology and Education, Universiti Malaysia Sabah. Dr Lee is Vice President of PacCALL (Pacific Association of Computer-Assisted Language Learning) and Member for Global Higher Education Network (GHEN)<\/span><\/span><\/div>\n<\/div>\n
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\n\tExploring more strategies in mobile app discussion<\/strong><\/span><\/span><\/div>\n
\n\tChai Xun Yu<\/em><\/strong><\/span><\/span><\/div>\n
\n\tUniversity of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\tChai Xun Yu is currently pursuing her Ph.D in the University of Nottingham Malaysia (UNMC). She holds a B.Ed. in TESL from the University of Selangor and reads her MA TESOL in UNMC. She has presented in several international conferences and published in reputable journals. Her area of research is on creativity in education.<\/span><\/span><\/div>\n
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\n\tDi<\/strong>scipline specific language learning through a mobile application: a user evaluation of th<\/strong><\/span>e Excel@English<\/strong><\/span><\/a> a<\/strong>pp<\/strong><\/span><\/span><\/div>\n
\n\tK<\/em><\/strong>ohnke Lucas<\/em><\/strong><\/span><\/span><\/div>\n
\n\tHong Kong Polytechnic University, Hong Kong<\/em><\/span><\/span><\/div>\n
\n\tLucas Kohnke is a Teaching Fellow at The Hong Kong Polytechnic University. His research interests include technology-supported teaching and learning, professional development using information communication technology and mentoring. Lucas has published in the TESOL Journal , RELC Journal , and Journal of Education for Teaching.<\/span><\/span><\/div>\n
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\n\tInvestigating the best practices in the training to use ICT by teacher trainees within classrooms between two Universities in Malaysia and Vietnam using Vedung’s Taxonomy on policy instruments<\/strong><\/span><\/span><\/div>\n
\n\tA<\/em><\/strong>l<\/em><\/strong>vin Auh\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/em><\/strong>Universiti Malaysia Sabah, Malaysia <\/em><\/span><\/span><\/div>\n
\n\tChoon Keong Tan\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>Universiti Malaysia Sabah, Malaysia <\/em><\/span><\/span><\/div>\n
\n\tKeanWah Lee\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0<\/strong>University of Nottingham Malaysia, Malaysia<\/em><\/span><\/span><\/div>\n
\n\tTan Choon Keong (PhD) is currently serving as an Associate Professor with the Faculty of Psychology and Education, Universiti Malaysia Sabah, Kota Kinabalu, Sabah, East Malaysia. He had served 14 years as a lecturer in the discipline of e-learning, multimedia and educational technology at the university. He was an educational technology lecturer at the Ilmu Khas Teacher Education Institute (IPG) for 2 years before joining UMS. He was also as a secondary school teacher for 16 years teaching English Language, Geography and Accounting. His main interest\u00a0 in\u00a0 research is\u00a0 on the use of ICT to \u00a0improve the learning and \u00a0also the creative potentials of undergraduates and school children. He has published numerous journal papers on creativity, e-learning and multimedia in higher education.<\/span><\/span><\/div>\n
\n\tDr Lee Kean Wah is an Associate Professor at the School of Education, University of Nottingham, Malaysia Campus (UNMC). Before joining UNMC, Dr Lee was the Head of TESL Programme, Faculty of Psychology and Education, Universiti Malaysia Sabah. Dr Lee is Vice President of PacCALL (Pacific Association of Computer-Assisted Language Learning) and Member for Global Higher Education Network (GHEN)<\/span><\/span><\/div>\n
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GloCALL 2019 GLOBALIZATION AND LOCALIZATION IN COMPUTER-ASSISTED LANGUAGE LEARNING Updated: 2019\/08\/30 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22],"tags":[],"_links":{"self":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/551"}],"collection":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/comments?post=551"}],"version-history":[{"count":0,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/551\/revisions"}],"wp:attachment":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/media?parent=551"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/categories?post=551"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/tags?post=551"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}