GLoCALL2008 Proposals

Download Excel spreadsheet of all events

1 Surname	Sadeghi
Given Name	Bita
School	UPM
Address	Department of Information Systems, Faculty of Computer Science and Information Systems,Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia
Country Code	MY
Email	[email protected]
Tel	0060172025733
Title	E-Learning Platform Evaluation using Analytic Hierarchy Process
Type	Paper
Single/Joint	Individual
Keys_E	E-Learning	Platform	Evaluation
Available	/ AllDays
Abstract	Knowledge gaining through learning is an endless process. Information-oriented society program encourages those who have finished compulsory education days to further their study through various methods such as distance learning, night classes, short-term training programs or online education shows the increasing patterns of enthusiasm to broadening knowledge. E-Learning approach is becoming an important tool to allow the flexibility and quality requested by such persons. However, different e-learning systems employ different implementation process and platforms. A great number of on-line platforms been introduced on the marketplace showing different characteristics and services. Some different characteristics employed are such as the reliability of learning servers with student�s site, the use of standards, e.g. SCORM, teaching methods supported, schema deliveries, quality of service (QoS), data integrity, etc. With a plethora of E-Learning platforms providers and solutions available in the market, there is a new kind of problem faced by organizations or individuals to select most suitable E-Learning that suite for their needs. With respect to the stated problem, teaching pedagogy and technology concerns must be carefully evaluated. Pedagogically, it is necessary to develop new training models that clearly define how to organize the teaching modules and delivery methods. Technologically, evaluation strategy considers the tools for knowledge distribution, its efficiency, the data integrity, and environment reliability. In fact, a series of features starting from the function and usability of the overall learning system in the context of the human, social and cultural organization within which it is to be used should be taken into account when evaluating E-Learning platforms. In order to evaluate multiple E-Learning platforms criteria, evaluation based on criteria grids method fit the purpose well. A model is proposed to manipulate the multi-criteria decision making process using the Analytic Hierarchy Process (AHP), the decision-aiding method approach [1]. The hierarchical structure of the problem allows the decision maker to compare various features that characterizes distinct E-Learning platforms [2]. A tool is created for easy maneuvering of desired characteristics by the end user. The chosen characters will be weighted against a set of characteristics keep in a knowledge database that implied with a stored AHP calculation results. The resulting value of the tool will suggest the most appropriate E-Learning system for the end user to use displayed with calculated values for each characteristic they choose. The main goal of this study is to develop a model for selecting the most suitable open source E-Learning solution taking into account its technological and pedagogical aspects. Quantifying relative priorities for a given set of alternatives on a ratio scale, based on the judgment of the decision-maker, and stresses the importance of the intuitive judgments of a decision-maker as well as the consistency of the comparison of alternatives in the decision-making process is been computerized by the tool.

2 Surname	Davey
Given Name	Iain
School	Doshisha University
Address	15-41 kamitakano, higashidacho, sakyo ku, 606-0078
Country Code	JP
Email	[email protected]
Tel	0803 8034610
Title	10 steps to an effective web-authoring project
Type	Paper
Single/Joint	Individual
Keys_E
Available	Nov8 / Nov12 Both
Abstract	This paper is based on the speaker�s practical experience with web-authoring products that he has incorporated in EFL courses at universities in Japan and sets out in practical terms 10 clear steps involved in setting up and guiding students to successfully completing a research and Web-authoring project. Many of these steps recognise that to carry out any task properly, one requires the right skills and tools and that when students undertake Web-based tasks, they will often be doing so with newly introduced technical skills and knowledge, in their L2, and within a deadline. Clearly, as much support as possible should be given to help ensure that the students� learning environment is less stressful and thus more appropriate for effective language acquisition.
Comments	Because of funding proceedures I would appreciate an answer as early as possible on whether this submission is to be accepted.

3 Surname	Pegrum
Given Name	Mark
School	University of Western Australia
Address	35 Stirling Highway, Crawley, Western Australia 6009
Country Code	AU
Email	[email protected]
Tel	+61 8 6488 3985
Title	Web 2.0: Connecting the Local and the Global
Type	Paper
Single/Joint	Individual
Keys_E	web 2.0	blogs	wikis
Available	Nov8 Nov9 / Nov12
Abstract	Web 2.0 technologies, which foster communicative collaboration, social networking and online community building, are ideal tools for connecting the local and the global through the medium of language. There are numerous ways language educators can use these tools to improve their students� learning experiences as well as increasing their own contact with the languages they teach. This paper examines four typical web 2.0 tools, asking how the capacity of each to connect the local and the global may be exploited in language teaching and learning. Blogs allow learners to use the target language to communicate their personal views and local knowledge to an international audience, as well as to interact with that audience through in-built feedback features. Wikis provide the opportunity to work together with peers � in the local area, in the region, or around the world � to build collaborative multimedia documents. RSS can bring international news into local settings as well as distributing local news internationally, with students selecting, reframing and even repurposing feeds and content. Virtual worlds, at the frontier of web 2.0, provide some of the richest opportunities for exploring the local, the global and their points of intersection. Thus, Web 2.0 tools offer many benefits for language learning. At the same time, they highlight to learners the importance of language and literacy in the networking and identity-building practices of today�s citizens, who increasingly have both local and global affiliations.
Comments	If, as mentioned on the CFP page, it is possible to receive a decision on acceptance before August 1st, that would be helpful in organising travel funding. Many thanks!

