Presentation Proposals for GLoCALL 2021

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Title Review Type Main presenter Abstract
671 Liveworksheet: An Effective Tool to Improve Foreign Language Enjoyment in Online Learning %
Paper (25 minutes) Ms. Van Le
Foreign language enjoyment (FLE) has brought a lot of benefits to foreign language (FL) learners in their FL acquisition process. During this Coved-19 pandemic, it is really challenging to maintain the FLE in a virtual class. This research aims to investigate whether the Liveworksheet website brings about junior’s enjoyment in English speaking. Eighty juniors at Van Lang University (VLU), Ho Chi Minh City, Vietnam participated in this project for twelve weeks. A mixed method was used in combination with three data collection instruments: The Foreign Language Enjoyment Scale (FLES) and a semi-structured interview. The results indicate that Liveworksheet results in FLE. The findings contribute to research on FLE in practice and on CALL by demonstrating how to generate freshmen’s FLE in integrated skill online English classrooms in Vietnam context and offering strategies for learners to reach FLE with Liveworksheet.
102-W 672 The relevance on Nation's "Four Strands Model" to online teaching %
Workshop (60 minutes) Dr. Thomas Robb
Dr. Paul Nation, of the University of Victoria at Wellington has proposed a model for language instruction called the "Four Strands". He proposes that for any aspect of language learning, be it reading, writing, listening or speaking, 4 kinds of foci are needed, 1) "Meaning focused input", 2) "Meaning focused output", 3) "Fluency Practice" and 4) "Language Focused Learning". He asserts that each skill that is to be learnt should include 25% of each kind of activity. The problem is that in in-class learning, and most likely on-line learning as well, the "Language Focused Learning" aspect comprises most of the activities that teachers require of students. This is traditional "study" while the other three strands comprise practice. In other words, we are feeding them knowledge but providing them with few opportunities to practice what they are studying. This workshop will examine some common technology-based activities that the teacher might assign for each skill and how they might work as a practice activity rather than one that is purely for language-focused learning.
205-P 673 Undergraduates’ Perceptions on the Utilisation of E-learning in Teaching and Learning during the Covid-19 Pandemic %
Paper (25 minutes) Dr. Frankie Subon
The outbreak of coronavirus disease 2019 (Covid-19) pandemic since March 2020 has led to the closing of all educational institutions worldwide. Consequently, e-learning becomes a very popular mode of delivery utilised by all educational institutions to conduct virtual teaching and learning activities. This descriptive study aimed to identify university students’ perceptions on the benefits and barriers of utilising e-learning in teaching and learning during the Covid-19 pandemic. The respondents were selected using convenient sampling and a total of 250 respondents of ESL undergraduates from a private university in Selangor, Malaysia participated in this study. The data were collected using a questionnaire and analysed quantitatively. The results revealed that the learners had positive perceptions towards the ulitisation of e-learning in teaching and learning. They perceived that they had gained many benefits despite facing some barriers when utilising e-learning in teaching and learning during the Covid-19 pandemic. Some pertinent implications were generated from the findings and recommendations for future research were proposed.
315-P 674 Sink or Swim: An investigation in the implementation of online learning by teacher trainees in the new norm. %
Paper (25 minutes) Dr. Alvin, Min Han Auh
This is a case study conducted at a teacher training institution in Sabah, Malaysia. The study aims to investigate the issues and different methods used by the teacher trainees to meaningfully integrate technology in an online learning setting to increase engagement and improve the students’ learning experience. This study was conducted because the teacher trainees had to adapt very quickly to the transition from teaching in a physical class to teaching online as a result of the Covid-19 lockdown. The study utilized the SAMR model to investigate how the teacher trainees integrated the use of technologies in online learning during the pandemic. The study investigated three of the teacher trainees for 6 months. This duration is the full duration of their practicum program. Data was collected via interviews and the teacher trainees’ reflective journals. The data collected indicated a gap in the teacher trainees’ knowledge. Specifically, the implementation of online tools to encourage engagement among the students. In addition, the results also showed the process and constraints faced by the teacher trainees as they adapted current, readily available applications into their teaching. These applications include enhancing the learning experience on integrating third party applications into Google Meet sessions.
209-P 675 Perspectives on cultural exchange and language learning through online mentoring %
Paper (25 minutes) Dr. Shin Pyng Wong
Mentoring assists the mentors and mentees, who are university students, in their adaptation to the university culture and learning. The Internet is mainly used for cultural exchange and language learning between the university student mentors and mentees from different cultural backgrounds. This study adopted a collective case study design that studied five sets of university student mentors and mentees to provide insights into their processes of cultural exchange and language learning using the Internet. Purposive sampling was applied in which ten university students from University A were invited to participate in the study because they practiced mentoring and represented various academic and personal backgrounds. Five of them were Malaysian students who enrolled in different undergraduate degree programmes at University A, while the other five of them were Korean students from different undergraduate degree programmes in Korean universities, who enrolled in a 4-week summer vacation programme at University A. Interviews were conducted to collect data, in order to unpack the university student mentors and mentees’ gains and struggles in using the Internet for cultural exchange and language learning.
