Presentation Proposals for GLoCALL 2021

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

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Title Review Type Main presenter Abstract
306-P 648 Student-content interaction in online learning %
Paper (25 minutes) Dr. Van Thinh Le
Student-content interaction is crucial for the learning process. It is even more important when online teaching is conducted during the pandemic because students are supposed to be more independent and autonomous in online learning. However, few studies have been conducted to examine how students interact with their materials outside the classroom. The current study explored student-materials interactions through a survey at a university in Vietnam. Materials were classified into three different types: compulsory, recommended but not compulsory by teachers, or self-selected materials. Participants were 62 tertiary students who studied English as a major subject at the selected institution in the North of Vietnam in semester 1, 2021. The study found that a major of students interacted with compulsory and recommended materials by reading them, doing suggested activities, and discussing with friends. They also reported that they could understand and apply materials to do exercise but not remember the content. Based on the findings, practical implications and suggestions for future research were also provided.
313-P 649 Using Kahoot! to Teach English Vocabulary: Benefits, Actual Impacts, and Influencing Factors from Students’ Perspective. %
Paper (25 minutes) Dr. My TRUONG
Kahoot!, a game-based student response system (GSRS), has recently emerged as one popular teaching tool with the participation of seven million teachers worldwide to date (Kahoot!, 2021). In the field of English language teaching, Kahoot! is commonly used in vocabulary lessons because of its user-friendliness, and its potentials in boosting students’ motivation, engagement, and learning outcome (Wang, 2015). While the actual effectiveness of a teaching approach depends to a large extent on students’ perceptions, such conclusions on the benefits of Kahoot!, however, have been mostly generated from experts’ and teachers’ voices. This mixed-methods study, therefore, aims to explore (i) what students generally think about, (ii) what they perceive as the actual impacts, and (iii) what they believe as the factors affecting teacher’ use of Kahoot! in English vocabulary teaching. Based on data from 49 university students, collected via questionnaires and follow-up interviews, the findings revealed some interesting discrepancies between participating students’ perceptions and the common beliefs of experts and teachers in the literature about the benefits of Kahoot! and the factors influencing teachers’ use of this game. Such mismatch guarantees useful implications for educators who plan to use Kahoot! in English vocabulary lessons, and gamification approach in teaching more broadly.
309-P 650 Parents as tutors: How to navigate through remote learning during lockdowns %
Paper (25 minutes) Dr. Le Nghi Tran Tran
While countries across the world grapple with continuous lockdowns due to COVID-19 outbreaks, the education sector has adapted and moved on, with technology-enhanced learning becoming the norm in the new normalities. The pandemic has pushed parents to the front line of the learning-at-home battlefield, where the spotlight was traditionally focussed on teachers and students. The current study aimed to further understanding on the role and involvement of parents in their children’s learning at home, an important but under-researched area of the literature on teaching and learning. Mixed methods were adopted as the research design to collect quantitative and qualitative data from 183 parents of school-aged children in Vietnam in 2020. Results revealed that many parents become tutors who spent time: 1/ setting goals, 2/ supervising their children’s learning, 3/ assisting them with using technologies and solving problems, and 4/ making learning more engaging for their children. The study also identified advantages and challenges for parents while they involved in their children’s learning. The results indicates that only under 15% of the participants found remote learning ineffective or highly ineffective. The study offers practical implications for parents, students, teachers, and schools on how to navigate through remote learning during the pandemic.
212-P 652 The effects of online asynchronous forum discussions on students’ deep learning %
Paper (25 minutes) Prof. My Nhat Ton Nu Ton
During the pandemic, some teachers tried to use video conferencing tools such as Zoom, or Google Meet to organize synchronous video meetings with students and present their lessons, but do not sustain asynchronous forum discussions. The study examined the effects of asynchronous forum discussions on the learners’ autonomy and their deep learning. The study employed two groups: the controlled group with optional asynchronous forum discussions and the experimental group with compulsory asynchronous forum discussions about the lessons that students learnt synchronously with their teachers. Participants were 92 undergraduate students studying phonetics and phonology at a university in Vietnam. Findings showed that more students in the compulsory forum discussion group posted their discussions than those in the optional group. In addition, students in the experimental group could develop their deep learning. The findings suggest some pedagogical implications for teachers to sustain students’ deep learning.
311-P 653 A Template for Integrating Technology into Teaching Writing Skills in Emergency Distance Education %
Paper (25 minutes) Dr. Nguyen Anh Duc Dao
The coronavirus pandemic has caused schools to shut down and emergency remote teaching (ERT) and learning has become a typical situation that language teachers and learners around the world have found themselves dealing with. The shift from the traditional classroom to a digital educational setting in response to the crisis is never an easy and smooth procedure due to the lack of resources and facilities, inadequate planning, and ineffective pedagogical approaches. Besides, teaching writing skills requires sufficient amounts of learner engagement and interaction for expected outcomes to be achieved, which may expose the L2 teacher to even greater challenges in the virtual environment. This reflective paper aims to provide a template for integrating educational technology into teaching academic writing as a process in the current emergency context. It first identifies the challenges that might occur in each stage of the writing process in this novel context as well as reviews technologies available to the L2 writing teacher. Then, in the reflection section, the author discusses her application of various technological tools in her research paper writing classes. Implications for more effective use of the tools in the future are provided toward the end of the paper.