4 Surname	Tripp
Given Name	Steven
School	University of Aizu
Address	CLR, University of Aizu, Aizu-wakamatsu 965-8580, Japan
Country Code	JP
Email	[email protected]
Tel	81-242-37-2584
Title	A Semantic Syllabus for Computer Science based upon Corpus Data
Type	Paper
Single/Joint	Individual
Keys_E	semantic	corpus	computer science
Available	/ Nov12 AllDays
Abstract	This paper describes a syllabus-design project. The process involved a computer science corpus of approximately 1,000,000 tokens. Using the CLAWS tagger verbs were extracted and ranked by frequency. This process was justified by two lines of reasoning. The author kept a personal diary of unknown Japanese verbs for a six-month period. The number reached a point of diminishing returns at about 1000 suggesting that about that number should suffice. Secondly, verbs are typically more difficult to learn since coverage and argument structure are somewhat unpredictable. As classroom time is limited, it was reasoned that concentrating on verbs might lead to better results. The verb list was then classified using a seven-way system of common semantic categories: states, transitive events, intransitive events, caused motion, inchoative change, caused state change, and construal. Each category was instantiated with short phrasal contexts based upon an empirical analysis, using ANTCONC, a concordance program. The next step will involve sequencing the data into a four-step syllabus taking into account range of use and logical implications. The syllabus as such is insufficient in several ways and will need further adjustment. One example is that the treatment of �achievement� verbs (by the Aktionsart classification) is crucially different in Japanese and English. This distinction is unknown to students. Finally, it would be ideal if some structure (besides frequency) could be devised for sequencing of the syllabus, but the existing lexically-based approaches offer little help. We are working on this problem.

8 Surname	Abdul Rahman
Given Name	Nor Aini
School	Selangor Industrial University Malaysia
Address	No. 1 Jalan Delima 2/5, Taman Delima, 81100 Johor Bahru, Malaysia
Country Code	MY
Email	[email protected]
Tel	006073510050
Title	I Can't Speak Like the People in "Tell Me More"
Type	Paper
Single/Joint	Individual
Keys_E	speaking	pronunciation	language software
Available	Nov8 Nov9 / Nov11 Nov12 AllDays
Abstract	Enter the abstract in English here. This qualitative study aims to see the effectiveness of using �Tell Me More� software in improving students� pronunciation in English. Forty first year Bachelor of Fiqh and Fatwa students, Islamic Sciences University Malaysia participated in the study. The respondents used the software once a week for one hour as a part of the course component throughout the semester. The software used British English pronunciation which was installed in the multimedia lab. At the end of the semester, the respondents were interviewed to see if the software helped them improve their pronunciation. Results showed majority of the respondents found the software boring. Despite that, teachers should be encouraged to use software of such nature to help students improve their pronunciation.
Comments	I need a laptop as I will use my pen drive

10 Surname	ABDUL LATIFF
Given Name	AZMI
School	UNIVERSITI TUN HUSSEIN ONN MALAYSIA
Address	CENTRE FOR HUMANITIES STUDIES AND COMMUNICATION, UNIVERSITI TUN HUSSEIN ONN MALAYSIA, 86000 PARIT RAJA, BATU PAHAT
Country Code	MY
Email	[email protected]
Tel	6-019-3665874
Title	Learners' Perception of Using Blog in ESL Writing Class
Type
Single/Joint	Individual
Keys_E	blog	e-learning	ESL
Available	Nov9 / Nov12
Abstract	The recent General Election in Malaysia saw the important role of blog in disseminating information to voters. It was reported that at the moment there are about 500 000 active bloggers in the country which has placed Malaysia as one of the countries in the world which have a huge number of blog writers. The current political scenario also demonstrates how influential blog could function as a communication media. Though blog may have received negative connotation of some sorts, they actually have huge potentials to be used as a teaching and learning tool. Many teaching practitioners have exploited blog in their classes. As for languages, researches have also shown that blog can be used in teaching and learning languages. This research is designed to investigate learners� response to blog writing task in an ESL writing class. Using purposive sampling, a total of 50 engineering students of 2 engineering faculties at Universiti Tun Hussein Onn Malaysia were involved in this research. Their blogs were observed throughout one semester to study their responses. Besides, the respondents were also asked to answer a self-report questionnaire to elicit their perceptions of using blog in their writing class. A descriptive statistics using frequency count and mean score was used in analysing the collected data. Generally, the findings show that the majority of the students admitted that blog writing was a new experience to them and enjoyed doing the assignment. As such, they gave positive responses to the task and would continue to write in their blogs even after the class ended Furthermore, they also perceived blog as a channel to write and express themselves in English language as well as able to help them to improve their skill and creativity in writing.

12 Surname	Karimkhanloui
Given Name	Giti
School	Faculty member of university of medical sciences
Address	shahrak karemandan,1st phase,2nd Str.No.1017.Zajan,Iran
Country Code	IR
Email	[email protected]
Tel	00989122429379
Title	The role of email in ESL/EFL writing
Type	Paper
Single/Joint	Joint
Keys_E	email	writing	ESL/EFL
Available	/ Nov12 AllDays
Abstract	Current advances in computer technology and the rapid pace of change in the communications are affecting the way English language (EL)teachers use information technology (IT)to develop students'writing skills.With the advent of ICT there is now a wide range of opportunities to classroom teachers.This research study is an endeavour to find justifiable answers to the following questions: 1.Will the students improve their attitudes towards writing using email? 2.Will there be significantly higher difference in the language complexity of the students' writing ,using email as opposed to those using non-email techniques? 3.Will the use of e-mail in writing lead to significantly better results than traditional ,non-email techniques in terms of students'proficiency in EFL writing and academic achievement? To conduct this study 30 students were randomly selected from population of 100 students from institution of Advanced studies in Basic Sciences(IASBS).They were randomy assigned to control and experimental groups.To ensure homogeneity between the two groups TOEFL writing test was administered.The mean and standard deviation were calculated.Then the teaching sessions started in computer session of IASBS for 14 weeks.After being subjected to instructon both groups were given identical post tests and the results were compared. Enter the abstract in English here.
Comments	Sorry for the previous incomplete and hasty submission

