Presentation Proposals for GLoCALL 2021

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

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Title Review Type Main presenter Abstract
310-P 637 Investigating prereaders’ visual attention and story comprehension ability with a congruent/incongruent paradigm: An eye-tracking study %
Paper (25 minutes) Dr. Hoo Keat Wong
Sharing picture storybooks with young children is one of the useful sources of developing literacy skills. Due to the cross-channel connections between auditory representations and pictorial representations, it is generally belief that the presentation of narration that is coherent with the picture and text content may add to children’s story comprehension. In this presentation we will present an eye tracking study conducted on 22 four–five-year-old Malaysian prereaders. They were tested for story comprehension ability while their eye movements were being recorded to find out to what extent the inclusion of pictures facilitates understanding of the narration and influence looking pattern. Each of the children listened to brief stories in four conditions: (a) only static text with narration, (b) oral narration and a picture that was congruent with the narration, (c) oral narration and an incongruent picture, and (d) only picture with text but no oral narration. To test if children make an association between narration and visual images during storybook reading, their recorded eye movements, which could reflect processing of relevant/irrelevant visual depictions, were statistically analysed. Based on the associations between looking strategies, story comprehension scores, and vocabulary skills, in this paper presentation, we will discuss the implications for creating digital picture storybooks (e.g., implementing additional stimulus manipulations to promote the integration of the narrative and nonverbal information when listening to storybooks).
208-P 638 A Case Study on Early Childhood Educators’ Experiences in Using Digital Resources for Online Education in Malaysia. %
Paper (25 minutes) Ms. Revati Ramakrishnan
Teaching and learning in early childhood education have predominantly been conducted in physical settings. Generally, this has been the norm for early childhood education since young children benefit from concrete materials and experiences. However, due to the ongoing pandemic, countries were compelled to implement online education including for early childhood. As a result of this drastic shift from traditional ways of teaching and learning to online education in early childhood, there is a pertinent need to explore early childhood educators’ experiences in using digital resources for online education. Past studies have highlighted the types of digital resources as well as how these impacted young children’s learning and engagement positively albeit in mostly physical classroom settings (Gillen and Kucirkova, 2018; Altun 2018; Van der Westhuizen, Hannaway, 2021). The aim of this study is to explore early childhood educators’ perspectives and experiences on the following questions: What were the digital resources used during online teaching & learning? How were the digital resources used during online teaching & learning? How did these digital resources support children’s engagement in online learning? The study employs a qualitative methodology which comprises document analysis of early childhood educators’ written lesson plans and self-reflections.
203-W 639 Language Learning Principles, Katakana Fighter, and Game Design %
Workshop (60 minutes) Mr. Jeremy Robinson
Brown and Lee in Teaching by Principles share various language learning principles including: Automaticity, Transfer, Reward, Self-Regulation, Identity and Investment, Interaction, Languaculture, and Agency. This workshop will discuss these principles, and how games can be successfully designed to integrate one or more of these. It will also discuss the general benefits of game-based learning. Katakana Fighter is a free educational video game, currently in development, designed to help students with production and reception skills of the Japanese writing system of Katakana, increase Katakana reading speed, and increase general familiarity of Japanese vocabulary. As a part of this workshop, current progress on the game will be showcased, along with an exploration of the design and development process, and how certain principles of language learning are being utilized. The workshop will give an overview and explanation of the Expanded DPA Framework for Game Design (Brian M. Winn) and will then guide participants in the first steps of designing their own educational game for possible development in the future.
213-P 640 Online Learning Engagement of Malaysian Students from Different School Types during Covid-19 Pandemic %
Paper (25 minutes) Dr. Nurjanah Mohd Jaafar
In Malaysia, there are a number of school types at the secondary level: national, vernacular, private and international. This study explored the perceptions of students from these different schools towards their online learning engagement using Fredricks et al.'s (2004) framework of behavioural, cognitive and emotional engagement. In addition to these variables, external support provided to the students will also be considered. To this end, a questionnaire that elicited information about students' online practices and online learning engagement was administered. 768 students from different school types responded to the questionnaire. ANOVAs were carried out to analyse and compare responses of students from these different schools. The paper will present the findings and the implications of the study.
233-P 641 Using DIY Virtual Tours to Promote Student-centred Learning in Foreign Language Classes %
Paper (25 minutes) Dr. Lay Shi Ng
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge, mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. This study proposes an online learning module that is fully developed by students to promote student-centred learning and learner engagement in online foreign language classes. This module allows students to design virtual tours on different topics based on the course syllabus through an oral presentation by using simple applications and software available online such as Kapwing and Filmora 9. Through this module, students are able to design the learning content for different topics. A focus-group interview was conducted after the implementation of this new learning method at the end of the semester and the findings of the thematic analysis show that the majority were satisfied with this Student-centred learning approach and they were feeling interested and motivated as the oral presentation practice and recording improved their pronunciation and confidence in speaking a foreign language.
