Presentation Proposals for GLoCALL 2021

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Title Review Type Main presenter Abstract
229-P 660 Students’ Acceptance of the Use of Excel to Teach Accounting Modules via Online Learning %
Paper (25 minutes) Ms. Sakunthala C.Sivapalasanmugam
The implementation of e-learning in educational institutions has been escalated by the Covid-19 pandemic which necessitated an almost overnight shift to remote learning. This has posed problems in delivering quantitative modules. Therefore, the students’ acceptance of Excel as an innovative tool to provide illustrations for Accounting was studied using a quantitative approach at a private university in Kuala Lumpur. The five attributes of Roger’s Diffusion of Innovation model were linked with Davis’s Technology Acceptance Model to form the conceptual framework for this study. A validated survey instrument adopted from Moore and Benbasat (1991) was distributed online to students of a private university using a simple random sampling approach. In total, 71 students responded and the data was analysed using descriptive statistics and inferential statistics. The results showed that the attributes had a strong positive relationship with the intention to use Excel and the usage behaviour. The findings of the research contributed to an understanding of the perception of undergraduate students regarding the usefulness of Excel in delivering Accounting modules remotely. These results can be generalised to populations with similar characteristics which are pursuing subjects adhering to a structure and curriculum like that of Accounting subjects.
303-P 661 The attributes of Microsoft Teams that influence undergraduate students intention to continue using it for online learning %
Paper (25 minutes) Ms. SHARINA SILVARAJ
The COVID-19 pandemic has caused an abrupt shift, forcing universities to switch from physical learning to online learning using e-learning platforms, such as Microsoft Teams. It is vital to explore students’ intention to continue using Microsoft Teams, considering e-learning is the only option for students to continue learning during the pandemic and could be a possible learning option in post-pandemic. A quantitative study was conducted to identify attributes of Microsoft Teams that influence the intention of undergraduate students to continue using it at a private university in Kuala Lumpur. The attributes of Microsoft Teams were developed based on Rogers’ Diffusion of Innovation model. A validated survey instrument adopted from Moore and Bensabat (1991) was used to collect data via an online survey using a simple random sampling method. Descriptive statistics and inferential statistics using regression analysis were used to analyze the data from 71 respondents. Findings from the study showed that the attributes of Microsoft Teams have a fairly moderate influence on undergraduate students’ intention to continue using Microsoft Teams for online learning.Findings from the study contributed to understanding how undergraduate students are leaning toward embracing innovation, such as Microsoft Teams for e-learning.
234-P 662 Enhancing learning experiences of a flipped classroom through reflections %
Paper (25 minutes) KeanWah Lee
This study was designed to examine pre-service teachers’ (PSTs) learning experiences of a year-long TESOL methodology course via a Flipped Classroom (FC) approach. The PSTs (N=18) were required to document their learning experiences via reflective blog entries. The PSTs reflections encompassed the planning, designing, implementing, and evaluating process of their own and their own peers’ learning of the skills, competences and attitudes of a TESOL Methodology course. The qualitative study involved a group of Y3 TESOL Education students (N = 18) who were enrolled in the 2020/2021 session. The data elicitation instruments were (1) students’ reflections in blogs of their learning experiences, and (2) focus group interviews. Data were inductively analysed using thematic analysis with the help of Nvivo software. Findings showed the PSTs critical reflections enhanced the understanding of the learning outcomes of TESOL methodology course. The meta-analysis of the affordances and challenges of the FC approach using the Activity Theory framework raises the PSTs awareness of the need to consider and pay greater attention to the complexities within the bounded system of the subject, object, mediational tools, rules, division of labour and the community involved in the planning, implementation and evaluation of the FC approach.