14 Surname	Mahamod
Given Name	Zamri
School	Faculty of Education, Universiti Kebangsaan Malaysia
Address	[email protected]
Country Code	MY
Email	[email protected]
Tel	+603-8921 6458
Title	ICT Skill Levels Amongst Malay Language Teachers In The Secondary Schools
Type
Single/Joint	Joint
Keys_E	ICT	Skill	Malay Language
Available	/ Nov11 Nov12
Abstract	Enter the abstract in English here. Abstract: This research is based on a survey conducted amongst the Malay Language teachers in the secondary schools in central of Perak on their skill level of ICT). The objective of this research is to identify the teachers� skills in ICT usage. This research focuses on the teachers� knowledge, skills, interests, attitudes, the effectiveness of self-centred and the ICT facilities availability at schools. 108 Malay Language teachers from 32 secondary schools in North Kinta were involved in this research. Questionnaires were used to collect data and they were analysed using SPSS 11.5 programme. The respondent profiles, their ICT skills, interests, attitudes, self-centred effectiveness and the availability of facilities were analysed descriptively. The inferential statistic to find out on the effectiveness of ICT usage skills related to knowledge, skills, interests, attitudes, self-centred effectiveness and the facilities available. The findings was found that the level of ICT use amongst the teachers especially their knowledge, skills and interests was still in the lower level while the attitudes, self centred effectiveness and ICT facilities availability at school were in the average level. T-test showed that there was a positive and significant relation between ICT usage and knowledge, skills, interest, self-centred effectiveness and facilities availability. Hence, the relation was in the higher level except for the negative attitudes towards ICT usage.
Comments	We need LCD and laptop to present our article.

17 Surname	Al-Shalawi
Given Name	Hamdan
School	Imam Mohammd Bin Saud Islamic University
Address	P.O. Box 127586 Riyadh 11325
Country Code	SA
Email	[email protected]
Tel	+966503232859
Title	The Effects of Online Grammar Instruction on Low Proficiency EFL College Students' Achievement
Type	Paper
Single/Joint	Individual
Keys_E	Grammar	Technology	Online Courses
Available	/ Nov12 Both AllDays
Abstract	Enter the abstract in English here. Technology is not currently used in EFL classrooms at Imam University in Riyadh, Saudi Arabia. Therefore an online course was used in the teaching of English grammar from home. The aim of the present study was to find out whether integration of online learning in face-to-face in-class grammar instruction significantly improves EFL freshman college students' achievement and attitudes. Two groups of freshman students participated in the study. Pre-test means scores showed significant differences between the experimental and control groups in their grammatical knowledge. Following online instruction with Nicenet, comparisons of the post-test means scores showed significant differences in achievement. The study concluded that in learning environments where technology is unavailable to EFL students and instructors, use of an online course from home as a supplement to in-class techniques helps motivate and enhance EFL students' learning and mastery of English grammar.

18 Surname	Al-Shalawi
Given Name	Hamdan
School	Imam Mohammad Bin Saud Islamic University
Address	P.O.Box 127586 Riyadh 11325
Country Code	SA
Email	[email protected]
Tel	+966503232859
Title	The importance of Computer Mediated Communication in the Saudi Secondary EFL Classroom.
Type	Paper
Single/Joint	Individual
Keys_E	CMC	EFL	secondary
Available	/ Nov12 Both AllDays
Abstract	Enter the abstract in English here. Saudi secondary EFL classrooms have suffered severely from limited opportunities for authentic language interaction, which Integrationists claim is necessary for language acquisition. The literature and previous research suggest that Computer Mediated Communication (CMC) can provide many of the alleged benefits ascribed to the Interaction Hypothesis. This study focuses on the viability of CMC in the Saudi secondary EFL classroom and examines how CMC can provide Saudi learners with increased opportunities to engage in meaningful negotiations in English. Twenty pre-intermediate EFL students participated in eight rounds of CMC, which asked them to chat in pairs using a synchronous chat program MS Chat 3.0 and to solve a series of tasks that required cooperation with their assigned partner. They were also provided with a questionnaire post survey, which gathered perceived advantages and disadvantages of synchronous CMC using MS Chat 3.0. Jigsaw and information gap tasks were used to collect the data. All written transactions from 10 dyads were recorded and printed out. The results show that Saudi learners do engage in appropriate meaning negotiation for their foreign language development through task based synchronous CMC.

19 Surname	Alsahli
Given Name	Abdullah
School	Colleges of languages and Translation, Imamu University. Saudi Arabia
Address	P.O.Box 230180 Riyadh 11321 Saudi Arabia
Country Code	SA
Email	[email protected]
Tel	00966-555-465634
Title	Using Role-play activities in Teaching and practicing Translation among Saudi Adult EFL learners
Type
Single/Joint	Individual
Keys_E	Translation	Teaching	Practice
Available	Nov9 / Nov12
Abstract	The purpose of this paper is to show the effectiveness of role-play activities to facilitate the learning and practicing translation by adult Saudi language learners. English in general and translation in particular are seen as vital in career advancement in Saudi Arabia. Many governmental offices and work places started to pay attention to teaching translation to its employees. In fact, promoting employee�s position is subjected to how many English and translation courses he or she has taken. English is seen as one of those promoting conditions especially at places where English is needed. In some Saudi governmental offices English in general -and translation in particular- is necessary because of the presence of some English-speaking employees. Among those places are hospitals, the ministry of exterior and Saudi Telecom. The employees in these places are encouraged to learn translation as to deal with the English speaking mechanics. Not only this, but also, they are required to read manuals, which are written in English translated into Arabic. Using role-play to teaching adult students is one of the ways in which students are put in similar situations to their work. Littlewood (1981) indicated that students need an opportunity to learn skills and strategies for using the target language to communicate meanings in real-life situations. It has been noticed that most Saudi students �the adults in particular- are reluctant, lack self-confidence and feel shy when they are asked to translate from English into Arabic or vice versa. Role-play activity is one of the classroom teaching techniques that encourage students to participate actively in the process of learning translation. It also helps the students to regain their confidence and remove their shyness. This paper is an experimental study that tried to investigate the effect of role-play activities on the overall translation ability and accuracy of adult Saudi English language learners.