314-P 642 Speaking self-efficacy and L2 motivational self system in Online EFL Emergency TBLT and TSLT Classes: A counter-balanced measures experimental study %
Paper (25 minutes) Mr. Nhat Quang Nguyen
Since 2020, many EFL emergency classes have been set up globally due to the outbreak of COVID-19. However, online education, especially emergency remote teaching or online emergency learning, is still in its infancy in Vietnam, with only limited studies on learner psychology. This research examined the effects of task-based language teaching and task-assisted language teaching, on EFL learners' L2 motivating self-system and speaking self-efficacy in online emergency classrooms. The researchers recruited two intermediate EFL non-English-majored first-year university student groups (n1=n2=30) at HQT Education, Hochiminh City. The participants alternatingly joined three TBLT and TSLT counterbalanced treatments about three different topics via ZOOM, a synchronous online meeting platform, in two months. After each lesson, an immediate test was conducted to investigate the students' perceived self-efficacy and L2 motivational self-system. Then, there was a two-week washout period to avoid sequencing interferences. Results of the between-groups and in-group t-tests and ANOVA tests with SPSS 20 suggested that the TBLT approach is more effective in motivating students' L2 motivational self system and their speaking efficacy in all alternating online emergency speaking lessons. This study is intended to aid teachers, policymakers, and educational researchers in developing future emergency teaching curricula with justifiable teaching methods.
324-P 644 The implementation of electronic European Language Portfolio (eELP) in a university English class and the effect on Learner Autonomy %
Paper (25 minutes) Prof. Takanori Omura
The research that successful learning can be achieved by self-management skills or high learner autonomy has drawn the attention of many researchers. Due to the development of technology in recent years, the effect of an electronic form of portfolio called e-portfolio towards language learning has been further expected. The purpose of the present study was to investigate how the implementation of e-portfolio can improve the students’ learner autonomy and how the students’ perception on e-portfolio can change over the academic year. The study participants were 37 first-year university students who took a general English course at a private university in Tokyo. The online surveys were administered at the start and end of one academic semester in order to compare the score in their learner autonomy and inspect their perception on e-portfolio. The results showed that the students’ learner autonomy slightly increased while the perception on e-portfolio was overall positive. By being able to manage their own learning, the present study revealed that the use of e-portfolio was substantially helpful for students to become more autonomous in language learning. The findings of the present study could also be applicable to a variety of instructional settings.
402-V 645 An Exploratory Descriptive study on Primary School Teachers Perception of Online Teaching %
Virtual presentation Ms. SHARON VIJAYA BALAKRISHNAN
The Covid-19 pandemic has caused unprecedented changes in the teaching and learning process resulting in the shift from face-to-face to online instructions. The shift to online teaching has raised concerns on the teachers’ digital competency and their challenges in online instructions. The current study explored English language teachers' perceptions and challenges faced during the sudden shift to online teaching mode. The study used exploratory descriptive approach and employed both survey and interview methods to collect data. A sample of 102 primary school English language teachers from government schools in Perak, Malaysia participated in the survey and 10 teachers were interviewed. The results revealed that teachers’ perceived ease of use of online teaching using Google Classroom, WhatsApp, and Telegram Groups in terms of utility and simplicity of the online teaching mode was high. The ease of use of the online tools suggests that teachers perceived the online teaching mode effective. Further, teachers who are not prepared to accommodate the changes, faced challenges in implementing online learning. Aspects such as online teaching strategies, psychological qualities, and technological competence among English language teachers confirmed as influential factors in online teaching practices. The research recommends the need for continuous professional development training programme for in-service teachers to improve their digital competency for effective online teaching experiences.
405-V 646 The Impact of the Podcast (BBC Sounds) to Raise Metacognitive Awareness in Developing L2 Listening Comprehension among Bangladeshi Undergraduate Learners %
Virtual presentation Ms. Azran Azmee Kafia
Drawing on Vandergrift’s (2006) metacognitive awareness raising listening questionnaire and using podcast technology to expedite undergraduate L2 listening comprehension this study was to explore if podcast helped learners develop listening comprehension and metacognitive awareness. The purpose of this study examined i) does a podcast, BBC sounds, play role in improving learners’ listening comprehension, ii) to what extent does the relationship between listening comprehension and metacognitive awareness help learners improve learning? To apprehend the research objectives, twenty Bangladeshi undergraduate EFL learners in the experimental group (n = 10) and the control group (n = 10) attended the intervention for five weeks during the pandemic. Participants of the experimental group received metacognitive instruction attending five transactional listening texts from the podcast, BBC Sounds, and performed on the worksheets designed on the pedagogical sequence (Vandergrift and Goh, 2012). Simultaneously, participants of the control group attended the same podcasts texts but the traditional product-based approach and performed the worksheets with comprehension questions. Both groups attended pre-test, post-test and two metacognitive awareness listening questionnaires (MALQ) before and after the intervention. The quantitative method research embodied the notion of triangulation for this study. Using one-way within-subjects ANOVA, the result revealed that there was a positive correlation (r= 0.63) between metacognitive awareness and L2 listening comprehension accounted for the total variance in the data. This study implied that podcasts could help learners to develop and be used by teachers to guide them systematically.
307-P 647 A case study of community service project: the online teaching and learning in Rohingya community preschool %
Paper (25 minutes) Ms. Rosalind Ahju
Covid-19 pandemic has caused all the Rohingya community preschool’s volunteer teachers to return to their respective country and shifted the preschool curriculum running its lessons online. Many Rohingya parents believed that their children would not learn from a classroom without the physical presence of a teacher and redrawn their children from attending preschool. This study aims to investigate the challenges faced by online preservice teachers. The knowledge gained in planning and implementation the online lessons will improve the quality of online learning. Seven diploma preservice teachers from a private university whose community project is teaching the Rohingya preschoolers online have undertaken this study. Data over a ten-week community service of 22 hours derived from video recordings, weekly discussions, and post-project reports. Findings showed that this project provided the preservice teachers with pedagogy and methodology knowledge of online teaching. The study has identified the problems related to internet connectivity issues, language barriers, and conflict between the preservice teachers and onsite facilitators.