327-P 663 Student Collaboration with Miro %
Paper (25 minutes) Ms. Suzan STAMPER
After more than a year of experimenting with new tools in online lessons, educators should reflect on what tools can be used to reimagine post-COVID classes. In this session, the presenter will introduce one new tool - a free collaborative web-based whiteboard tool called Miro that can be used synchronously or asynchronously. Similar to the graphic tools found in other whiteboards and presentation features found in Prezi, Miro's tools can add text, shapes, sticky notes, documents, images, pdfs, videos, and URLs. However, Miro also offers several unique features that are especially useful for language learners such as templates for mind mapping, brainstorming, dot voting, Kanban workflows, Likert scales, ice breakers, and reflections. Teachers can make use of a timer, voting, presentation mode, real-time video chat, comments, board annotations, and reactions (similar to Zoom’s emoticons for raising hands, thumbs up, applause). Everyone can see changes on the board in real-time. The possibilities appear to be endless as content expands in the Miro board. This presentation will include a brief introduction to Miro and some language classroom examples promoting collaboration (e.g., self-introductions, group writing/telling a story, sorting/matching information, documenting a project). The presentation will end with benefits and limitations.
325-P 664 The feasibility of asynchronous peer assessment in Covid time: Teachers’ belief and practice in academic writing %
Paper (25 minutes) Mr. Tri Minh Nguyen
The spread of Covid 19 pandemic has shifted the physical classroom into the online learning to maintain the continuous acquisition among learners, especially in writing class. In the context of Vietnam, the use of peer assessment has been applied to to foster the learners’ reflection and autonomy as an alternative forms of formative assessment; however, the success of this method is not ensured in certain pedagogical contexts. This paper aims to explore teachers’ perceptions towards the importance and practicality of asynchronous peer assessment in online writing classes in the pandemic and investigate how teachers apply asynchronous peer assessment in their classroom practice. The data in this mixed method design were collected via a questionnaire and in-depth interview with 15 university lecturers . The findings reveal the misalignment in the belief and practice of these participants. Although they acknowledge the benefits of asynchronous peer assessment in online writing class for self-reflection, autonomy enhancement, and improvement of overall performance, just roughly over a half apply this method because of the challenges in terms of learners’ proficiency, profound assessment training, and time constraint for personalised revision.
321-P 665 Exploring the Development of Professional Competency of Early Childhood Pre-service Teachers Through Online Practicum Experiences %
Paper (25 minutes) Ms. Elis Johannes Hendry Salim
Teaching practicum in Teacher Education programmes is considered a crucial part of said programmes because it helps build the professional competency of pre-service teachers and prepare them to be effective future teachers. Teaching practicum in early childhood education is usually carried out in physical classrooms, where children can learn effectively by interacting with friends and teachers and participating in hands-on experiences. Unfortunately, due to the COVID-19 pandemic, pre-service teachers must shift to online teaching practicum. This poses a unique challenge for them and there is some concern over whether their professional skills can be effectively developed through the online practicum. The article focuses on the challenges and experiences faced by pre-service teachers during the online practicum period, and how the online practicum experience facilitates the development of their professional competency. This is a qualitative study that involves 8 pre-service teachers in in-depth semi-structured interviews. The interview data is transcribed verbatim and then the thematic analysis is performed to derive the themes that answer the research questions. Some implications on teacher education programmes, especially the teaching practicum component, are discussed. The study provides some recommendations in revamping the current teacher training curriculum, specifically to incorporate online classroom management, digital resources and digital pedagogical skills.
221-P 666 Evaluating teachers’ capacity in using materials for blended language programs %
Paper (25 minutes) Dr. Sook Jhee Yoon
The pandemic has changed the landscape of language programs. One of the most notable areas is materials in use. As Bax pointed out that the use of technology in language education is still far from normalisation, there is a need to understand the current state of blended learning practices among language teachers. Focusing on materials in use, this study aimed to unpack the complexities faced by teachers with varying degrees of digital literacies and their capacity on using materials for purposeful learning. Using participatory action research, ethnography, and argument-based approaches, I set out to evaluate five teachers’ capacity in using materials designed for blended language programs in an Australian university. I gathered evidence using interviews, observations, and document analysis for two years. The analysis points to moderate support for the claim that teachers are capable of using materials for blended language programs. This study contributes to a view that focusing on teachers’ capacity in the use of materials may lead to insights into teacher education programs and continuous professional development that is relevant in a world dependent on networked technologies for language learning.