22 Surname	Pophristova
Given Name	Maria
School	Warsaw School of Social Psychology
Address	Warsaw School of Social Psychology; E-learning Centre: Maria Pophristova;ul. Chodakowska 19/31,Warsaw 03-815
Country Code	PL
Email	[email protected]
Tel	0048-22-517-98-52
Title	Fostering Autonomous Learning in Online Language Courses
Type	Paper
Single/Joint	Individual
Keys_E	e-learning	autonomous learning style	online instructor
Available	/ Nov12 Both AllDays
Abstract	As a form of education, e-learning is becoming more and more popular. Institutions are competing in offering on-line and blended learning courses; we are witnessing the emergence of virtual universities. This development has inevitably spawned a myriad of discussions comparing the quality and standards of education offered in online and traditional courses. One of the main doubts expressed towards online courses conecern the effectiveness of learning experience in online courses. It is believed that, in order to be able to evaluate the quality of a course and its learning effectiveness, we have to consider the audience that the course is being designed for. Simultaneously, we have to check to what extent, if at all, online course participants are autonomous learners able to organize their learning process irrespective of settings. Such autonomous learners should not only take responsible decisions concerning the most effective ways of acquisition but also find a meaning into what they study. They should be able to find a relation between what they study and their experiences and needs. Being an autonomous learner does not limit to a particular course; it is a lifelong learning strategy. The aim of this paper is to review ways in which autonomous learning can be fostered in online language courses. First, I will briefly discuss the characteristics and importance of autonomous learning in online courses. Next, I will focus on the role of the online instructor that would foster autonomous learning style. In addition, I will present hands-on online language course activities that encourage the development of autonomous learners.
Comments	-

24 Surname	BALILI
Given Name	JOCELYN
School	UNIVERSITY OF MINDANAO
Address	UNIVERSITY OF MINDANAO, COLLEGE OF EDUCATION MATINA CAMPUS, DAVAO CITY
Country Code	PH
Email	[email protected]
Tel	(082)300-54-56 local
Title	COMPUTER ASSISTED LANGUAGE TRAINING: ITS EFFECT ON ENGLISH PROFICIENCY OF TEACHERS
Type	Paper
Single/Joint	Individual
Keys_E	COMPUTER ASSISTED	ENGLISH PROFICIENCY	LANGUAGE TRAINING
Available	Nov8 Nov9 / Nov12
Abstract	The main objective of the study was to assess the effectiveness of computer assisted language training in the English proficiency of 43 public school teachers of Davao City, Philippines. Employing the Dynamics Education (DynEd) software and paired-sample t-test, it was found out that there was a significant difference in the pretest and post test mean scores of the teachers. This is to say that the 3-day training helped the teachers improved in thier English proficiency as reflected in their posttest mean scores. The result suggested that training should be continued which would include other teachers from public and private schools who were not able to join the workshop and that teachers who underwent the training should continue enhancing themselves in English considering that their level was only within 1.5 which according to DynEd standards described as speakers having a slow ungrammatical speech and or limited to basic patterns.
Comments	I hope to know before August if my paper is worthy to be presented for funding purposes. Thank you!

25 Surname	Nguyen
Given Name	Long V
School	Massey University
Address	School of Language Studies, Massey University, Palmerston North City, New Zealand
Country Code	NZ
Email	[email protected]
Tel	00 64 21022 15077
Title	Computer Mediated Collaborative Learning in Communicative Language Teaching Methodology: A Sociocultural Perspective
Type	Paper
Single/Joint	Individual
Keys_E	CMC	CLT	Sociocultural theory
Available	Nov8 Nov9 / Nov12
Abstract	The purpose of this presentation is to inform the process of teaching and researching online collaboration in English as Foreign Language (EFL) environment from a sociocultural perspective. It aims to discuss the roles of computer mediated collaborative learning (CMCL) in a language classroom equipped with communicative language teaching (CLT) methodology. The presentation moves from an overview of the principal domains of sociocultural theory (SCT) applicable to collaborative second/foreign language learning to the review of the current CLT methodology, the main focus of which is the context of Vietnamese language education. CMCL is then analyzed in terms of how it is able to support and enhance language improvement in the given CLT context. The conclusion drawn from the discussion is that CMCL with its potential benefits is capable of helping solve certain issues raised from the introduction of CLT methodology into the Vietnamese language classroom with its own particular historical, cultural and social characteristics and features. It is thereby argued that CMCL can flow smoothly on CLT foundation when viewed from SCT lens, and that though the focus is on the particular Vietnamese social setting, there is no reason in which the concerns considered in this paper cannot be shared in other relevant milieu.

26 Surname	Bergh
Given Name	Gunnar
School	Department of humanities, Mid-Sweden university
Address	Universitetsbacken 1, S-871 88 Harnosand
Country Code	SE
Email	[email protected]
Tel	+46(0)708650574
Title	SLA and the Web: identifying online learning potential for English
Type	Paper
Single/Joint	Individual
Keys_E	SLA	web	language resources
Available	Nov8 Nov9 / Nov12
Abstract	SLA and the Web: identifying online learning potential for English The web comprises the greatest collection of language data ever compiled, forming a rich repository of up-to-date, unfiltered electronic text which is freely available and maximally broad in topicality, diversity and domain coverage (e.g. Bergh & Zanchetta 2008). In this capacity, it provides a virtually inexhaustible resource for the advancement of knowledge in a range of language-related disciplines, theoretical as well as practical. One such discipline is second language acquisition (SLA), where the web, although designed for content rather than form, constitutes a well-supplied source of authentic language data which students can use to improve the quality of their learning (e.g. Robb 2003, Salzmann & Mills 2005). Given that English is often said to be a rather difficult language to learn (e.g. Bell 2007), the present study deals with computer-mediated input enhancement for learners of English as a second language. In particular, the study probes the potential of so-called hunting and grazing strategies (e.g. Hawkins 1996) as a means to find adequate web data for the learning of English spelling, vocabulary and grammar. In this process, search engines and concordancing systems (e.g. Renouf et al. 2007, Fletcher 2007) are employed as agents to provide learner �webidence� for the choice of particular variants, forms and collocations, with statistical illustration from a set of thought-provoking examples. The results of the study indicate that online materials are often apt at providing crucial evidence in decidedly difficult areas of English SLA. However, the rate of success in these circumstances tends to be dependent on the choice of query items, the search methodology employed, and the range of investigated web data. The most fruitful avenue today, from the learner�s point of view, seems to be in terms of collocational searches in sliced samples of the English-speaking web, preferably performed through a linguistically designed concordancing system.

