Presentation Proposals for GLoCALL 2021

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

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Title Review Type Main presenter Abstract
319-P 683 Assessment feedback in remote teaching during COVID-19: A case study of teacher beliefs and practices %
Paper (25 minutes) Dr. Deliang Man
Informed teaching consists of a coherent set of teacher beliefs and practices. However, it is not always an easy task to put into practice one’s beliefs for reasons of real-life constraints and challenges in one’s teaching context. This is particularly true when teachers have to adopt a completely unfamiliar way of teaching in their transition from the traditional face-to-face mode to an abrupt remote teaching mode. This paper reports on a study which aimed to explore teacher beliefs and practices regarding assessment feedback in remote teaching during the COVID-19 pandemic. Based on interviews and feedback comments of a university lecturer as a case study, the study showed how the lecturer prioritized the motivational role of feedback in her teaching to provide the necessary emotional support for her students. It was also found that while she had a strong belief in the value of different sources of feedback including peer feedback, she did not implement peer feedback for practical reasons. The findings of the study suggest how teacher beliefs might not always translate into practice and indicate factors that contributed to that. Implications for feedback practices are considered.
323-P 684 To what extent do pictures support Malaysian children’s comprehension of stories: An eye-tracking experiment %
Paper (25 minutes) Mr. Chee Hao Sue
There is a dearth of studies investigating the cognitive process behind the development of literacy skills among young children. This research attempts to address this in a Malaysian context using an experimental procedure created with eye-tracking technology. The children were exposed to four conditions: (a) listening to a narration and viewing a congruent picture with text, (b) listening to a narration and viewing a incongruent picture with text, (c) viewing a picture with text without narration and (d) listening to a narration and viewing a text. The main objectives of this project are to test which content of pictures helps the students understand the narration and the text, and also to test whether children try to create a coherent mental representation from the oral narration and the pictures. The 22 children (age 5 to 6) for this study came from a kindergarten in Kuala Lumpur. An eye tracker was used to identify areas of interest of each picture and calculate number of fixations and total time spent on the pictures and written texts. The findings revealed that children strongly preferred pictures to texts but when narration was not present, they spent more time looking at the text, reflecting a greater amount of mental effort in processing words when the verbal information was unavailable.
232-P 685 What Difference Does It Make? A Comparison of Asynchronous and Synchronous Online Classes %
Paper (25 minutes) Dr. Gyoomi Kim
Since 2020, the global educational environment, including Korea, has undergone a variety of changes, and many school levels have experienced sudden implementation of social distancing and online-only classes. However, as a result of social and educational efforts, the confusion in the early days of COVID-19 has been resolved and both students and teachers have become somewhat used to online-only classes. The purpose of this study is to compare the effects of two different types of online-only classes under COVID-19 situation: asynchronous video class vs. synchronous real-time class. 71 participants were divided into two groups; asynchronous (ASYN) class using video lectures prepared and uploaded by the instructor; synchronous (SYN) class via Zoom, a video conferencing platform. The improvement of English ability was measured and compared with pre-mid-post tests, and learner perception was examined with a 5-point Likert scale questionnaire. The results revealed that the SYN group showed higher test scores than the ASYN group and gradually improved. In addition, the SYN group perceived online classes more positively than the ASYN group. Based on comparisons of two online teaching methods, synchronous online class using video conferencing platforms seems effective as an alternative to traditional classroom lectures in terms of interaction and a sense of reality. Pedagogical implications are discussed for online distance learning in the post-COVID era.
403-V 686 An Investigation into Effectiveness of Online Learning Media in Promoting Learners’ Autonomy: A Case study in an Online Writing Course of EFL students at a private Vietnamese university %
Virtual presentation Thuy Ngo
During the Covid – 19 epidemic, online courses were utilized at all levels of schooling. Enhancing students' autonomy has also become one of the most pressing concerns in these online courses as there is no direct connection between teachers and students during this period. To tackle with the issue, it is believed that teachers should use effective online learning tools to engage students and foster their self-study process. However, there may be a fact that no matter how many tools have been used, their effectiveness may not be examined thoroughly. As a result, the research was done in an online Writing class to model how one teacher used online learning media in her classroom and assess how effective online learning media were through both quantitative and qualitative methods with academic results (pretest, post-test), questionnaires, interviews, and observation. One hundred and thirty-four 2nd year EFL students (4 classes) of Van Lang University participated in the study. The findings revealed that some used strategies were quite beneficial in enhancing student autonomy, while others were severely constrained. Moreover, the study results are simultaneously beneficial to reading, speaking, and listening skills to keep the students on track of self-improvement and well-prepared for a career after graduation.
223-P 687 Malaysian Language Teachers’ ICT Competencies %
Paper (25 minutes) Dr. Seng Thah SOON
This survey was undertaken to study the levels of ICT competencies among Malaysian language teachers based on the International Society for Technology in Education (ISTE) framework. The sample comprised 480 primary and 281 secondary school teachers selected randomly from all states in Malaysia and the questionnaire was administered using web- based placement. The study showed high levels of reliability (alpha > .90) for the four domain constructs. Structural Equation Modeling (SEM) was used to determine construct validity and model fit with Goodness-of-Fit Index, Comparative Fit Index and Root Mean Square Error of Approximation estimates indicating good model fit and conceptual basis of the model based on ISTE standards. The findings of the study showed significant differences (p < .05) between primary and secondary school language teachers' ICT competencies in two domains, i.e. technological concepts and operational skills, and social, ethics and security skills. Overall, the level of ICT skills among language teachers differed significantly between primary and secondary schools in Malaysia. The level of ICT skill sets based on the ISTE standards did not differ significantly among language teachers in Malaysia, comprising those teaching Bahasa Malaysia, English language, Chinese, Tamil, Arabic and other languages.
215-K 692 ICT in Malaysian Education: Trends and Challenges %
Keynote (55 minutes) Dr. Su Luan WONG
A new generation of students has entered the Malaysian education system. They are media-centric and rely heavily on digital tools to learn and play. These students are known as the 21st century learners. To be successful learners, they must have mastery of three broad skills set comprising learning and innovation skills, digital literacy skills and finally career and life skills. As we progress into a technology-based society, Malaysian educators are expected to be adequately tech-savvy to rise to the challenge of teaching the more digitally-inclined students in the present day classroom. 