225-P 676 Multimodal content creation for pedagogic purposes: Lessons learned %
Paper (25 minutes) Dr. John Blake
Learners expect online learning platforms not only to provide accurate information but also to be multimodal. Creating high-quality multimodal content to meet learner expectations requires a significant commitment of both effort and time. This study aims to identify the most time-efficient and effective method to produce high-quality video materials. Multiple approaches were adopted in the production of a bank of on-demand explanatory video materials. These approaches are described, compared and evaluated. This presentation focusses on the three phases of production of video explanations by three content creators working individually. The three phases are: pre-production (e.g. script, storyboard and shot list), production (e.g. audio and video recording) and post-production (e.g. editing, background music and subtitling). Both the video creation process and the video artefacts were evaluated quantitatively and qualitatively by the content creators and focus groups. The results of the evaluations will be presented and discussed. Some of the key takeaways from this study are that user feedback showed that the most popular pre-recorded format was animated slideshow. A quality management process, check points and checklist will be detailed. The presentation concludes by sharing the most time-efficient way to create an extensive bank of bilingual textual, audio and video materials.
216-P 678 A Fresh Look at Technology Acceptance in Online Learning %
Paper (25 minutes) Dr. Peter Gobel
The past year has thrust most Japanese language students, educators, and institutions into the arena of online learning. Some were eager and willing to explore this change, with others less so. Although most teachers are accustomed to using digital technology in their daily lives, for many, transferring these skills to online language learning has not been a smooth transition. This was not only true for teachers, but also for institutions. Shifting to online learning platforms may have offered an upside of convenience and flexibility, but the downside was a variety of tech problems and a steep learning curve for many. So, what effect did the forced use of ICT for language teaching have on teachers and administrators, and what are the implications? To what extent is online learning “here to stay”? Using modern frameworks of technology acceptance, and the results of an open-ended survey of 130 respondents at 15 private institutions in Japan, this presentation examines several settings, practices, and strategies to highlight recent changes in ICT use at Japanese universities. The presenter will focus on institutional policy changes regarding class procedures, teacher attitudes towards these changes, and possible scenarios for the future of ICT use in Japanese higher education.
207-P 679 Evaluating the Design and Delivery of the Survival Combo Course to Develop School Teachers’ TPACK and Emergency Remote Teaching %
Paper (25 minutes) Mr. Tien MAI
Covid-19 variants have shaken the landscape of Vietnam’s K-12 systems. The country has to enforce extended lockdown and implement emergency remote teaching and learning (ERT) in most areas during the first semester of the 2021-2022 academic year. To support public school teachers’ digital responses, the research team designed and delivered a 20-hour free online course entitled ‘Tech Menu for ERT Techniques and Tools: A Survival Combo’ to train two cohorts of primary and secondary school EFL teachers. Utilizing the Action Research cycles, we explored the course impacts on participants’ development of technological pedagogical content knowledge (TPACK) and ERT. The course design was theoretically framed with reference to Open Educational Practices, Flipped Learning, TPACK-in-Action, and Lesson Study models. It involved both self-paced learning and live microteaching sessions. The course evaluation included 24 active participants’ qualitative post-course survey responses and the course instructors’ stimulated recall, illustrating engaged participants’ TPACK change. More importantly, participants who required special computer skills assistance identified the constraints of the course in terms of outcomes, socialization, technical and pedagogical support. Hence, we suggest further revisions of the design and delivery of fully online community courses enhancing teachers’ TPACK and ERT in future cycles.
214-P 680 Exploring parental engagement in supporting home-based teaching and learning (PDPR) in Malaysia %
Paper (25 minutes) Dr. Najihah Mahmud
In the wake of Covid-19, government all over the world had taken drastic measures to curb the spread of this virus. In Malaysia, Movement Control Order (MCO) was introduced forcing many sectors to stop operation and that includes the education sector. Alternative learning known as PdPR (Home-based Teaching and Learning) for schools was introduced where teachers have to conduct their lessons online to ensure continued education. Parental support was reported to be an important factor to child’s development as they partially carry out the teachers’ duty when at home. Therefore, this study seeks to explore parental involvement in supporting home-based teaching and learning. In this qualitative study, five parents involved in the Jolly Phonics programme were interviewed and observed throughout the entire programme. It was found that some of the parents still relied on the teacher to carry out their duty in teaching. However, most of the parents who volunteered to join the programme showed high interest and were willing to go extra miles to support their children’s learning. It was hoped that the parents will keep the positive attitude so that the teacher’s burden could be reduced.
211-P 682 Developing a Sustainable Community of Inquiry: Reflections and Lessons Learned %
Paper (25 minutes) Dr. Meng Huat Chau
This paper reports on a collaborative initiative between a US language educator and a Malaysian language educator on blended learning using Garrison’s (2017) Community of Inquiry (CoI) framework. It took place in a postgraduate course at a university in Malaysia which, for many semesters, had been conducted face-to-face with online resources provided in the form of readings and online submission. In an attempt to increase the amount of learning and engagement among students outside of class time, blended learning based on the CoI was introduced in the course. Unlike many articles which report on the ‘success stories’ of certain initiatives, this paper is a reflection of why the CoI practice did not continue in the following semesters, despite the benefits evidenced based on an analysis of the students’ interaction; it also considers the lessons learned. This paper first describes the project, which lasted for one semester. It then reviews some findings based on the three key elements of teaching presence, social presence and cognitive presence. Finally, this paper discusses some lessons learned for a CoI to be sustainable in a course, and argues that learning from ‘failure’ can be as valuable as learning from the past experience of success.