27 Surname	tobing
Given Name	vianny
School	universiti malaysia sabah
Address	no. 6678, taman ria 8, jalan utara baru, 91000, tawau, sabah.
Country Code	MY
Email	[email protected]
Tel	0128162638
Title	the acceptability of adaptive e-learning system
Type	Paper
Single/Joint	Individual
Keys_E	adaptive e-learning	adaptability	technology acceptance model (TAM)
Available	/ Nov12 Both AllDays
Abstract	AEL based on students' knowledge-level contribute many benefits to its users. The study on such system is vital as currently, most AEL only consider student's preferences, interest, and browsing behaviour when investigating student's behaviour for personalized services. Further, compared to previous studies on AEL system, user's acceptance towards this type of system, however, has not been assessed and understood thoroughly. In order to get more experience about the acceptance of AEL system that tailored learning content based on students' knowledge-level, a survey consisting of 314 students have been conducted. The general research questions that attempt to be answered and expounded through this study are: (1) if AEL system is being applied into education system as another means of learning method, does it being accepted by its target user?, and (2) does the adaptability feature really affect users' acceptance or users' intention on using the AEL system in the future?. The result shows a positive indication on the acceptance of such system among students with the adaptability feature affect student's intention to use the system. The study provides insight into the usefulness of an AEL system based on students' knowledge-level. Moreover, it is an important step towards a better understanding of the user's intention on using the system in the future as it gives a more intensive view of the AEL system users.

28 Surname	Wu
Given Name	Hsiaoping
School	The University of Texas San Antonio
Address	7747 Dusty Diamond San Antonio TX, 78249
Country Code	US
Email	[email protected]
Tel	210-725-8150
Title	THE SOURCES OF CORRECTIVE FEEDBACK BETWEEN NATIVE SPEAKER (NS) AND NON-NATIVE SPEAKERS (NNS) ON WRITING DEVELOPMENT VIA COMPUTER-MEDIATED COMMUNICATIO
Type	Paper
Single/Joint	Individual
Keys_E	Second language acquisition	Computer assisted language learning	Computer-mediated communication
Available	/ Nov12 Both
Abstract	Enter the abstract in English here. The purpose of this two-phase, sequential mixed methods study will be to explore English as Foreign Language (EFL) learners� language attitude on corrective feedback provided by native speaker of English and non-native English speaking speaker on writing development. In the first phrase, quantitative research questions will address the relationship of types of feedback and types of correction uptake through asynchronous computer-mediated communication. In the second phase, qualitative data from survey was to probe significant types of feedback provided by native of English speakers or non-native English speakers by exploring aspects of the EFL learners� language attitude toward the acceptance of feedback. Drawing upon the essay writing and open-ended survey, results show that there was a correlation between types of feedback and types of correction on students� writing. Participants have better performance based on the feedback provided by native speaker of English because they have seen native speaker of English who are true owner of language. These findings imply that it is important to provide feedback on writing development and to select qualified English speakers who will teach English in the non-English speaking countries to meet a learner�s expectation.

29 Surname	Suppasetseree
Given Name	Suksan
School	School of English, Institute of Social Technology
Address	Suranaree University of Technology 111 University Avenue, Sub-district Suranaree, Muang District, Nakhon Ratchasima 30000
Country Code	TH
Email	[email protected]
Tel	66-44-224213-4
Title	Developing an Online E-Portfolio for Thai EFL Students in Tertiary Education
Type	Paper
Single/Joint	Individual
Keys_E
Available	/ Nov12 Both AllDays
Abstract	An electronic portfolio, also known as an e-portfolio, is a valuable learning and assessment tool. It is a collection of electronic evidence assembled and managed by a user, usually on the Web (also called Webfolio). Such electronic evidence may include inputted text, electronic files such as Microsoft Word and Adobe PDF files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. In the context of a knowledge society, where being information literate is critical, e-portfolio can provide an opportunity to support one's ability to collect, organize, interpret and reflect on his/her learning and practice This paper will introduce the online e-portfolio system designed and developed by the author for Thai EFL students at Suranaree University of Technology, Nakhon Ratchasima province, Thailand; share the beauty and thorn of e-portfolio approach; and discuss the effective uses of this digital tool for EFL students. Finally, the paper will conclude with a series of problems and answers in using e-portfolio to meet the divergent goals of learners and instructors.

30 Surname	Chinnery
Given Name	George
School	University of Maryland Baltimore County
Address	8484 16th Street #310, Silver Spring, MD 20910
Country Code	US
Email	[email protected]
Tel	301-587-9257
Title	The Case for E-Language Learning and Teaching
Type	Paper
Single/Joint	Individual
Keys_E	CALL	e-Language Learning	e-Language Teaching
Available	Nov8 Nov9 / Nov12
Abstract	Previous attempts to typify the field of computer-assisted language learning (CALL) have focused explicitly on technology or on trends in language pedagogy. This paper offers a practical reexamination of CALL's development, as well as its moniker, and its fundamental best practices. The expression, CALL, is deemed inadequate to describe our field, for reasons including overemphasis on computers and underemphasis on the role of the instructor. E-language learning and teaching is proposed as a preferred term, one that more clearly describes our field and is therefore more likely to be understood and widely accepted by language educators, educators-at-large, and language learners. Best practices in e-language learning and teaching are described as those which are productive, informative, collaborative, communicative, and aggregative.
Comments	George M. Chinnery is an English language instructor, e-teacher trainer, and PhD candidate in Language, Literacy and Culture at the University of Maryland Baltimore County. His research and practical interests include the cross-cultural uses of information and communication technologies; e-language learning and teaching; and the global digital divide.