322-P 667 Effectiveness of Digital Technology Tools in Teaching Pronunciation to Saudi EFL Learners (1) %
Paper (25 minutes) Dr. Saleem Mohd Nasim
The use of digital technology has become ubiquitous in every walk of our lives. It has impacted upon not only social and technological aspects, but also educational areas, including (English) language teaching. Digital tools, the gift of new technologies, have proved to be an essential component of English Language Teaching (ELT). This study focused on finding out the efficacy of teaching pronunciation via digital tools (CDs, digital books, projectors, smart boards, and synchronous and asynchronous online materials) as opposed to traditional methods (printed material, drilling and imitating the teacher) to Saudi male EFL undergraduates. To investigate the differences, a quasi-experimental, pre-posttests design (between-subjects) was used. The experimental and control groups (n=25 in each group) were tested before and after the treatment on similar intra-sentential pronunciation activities at segmental (minimal pairs, word recognition, and consonant and vowel identification) and supra-segmental (stress patterns) levels. The results revealed that the participants in the experimental group learned pronunciation significantly better than the participants in the control group. This means that if students are exposed to digital technology tools, they will learn pronunciation better in comparison to the conventional method of teaching. The study was significant for both teachers and learners as it may help them to make use of digital technology tools to improve students’ pronunciation as well as improve their speaking skills.
204-P 668 Fostering technology driven autonomous learning via the PAH continuum: a case study %
Paper (25 minutes) Prof. GURNAM KAUR SIDHU
The COVID-19 Pandemic triggered the global shift in terms of how education is delivered at all levels including postgraduate study. Overnight, everyone had to embrace online technology driven learning solutions. This paper will discuss an initiative put forward by a private university in Malaysia to help foster autonomous learning among their postgraduate students via the online Pedagogy-Andragogy and Heutagogy (PAH) Continuum whereby learners are taken from full dependence to independence via Open and Distance Learning (ODL). It was enhanced by Computer-Mediated Communication (CMC) in both synchronous and asynchronous settings involving the use of video conference platforms, learning management system (LMS) and instant messaging platforms. This quasi-experimental study was conducted with 50 postgraduate students to enhance their competencies in critical reading, academic writing, and research skills. Data for the study were collected via a three-pronged approach involving tests, questionnaires, and semi-structured interviews. Findings revealed positive results in enhancing students’ competencies in reading and research skills, but academic writing skills left much to be desired. Success in full autonomy was hindered for some students due to personal and cultural factors. The paper will also share the implications of the findings and recommendations for further enhancement of the initiative.
401-V 669 Teaching academic word pairs through COCA: Does it affect the academic writing competence of medical students %
Virtual presentation Dr. Mohsen Shirazizadeh
Academic writing has long been a challenge for non-native students. It is well established that knowledge of academic words is a pre-requisite for writing appropriate academic texts. While words are key to success in academic writing, the most effective method for their instruction is underexplored. To fill this gap, this study compared the effect of teaching academic words, with and without their collocates, on the academic writing competence of Iranian medical students. To this aim, 32 Iranian students were divided into two groups. For both the pretest and post-test, students were required to write on an academic writing topic within the area of medicine. As for the treatment, learners in one group were presented to a sample of academic words from the Academic Vocabulary List (AVL) and asked to explore their use by checking concordance lines in the academic section of COCA. The other group was however asked to explore the same set of words by searching for their collocates and then exploring the concordance lines where the words have appeared with their collocates. While both groups improved in the post-tests, no significant difference was found between them. Implications of these findings for CALL and EAP are discussed.