406-V 654 Schoology as an Online Learning Platform to Enhance English Abilities for Undergraduate Students. %
Virtual presentation Duy Linh Nguyen
Social networking media have become an indispensable part of language education that educators can apply in their teaching to effectively improve their student’s language ability. Among them, Schoology offers a social networking environment providing effective tools in promoting learners’ self-regulated learning (SRL). In this study, Schoology was applied as a learning channel for learners to work together with their teachers and their peers. Schoology – based self-regulated learning on non – English major undergraduates to enhance their English abilities was examined via pre-test and post-test, and their attitudes toward Schoology – based self-regulated learning (SBRL) were investigated through the questionnaire and semi-structured interviews. This mixed-method study was conducted during 8 weeks with 60 non-English majors including 30 students in an experimental group and 30 students in a controlled group. The results from the pretest and posttest showed that SBRL increased participants’ English abilities significantly. The data from the questionnaire and interviews indicated that students had positive attitudes toward SBRL. The findings of this study have confirmed that Schoology could possibly become an alternative online learning platform to support students’ learning process.
237-P 656 The Impacts of MOOC and Video Conferencing Deliveries on ESL Learners’ Vocabulary Learning Strategies and Written Performance %
Paper (25 minutes) Ms. Wee Ling Choo
This study explores the effects of online delivery on vocabulary learning strategies (VLSs) and written performance among tertiary ESL learners via Massive Open Online Courseware (MOOC) and video-conferencing. Fifty intermediate ESL learners completed a 5-week vocabulary learning strategies course on a MOOC platform while forty-four students learnt from the instructor synchronously on Microsoft Teams. The VLSs questionnaires administered revealed that there was an increase in the use of vocabulary strategies after the completion of the course for both groups. Prior to and after the 5-week period, each student wrote a total of 4 compositions and were analyzed using Lextutor’s version of RANGE lexical frequency profiling (LFP). The results showed that both groups used a higher percentage of the first 1,000 most frequent words (K1) and fewer words from the 2,000 level (K2), Academic Word List (AWL) and off-list category after the treatment. The findings also revealed that different tasks resulted in differing use of advanced words for the MOOC group, which reflected that the specific word groups of vocabulary used by students were influenced by the tasks. The findings from this study would yield useful insights for ESL instructors and learners who rely on online in recent times.
301-W 657 How to ensure your students can interact with students in many other countries %
Workshop (60 minutes) Mr. Eric Hagley
Do you want your students to interact with students from other countries? If the answer is “yes” - join this workshop! The phrase "Global community" is used often but experienced by few. The International Virtual Exchange Project (IVEProject) is changing that. Over the last 6 years some 24,000 students from 22 countries interacted online via this project. Students have authentic communication with non-native speakers, negotiate meaning and acquire skills essential to developing better communication. Employers appreciate students with a better understanding of non-native English as this will be the language they will communicate in in the coming century. In this workshop, the project will be outlined and results from research done on participating students presented. The research shows students with low levels of English ability increase their interactional confidence, intercultural sensitivity, knowledge of their own culture, gain motivation to learn English, and are more interested in other cultures after participating. The free-of-charge IVEProject is sponsored by the Japanese government. Participants in this workshop will learn: how they and their students can participate; about recent developments that help teachers and students participate more easily such as the development of the student dashboard, the advanced forum report and the forum metrics.
409-V 658 The effectiveness of “writer” in enhancing peer editing among non-English major students %
Virtual presentation Ms. Trang Vo
It is undeniable that numerous collaborative web tools have been widely applied in English writing teaching. Of all these tools, “Writer”, an application under Zoho platform, is designed to be highly interactive and collaborative thanks to the presence of a virtual space that facilitates online editing with enhanced collaboration. The purpose of this study is to examine the effects of “Writer” on enhancing peer editing among non-English major students. The study uses both qualitative and quantitative research method employing quasi-experimental design. Participants of the study were 120 non-English major students (of the University of Da Nang, Vietnam) who participated in a 15-week English course. They were required to complete writing assignments before paper-based peer editing in pairs. In the subsequent stage, during the intervention, participants engaged in technology-assisted peer editing with the aid of “Writer”. Notes from paper-based and technology-assisted conditions were analyzed and questionnaires were then carried out with an aim of discovering students’ perspective on the impacts of “Writer” on their peer editing. The findings reveal a significant enhancement in peer editing in the case of technology-assisted condition. In addition, under students’ perspective, Writer is a beneficial tool for highly effective peer editing among non-English major students.
305-P 659 Preservice Teachers' Motivation and Adoption of 21st Century Skills %
Paper (25 minutes) Prof. Sian-Hoon Teoh
Universities are urged to transform their education to produce quality education and up-to-date curriculum in line with the demand of with 21st-century skills. Teaching training are preparing preservice teachers for the cultivation of 21st century skills. The system holds prime responsibility to equip themselves with 21st-century skills. Nevertheless, recent research evidence shows the essential of examining factors related to motivation among preservice teachers in adopting 21st century skills in their teaching practice, especially through technology. Hence, this study aims to investigate Malaysian preservice teachers’ motivation in adopting 21st-century skills. Specifically, the results highlight the relationship between the two concepts of research, namely the motivation and the adoption towards 21st century skills. This study employed a sequential exploratory research design to gather data from 150 preservice teachers from two public universities and interviewed 10 participants. The findings revealed a positive relationship between the preservice teachers’ motivation and the adoption of 21st-century skills in teaching. In addition, they expressed the school mentors pitched in for the guidance of adoption of 21st-century skills. The findings imply that the schools learning community can oblige preservice teachers in furnishing 21st-century skills. They can be the catalyst of change for greater promotion of 21st century skills.