33 Surname	Al Haider
Given Name	Siham
School
Address	P.O.BOX 56 , Postal code 61411 , Abha , Saudi Arabia
Country Code	SA
Email	[email protected]
Tel	0966506756880
Title	Factors Deterring and Facilitating Computer-Assisted Language Learning Use and Integration in English as a Foreign Language Instruction at Four Saudi
Type	Paper
Single/Joint	Individual
Keys_E	Computer Assisted Language Learning	Female faculty members	promoting and inhibiting factors
Available	Nov8 Nov9 / Nov11 Nov12 AllDays
Abstract	Computer Assisted Language Learning (CALL) technology is establishing a foothold in academic instruction on many Saudi Arabian universities. This technology, in time, may become the normal mode of instruction at these universities.CALL is as well a subdiscipline of Applied linguistics which deals with the application of linguistic principles and techniques to language instruction and learning. It is concerned with the application of linguistics studies, theories, approaches and methodologies. Thus, CALL is a proper domain of applied linguistics. The disciplines of linguistics education and psychology are intermarried and interrelated and one cannot delineate their boundaries. In attempts to find a solution to meet the challenge of acquiring native-like English, educators have turned to CALL. The question now is : what is CALL and how is it applied in real social context ? Questionnaire will be used to gather the required data , then it will be analyzed using the Statistical Package for the Social Sciences (SPSS). The collected data will be good enough to explore female faculty members� perspectives and the different promoting or inhibiting factors of CALL use and integration by EFL female faculty members at those universities. It is the researcher's hope that this study will contribute to the field of Applied Linguistics in general and CALL use and integration in EFL instruction in particular.

34 Surname	LEE
Given Name	TAN LUCK
School	UNIVERSITI TEKNOLOGI MARA JOHOR
Address	1, Jalan Putera, Taman Segamat Jaya, 85010 Buloh Kasap, Segamat, Johor, Malaysia.
Country Code	MY
Email	[email protected]
Tel	6013-7438138
Title	Perceive Effectiveness in Managing Multimedia to Achieve the Standard Technology Enhance Classroom Teaching and Learning Process in Secondary Schools
Type	Symposium
Single/Joint	Joint
Keys_E	Technology Enhance Classroom	Multimedia	secondary school
Available	/ Nov12 Both AllDays
Abstract	Perceive Effectiveness in Managing Multimedia to Achieve the Standard Technology Enhance Classroom Teaching and Learning Process in Secondary Schools Lee Tan Luck Faculty Of Business Management MARA University Of Technology, Johor e-mail: [email protected] Abstract Purpose � This research is attempt to examine secondary school principals� and ICT coordinators� organizational effort to manage multimedia in the teaching and learning process in classroom to govern efficient and effectiveness in a techno education environment. The managing skills and ICT knowledge obtain by the school principals and ICT coordinators in secondary schools have great influence in determining the level of success in managing multimedia especially a technology enhance classroom and ICT laboratory in schools. Demographic factors, such as age, gender, race, academic and professional achievement and working experiences are also taken into consideration. Design/ methodology/ approach � Seven dimensions of effectiveness in managing multimedia in a technology enhance classroom secondary schools in the teaching and learning process (schools, demographic, leadership quality, managerial strategy, organizational culture and practice, personal and working experience) were examined to determine the level of effectiveness in managing multimedia in achieving the excellence of management in a technology enhance classroom secondary schools. Finding - In general, there is a significant difference among factors stated above with the effectiveness in managing multimedia in the teaching and learning process in secondary school management. The climate and technology usage culture is also closely related to the ICT coordinators� and ICT management skills of the schools respectively. In addition, the school principals and management are another two essential factors found to be the strong fundamental of schools with achievement orientation. Research limitations/ implications � This study represents an addition to the extant literature on effectiveness in managing multimedia in technology enhance classroom secondary schools towards the achievement of excellence in secondary school education. Practical implications � The perceive effectiveness in managing multimedia in secondary schools is a pivotal role in achieving excellence in managing the technology enhance classroom. The teaching and learning process by using multimedia would eventually become a state of the art methodology, creative and innovative way to achieve teaching and learning practice in education. Proper management standard should be drafted to achieve the standard key index in education. Originality/ value � This study provides further groundwork to assist existing and would be educational managers to improve work quality, technology enhance classrooms, ICT and multimedia management standard and to deliver the maximizing of teaching and learning achievements towards the excellence in managing ICT peripherals, teaching and learning multimedia of the school. Keywords: effectiveness, management, multimedia, teaching and learning process, technology enhance classroom, schools. Paper type: Research paper

35 Surname	Lee
Given Name	Tan Luck
School	MARA University Of Technology Johor
Address	KM12, Jalan Muar, 85000 Segamat, Johor, Malaysia
Country Code	MY
Email	[email protected]
Tel	6013-743 8138
Title	Application of Technology in the Language Classroom among Language Teachers in e-Learning Environments
Type	Paper
Single/Joint	Joint
Keys_E	application	language classroom	e learning environment
Available	/ Nov12 Both AllDays
Abstract	Application of Technology in the Language Classroom among Language Teachers in e-Learning Environments Lee Tan Luck Faculty Of Business Management MARA University Of Technology, Johor e-mail: [email protected] Abstract Purpose � This research attempts to examine secondary schools language teachers and the teaching and learning of language process with computer assisted learning in an innovative and creative environment to govern efficient and effective high quality e-learning environment. The techno-educational culture and climate of certain secondary education institutions have great influence in determining the level of success in an e-learning environment. Demographic factors, such as age, gender, race, academic and professional achievement and working experiences of language teachers are also taken into consideration. Design/ methodology/ approach � Five aspects of language class (schools, demographic, teachers, techno-education culture and practice, personal and working experience) were examined to determine the application of technology in the language classroom among language teachers in an e-learning environment. Finding - In general, there is a significant difference among factors stated above with schools� techno-educational application in the language class in an e-learning environment since the teaching and learning process using computer assisted learning of late is the utmost important tool in achieving successful results in language learning. The culture and climate of the school is also closely related to the application of technology as well as the skills of the language teachers respectively. Research limitations/ implications � This study represents an addition to the extant literature on the application of technology in the language classroom in e-learning environment. Practical implications � The application of technology in the language classroom not only needs a team of high caliber language teachers but also techno-education savvy personnel to achieve high impact in language teaching in the e-learning that could devise a creative and innovative techno-teaching and learning process for the future of secondary e-learning education platform. Originality/ value � This study provides further groundwork to assist existing and would-be secondary language educational institutions to improve the effectiveness in technology application as well as setting a perfect e-learning platform and delivery system in managing language learning. Keywords: application, language classroom, e-learning, environment, school. Paper type: Research paper

