Presentation Proposals for GLoCALL 2021

Opened: Saturday, 1 December 2018, 12:00 AM [JST]

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Title Review Type Main presenter Abstract
407-V 625 Exploring EFL Students’ Perceptions of Zoom Breakout Room Experiences %
Virtual presentation Dr. Andrea Rakushin Lee
As a result of the COVID-19 pandemic, many educators had to transition from face-to-face to online classes. Zoom has become a popular platform for live, online classes in different educational contexts including English language learning. This phenomenological study sought to gain insight into South Korean students’ satisfaction with Zoom breakout rooms in English communication classes. Participants included 25 undergraduate students attending English communication classes at a university in central South Korea. Data collection comprised an open-ended survey, a focus group, and individual interviews. Data analysis centered on examining significant statements and developing themes. The results of this study indicate that most students were satisfied with using Zoom breakout rooms for EFL classes. Furthermore, students expanded on various benefits of using Zoom breakout rooms and provided recommendations for improvement. This paper concludes with practical implications and suggestions for future research pertaining to the use of Zoom breakout rooms in EFL classes. There were different activities carried out in the breakout rooms. Some examples of these will also be discussed.
219-P 626 Exploring Preservice Teachers’ Experiences and Perceptions of Flipped Learning in the COVID-19 Era %
Paper (25 minutes) Dr. Eunjeong Park
This mixed-methods study explored preservice teachers’ experiences and perceptions of flipped learning in the COVID-19 era. Thirty Korean EFL preservice teachers (the age range is 22-24) participated in survey research; fifteen of them joined the interviews in this study. For data analysis, survey data were analyzed along with descriptive statistics (e.g., means, standard deviation, and percentage). Then, thematic analysis was used to analyze the interview data. Thematic analysis is useful in exploring recurring themes and patterns in qualitative research. The findings revealed that the preservice teachers deeply considered flipped learning as useful for self-regulation and autonomy. They also discussed the advantages and challenges of flipped learning. In terms of online sessions for previewing, however, they perceived the need for instant feedback from their professor and interactions with their peers. Lastly, the preservice teachers argued that the online sessions before the class should be closely connected to their learning in class. Pedagogical implications are also discussed in this study.
410-P 628 Effects of online writing-up-research courses on English-majored students’ motivation: a survey at a university %
Virtual presentation Ms. Hong Nhung Nguyen
It is an indisputable fact that conducting scientific research requires a great deal of effort. Besides, research writing skills are compulsory for undergraduate students to master so that they are competitive in labor market. Recently, due to social distancing, which learners have been exposed to distance learning in hundreds of countries, the undergraduates have found acquiring in-depth knowledge of how to undertake scientific papers in online classes more challenging than in traditional ones. This study aims to determine how juniors’ and seniors’ motivation were affected when they anticipated virtual courses of research writing in a foreign languages department at a university. The study commenced when the impacts of distance learning on students’ impetus were theoretically classified into two groups, external group and the internal. Six factors including assessment practices, social influences, instructional materials, anxiety, goal orientation, and attitudes towards such a learning approach were taken into our considerations. Then, a survey was conducted with the participation of approximately 100 English-majored students. According to the findings, assessment practices and instructional materials gained no influences upon the students’ motivation because they remained unchanged regardless of which kind of learning approaches. The undergraduates’ inclination was externally affected by social factors such as former students’ beliefs, peer influences, and home supports. Regarding internal factors, goal orientation had a profound impact on students’ impetus.
326-P 629 Online Games and Language Learning - Connecting the Dots %
Paper (25 minutes) Mr. Rino Shafierul Azizie Shahrir Raghbir
The study explores the compatibility of existing theoretical models related to the implementation of online games in language learning. The paper attempts to systematically review past studies in terms of theories, conceptual frameworks, and models that measure and analyse the effectiveness of online games as means of language learning. Specifically, the paper looks into selected latest studies that focus on investigating the use of online gaming and language learning in terms of variables/factors, methodologies, and results/findings. The primary search is conducted using the following databases: Web of Science (WoS), ScienceDirect, IEEE Xplore, JSTOR Archive, Scopus, and SAGE Journals. The inclusion criteria consist of research articles published between January 2015 to June 2021, full text must be available, research articles are to be written in English language, and conference abstract papers are excluded. In order to project a systematic account reflecting the progression of online gaming and language learning related studies, the implications and recommendations by past studies will also be delineated.
408-V 630 Nearpod: Is It Effective in Boosting Freshman's Interactivity %
Virtual presentation Ms. Van Le
Interactivity is one of the crucial factors contributing to the success in foreign language learning. However, in many countries, online learning is currently being conducted to stop the spread of Covid-19 pandemic. Therefore, it is challenging to maintain adequate interaction between students and teachers or among students. Various platforms have been employed to improve the efficiency of online interaction in the study process such as Zoom, Google Classroom, Microsoft Teams, Skype, Team Link, etc. Among those useful tools, Nearpod has emerged as an all-round solution for online teaching, particularly in English teaching since it can ensure the interactivity among teachers, students and the materials. This research aims to investigate whether Nearpod, a tool aiding online study, increases student’s interactivity in English learning. Two hundred and four freshmen at Van Lang University (VLU), Ho Chi Minh City, Vietnam, participated in this project for eleven weeks. Mixed-method approach was used together with 2 data collection instruments: Perception of Online Interaction Scale (a Likert questionnaire) and open-ended questions. The results indicate that the use of Nearpod boosts interaction in online English learning. The findings have a significant contribution to facilitating virtual study which is inevitable in the hazardous infection of Covid-19 virus.