Given the aforesaid scenario, Malaysia's awareness of the need to improve the teaching-learning environment with the integration of ICT is growing and progress is evident in many areas. In this talk, I will share some insights on the latest ICT trends and development in Malaysian schools and higher learning institutions. My talk will conclude by providing a glimpse of some challenges we are facing in the pursuit of nurturing successful 21st century learner.
308-K 693 Growing up Digital: Intelligent Use of Technology %
Keynote (55 minutes) Dr. Deborah HEALEY
Many if not all of our learners are accustomed to using technology in their own lives. Much has been said about the so-called Generation X, Millennials, and Gen Z, who seem to be constantly connected to their mobile devices, and through their devices, to each other. However, our mobile-aware learners may not be very good at focused learning with technology support. This talk will explore why and how teachers can enhance their own and their students’ 21st Century skills, with a focus on technology use in four major areas: critical thinking, communication, collaboration, and creativity. Realistically speaking, these are now simply life skills for everyone. I will also offer suggestions for technology integration based on TESOL’s new initiative, the 6 Principles for Exemplary Teaching of English Language Learners. The 6 Ps are firmly research-based and useful to any language teacher at any level.
101-W 694 Digital Storytelling %
Workshop (60 minutes) Dr. Deborah HEALEY
Teachers have long used text-based stories in language classes to build reading and writing skills, and video-based stories for listening. Digital storytelling moves creating and sharing stories in the digital arena. Like classroom oral storytelling, digital stories build oral and listening skills. Going further, the electronic format allows learners to improve their written communication skills for the digital, multi-modal age. This is not the same as writing a story on paper; the digital form offers the ability to integrate and remix audio and video, and also potentially far wider distribution of the learners’ work. Clearly, creating these stories builds 21st Century skills of creativity and communication. This talk will show examples of digital storytelling, provide a framework for creating digital stories, and encourage teachers to work in small groups to find ways to incorporate digital storytelling into their own classes.
226-K 695 Going Global, Going Local, Going Mobile %
Keynote (55 minutes) Dr. Mark Pegrum
In this plenary, we will explore mobile learning at the intersection of the global and the local, examining it from two distinct angles. Firstly, we will focus on mobile learning in the sense of learning which is appropriate for an ever more mobile and superdiverse world; and secondly, we will focus on mobile learning in the sense of learning which exploits multiple levels of mobility, including the mobility of devices, the mobility of learners, and the mobility of learning experiences. We will go on to look at examples of innovative mobile language and literacy learning projects from around the world, drawing on cases from both the Global North and the Global South. It will be suggested that the most effective forms of mobile learning are contextually appropriate; exploit mobility on as many levels as possible; and, in some of the most pedagogically sophisticated cases, build connections between global and local learning. We will wrap up with some reflections on the need for educators and students to develop the critical mobile literacy to carefully evaluate the use of mobile devices, locally and globally, in education and in society as a whole.
239-K 696 Social Media and the Innovations in Research: Opportunities and Challenges %
Keynote (55 minutes) Dr. Pramela KRISH
While research in communication patterns, collaboration, and discussion in the digital platform is ongoing, there are new trends in linguistic research is to understand and study the e-discourse and the digital lingo. Such research has open new pathways for educators and linguistic researchers globally. With more people today actively engaging, communicating and reflecting on all aspects of life via Social Networking Sites (SNSs), this has surely open avenues for accessibility to a wealth of naturally occurring data for researchers to tap and to understand the broader areas of linguistic research. There are opportunities to study new words as well as the early phase of the establishment of the words, via the popular social media platforms such as Twitter, WhatsApp, Telegram and Facebook. I will share some insights in the current areas of research in applied linguistics in the digital era with focus on studies done in the Malaysian context. The challenges that come along with this innovation in research interest and the need to understand the digital lingo will be discussed. The presentation will end with some ethical challenges as each social media research context is unique.