36 Surname	Gorjian
Given Name	Bahman
School	Assistant Professor
Address	Research and Science Center -Ahvaz Branch- TEFL Department- Islamic Azad University
Country Code	IR
Email	[email protected]
Tel	986312221890
Title	Multimedia and teaching English as foreign language in Iran: Cultural perspectives
Type	Paper
Single/Joint	Individual
Keys_E	multimedia	English language	teaching
Available	/ Nov12 Both AllDays
Abstract	Enter the abstract in English here. Abstract This study investigated the role of multimedia in teaching English as foreign language (EFL) from cultural perspectives in Iran. English textbooks have been taught through grammatical instructions which overlook its cultural aspects in Iranian settings. Cultural values and rules in English textbooks are not modified due to the instrumental uses of L2 in high schools and academic contexts. This research hypothesized that using multimedia outside the English classrooms may compensate for such shortcomings and strengthen the level of L2 cultural comprehensibility. The participants comprised of 418 EFL teachers and learners dealing with English for General Purposes (EGP) in Iranian universities. Instruments were 5-point Likert scale questionnaires developed by the researcher. Data were analyzed through descriptive and inferential statistics .The results showed that there was a positive correlation between using multimedia and the level of English cultural comprehensibility among Iranian teachers and learners (p<.05). In other words, multimedia can play a facilitative role in teaching L2 and its culture. Finally, implications of this research were discussed along with useful suggestions for further research.
Comments	Thank you very much!

37 Surname	Obari
Given Name	Hiroyuki
School	Aoyama Gakuin University
Address	[email protected]
Country Code	JP
Email	[email protected]
Tel	81+298214025
Title	How to Integrate ICT in TEFL in Japan?
Type	Paper
Single/Joint	Individual
Keys_E
Available	Nov8 / Nov12
Abstract	There are mainly two aims to this presentation. The first aim is to show how to use a variety of learning tools such as i-Pod, mobile phones with captions in teaching EFL in Japan. Cyber Campus System (AGULMS) was mainly used with the integration of mobile learning tools. Since April 2007, the CASEC computer test has been administered several times in order to assess English proficiency since April 2007. Students were required to take the CASEC computer test to check their progress in English proficiency. While English presentation practice was emphasized in the class, all students who took writing and communication courses were required to learn as many lessons as possible with e-Learning system at home. The average CASECscore improved from 510 in April 2007 to 580 in January 2008 with the integration of e-Learning system. The second aim is to introduce Prontest Software to teach segmental features of English pronunciation. PRONTEST and AIST (National Institute of Advanced Industrial Sciences and Technology) have jointly developed special software for teaching English pronunciation while using the technology of Speech Recognition System integrated into the CALL system. This software can automatically correct the crucial pronunciation of Japanese EFL learners and teach them how to improve pronunciation. We carried out an experiment and found that about 90% of the students were satisfied with this software. In this presentation the effectiveness of this software will be demonstrated focusing on the evaluation of Fo, power, speech duration, and so on.

38 Surname	ARRIF
Given Name	BOUCHRA
School	Houssein Ben Ali High School-Ministry of Education
Address	Les Residences Parisiennes. 1 Rue Douai, Immeuble A Appartement 10, 3ieme etage. Angle Bd Emile Zola Quartier Belvedere.Casablanca 20300. Morocco
Country Code	MA
Email	[email protected]
Tel	00 212 22 40 82 83
Title	Project-based Multimedia Learning
Type	Paper
Single/Joint	Individual
Keys_E	Multimedia projects	Evaluating multimedia projects	Cooperative learning
Available	Nov8 Nov9 / Nov11 Nov12 Both AllDays
Abstract	The presentation deals with different theoretical dimensions of project-based multimedia learning. It also highlights the rationale and benefits of using project based multimedia learning in EFL.classes. The paper allows teachers to conceptualize the implementation of project based multimedia learning through some authentic examples of planning and managing multimedia projects. From my experience, teachers make students work on short term projects when a set of units are over without providing them with enough preparation, time and guidance inside the classroom. Moreover, these practitioners need to equip learners with adequate instructional strategies and tools that would help them face the challenges of their environment and Keep track with the changes of the digital era. Therefore, the purpose of this paper is to make teachers reconsider the implementation of project work using new concepts, namely teamwork as well as multimedia tools, such as computers, power point, audio-visual materials, software, digital cameras, etc� First, the presentation deals with the rationale and benefits of implementing project-based multimedia learning in EFL.classes. It also discusses some potential challenges that might be met during the implementation process and hence suggests some tips to overcome them. Then, it points out how and why these multimedia projects are evaluated, shared and presented among school and the learners� community. Finally, the paper helps teachers conceptualize the implementation of project based multimedia learning through some examples of planning and managing multimedia projects. Sample project high level designs as well as some authentic demonstrations are provided. The presenter uses authentic testimonials, videos and pictures.
Comments	Please i need to get an early answer in case my proposal is accepted and that is for funding reasons.Thank you