235-P 631 Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates %
Paper (25 minutes) Prof. Jasmin Cowin
Post-pandemic, teacher education programs across the globe are searching for alternative pathways addressing practicum and fieldwork completion for teacher candidates. Simulation-based learning (SBL) with emotionally intelligent student avatars no longer seems a futuristic endeavor. Organizations focusing on medicine, nursing education, aviation, corporate work safety training, and the military have used simulations for years, enabling trainees to make decisions based on best industry standards through practice in virtual environments. With the growing diverse population in US schools, it is essential for Teaching English as a Second Language (TESOL) teachers to practice incorporation of culturally responsive pedagogy and providing a safe environment for English Language Learners (ELLs). This presentation focuses on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion. The presentation and paper will identify, illustrate, and interpret practice-based teacher education (PBTE) and SBL. PBTE illustrates high-level teaching practices, with a specific focus on situated context of use. A PBTE model in SBL can engage TESOL teacher candidates in task-based approaches and help candidates to solidify their knowledge of the distinctions between teaching approaches, methods and techniques.
218-P 632 What they need and want: Unpacking post graduate students’ Hierarchy of Needs for meaningful online teaching and learning experiences %
Paper (25 minutes) Dr. Jennifer Tan
This exploratory study focuses on a group of post graduate students in a Malaysian private university who have been studying remotely for almost 2 years since the Covid 19 pandemic began in March 2020. The study has three main aims; firstly to identify the online learning needs of graduate student, secondly to unpack and understand these needs by referring to Maslow’s Hierarchy of Needs (1943) and thirdly to propose practical means in order to maintain a somewhat similar level of rigor as accustomed to by the students in the physical classroom. Using the qualitative approach, 12 post graduate students at various stages of study were provided questions via GoogleDoc which comprised of two parts; their online experiences and their Wishlist as online learners. These questions served as points for critical reflections as they participated in a 2.5 hour long online focus group discussion. Findings showed that while students identified certain basic needs as necessary for successful online teaching and learning, higher level needs such as the physiological and self fulfilment needs were also necessary in order to experience meaningful learning experiences in the online learning space.
222-W 633 Tag games: How to use #tags in professional and language development %
Workshop (60 minutes) Vance Stevens
This session introduces the concept of #tags and empowers participants to exploit their power in professional and language development. The session presents examples where #tags are used in language learning, and by teachers pursuing professional development; notably by using them effectively at conferences such as this one. There are often delegates attending conferences who use #tags to share content conference-wide with others following the tagged feeds, often in Twitter. The presenter will show participants how they can use #glocall2021 at this conference to share commentary across parallel sessions and create back-channels for discussion throughout the conference. To illustrate, we play a number of “#tag games” to create a set of tagged objects that participants can retrieve instantaneously through techniques learned at the workshop. We then extend our games to show how this can extrapolate to language learning; e.g. a project where teachers around the world had their students blog content online, and then find one another anywhere in the world using the tag #writingmatrix. Through exploration and using the tools to recapture what they have learned, teachers will leave the workshop with a greater understanding of tagging and its possibilities in language learning and in their networked professional development.
220-P 634 Assessing Children's Perceptions of their Moral Values using An Online Picture-Based Value Survey %
Paper (25 minutes) Prof. LayHuah Goh
The Industrial Revolution 4.0 (IR 4.0) has changed how we live, work, and communicate; it is likely to change the values held by children, and the strength of their values. This research investigated 109 children’s perceptions of the current level of their moral values and compared it with the level of their perceived ideal moral values. The respondents were between the ages of eight to eleven from an international school in Selangor. The study utilized a picture-based values instrument via an online survey. The instrument design was adapted from the Animated Values Instrument (Collins et al. , 2016) and the values content was adapted from the core values in the Malaysia Moral Education framework (Vishalache, 2010). Fourteen moral values were included in this research. Examples of the values are respect, honesty, kindness, responsibility and humility, among others. Findings revealed that there was significant difference between the children’s perception of the strength of their current values and that of their perceived ideal of the values. Future research may explore interventions to bridge the gap to enhance the values held by the children so that they can develop into balanced individuals who can better handle the demands of the 21st century.
217-P 636 Investigating the relationship between prereaders’ visual attention and their storytelling ability after listening to passages with/without pictures with support from the eye tracker %
Paper (25 minutes) Prof. Siew Ming Thang
In the Malaysian context, there are numerous studies that explored young learners’ literacy skills but none that uses the eye-tracking device to track the cognitive processes of prereaders when they are reading picture storybooks. For this project 22 prereaders (4-5 years old) listened to brief stories in four conditions: (a) only static text with narration (text condition), (b) oral narration and a picture that was congruent with the narration (congruent condition), (c) oral narration and an incongruent picture (incongruent condition), and (d) only picture with text but no oral narration (control condition). For the qualitative inquiry, the 22 prereaders were divided into three categories “Good”, “Average”, and “Weak” based on the ratings done by three independent raters on the quality of their storytelling. The patterns of their storytelling will be explored to see how their storytelling are affected by the four conditions and objects specifically mentioned in the stories. These findings will be correlated with the results of their eye movements derived from eye-tracking analysis to enable a better understanding of how the inclusion of pictures facilitates understanding of the narration and influence comprehensive ability. The findings and implications will be shared during the presentation.