40 Surname	Ayob
Given Name	Adenan
School	Universiti Malaysia Sabah
Address	Pusat Penataran Ilmu dan Bahasa, 88999 Kota Kinabalu, Sabah
Country Code	MY
Email	[email protected]
Tel	0173457781
Title	The Interactive Writing in Malaysian Studies Environment
Type	Paper
Single/Joint	Individual
Keys_E	Interactive	Writing	Environment
Available	/ Nov12 AllDays
Abstract	The purpose of this research was to study writing skills in Malaysian studies environment. This research was also carried out to see whether writing skills can build up their confidence and competence for daily communication. Form four students of Taman Tunku Secondary School in Miri, Sarawak were the sample. There were only 30 students chosen as research sample during the observation of the teaching and learning process. The sample was chosen due to their weak proficiency in Malay writing. The quasi-experimental research was carried out in this research. Communicating were based on role play and language games computer-based. After the role play task, the researcher found that it was not very effective task in improving the respondents' competency in their writing and confidence in their speaking. After applying the second approach, that is language games, all the respondents showed improvement in their competence and confidence in their writing and speaking in the classroom during the teaching and learning process. Their score for writing in the post test also showed the improvement. In a nutshell, the overall objective of this research was fully achieved.

43 Surname	Opina
Given Name	Arlene
School	Centro Escolar University
Address	Centro Escolar University, Gil Puyat, Makati City, Philippines
Country Code	PH
Email	[email protected]
Tel	+632 8281098
Title	Development and Validation of Online Instructional Modules in College English
Type
Single/Joint	Individual
Keys_E	Online Teaching in English	Virtual Classroom	Online language Teaching
Available	Nov9 / Nov12
Abstract	Researcher : Arlene S. Opina, Ph.D. Rationale: With the spread of virtual technology, online instruction is gaining acceptance as an alternative to traditional classroom setting.With this in mind, the researcher decided to conduct the study on the effectiveness of online instruction to set up a virtual classroom applicable to Philippine setting. The Centro Escolar University (CEU) English curriculum is composed of six 3-unit subjects. In delivering these subjects, the use of lecture and textbooks is the main method of almost all teachers in the department. In all of these subjects, a textbook is provided for each, which is distributed by the department. There are still no modules for online learning that have been developed. It is for this reason that the researcher finds urgency in producing one and trying it in the internet. Treatment of Data. To determine the reliability coefficient of the questionnaire, the linear correlation was adopted. Likert Scale was used in assessing the instructional modules, students' interaction with instructor, and their overall satisfaction with online learning. The percentage, arithmetic mean and standard deviations were also applied to describe the profile of the respondents and their performances. The t-test for independent population was used to determine if there was a significant difference in the performance of the students between the online and traditional instruction in the midterm, final, pre and post tests. Same test was also used in determining the comparability of the four sections utilized as subjects. The data of this research were statistically processed by the CEU Evaluation and Data Processing Department. Based on the findings of the experimental study, the researcher drew the following conclusions: 1. Online learning is a competitive alternative in teaching English 11 for college level. 2. The use of online games and exercises is an innovation to teaching language skills. 3. Success in online learning depends on strict compliance of time table and schedule and regular interaction with teacher. 4. In addition, students with convenient access to a computer and modem, sound reading and writing skills, and at the same time with motivation, and self-discipline to participate regularly, are most likely to succeed. 5. Although learning is achievable using the most available resources in the module and internet, the teacher is still the most important component in online learning upon whom the students rely. Recommendations 1. The development of online modules for other English subjects including Speech subject may upgrade the English Department�s delivery of education. 2. The conduct of similar study will validate other modules of various subjects. 3. Another study involving CEU�s facilities and teachers� preparedness for online education can give insight to the administration for future undertaking.
Comments	I need LCD projector. Thank you.

45 Surname	Mulyaningsih
Given Name	Reny
School	Indonesia Australia Language Foundation
Address	Jl. Raya Sesetan 190 Denpasar Bali 80223
Country Code	ID
Email	[email protected]
Tel	081805592331
Title	Fun Educational Websites for Learning English
Type	Paper
Single/Joint	Individual
Keys_E	fun	educational	websites
Available	/ Nov12 Both AllDays
Abstract	We live in the age of computers, and there are growing demands on almost everyone, including teachers, to become technologically literate. As teachers, we might have some experience with visiting websites, and the World Wide Web constitutes an incredible resource to use with the students as well as for students to use independently. Probably the most obvious web-based resources for teaching are those websites devoted to teaching and learning English. These websites have been created either by language schools or dedicated individuals. Some sites charge for access, most don�t. In the conference, this presentation aims to both encourage teachers who are unfamiliar with these kinds of websites to use with their students, as well as provide new ideas to teachers who are already using them with their learners. These websites are fun, very practical and free. This presentation will also give teachers ideas on how to incorporate these websites for doing further fun class activities.
Comments	If this proposal is accepted, I also need the Internet connection for doing this presentation. I have been working in IALF for 9 years and have been interested in the use of IT for English language teaching. Currently I am appointed as Multimedia Project officer and I am responsible in developing CALL related materials. I am looking forward to learning more from this conference as well as sharing what we have in IALF Bali.

46 Surname	Nozawa
Given Name	Kazunori
School	Ritsumeikan University
Address	c/o College of Information Science and Engineering, 1-1-1 Nojihigashi, Kusatsu, Shiga 525-8577 Japan
Country Code	JP
Email	[email protected]
Tel	81-77-561-4816
Title	Does blended learning really work? - Pros and cons of using Moodle as an educational tool -
Type	Paper
Single/Joint	Individual
Keys_E
Available	Nov8 Nov9 / Nov12
Abstract	Blended learning (BL) is a powerful solution that combines e-Learning with a variety of other teaching methods for an enhanced second-language (L2) learning experience. At the same time, Moodle is a well-known course management system (CMS) using sound pedagogical principles to help both educators and researchers create effective online learning environments. This paper presentation reveals what makes BL with the use of Moodle so powerful and how to use the right mix of teaching methods for an ideal combination for L2 skill enhancement and sustainability, as well as to motivate learners for L2 learning. The author has been teaching a variety of courses since 2005 using BL. He has found it not only essential in a distance-learning setting to promote active learning by the enrolled students, but also a useful tool to promote active learning itself and improve individual knowledge and skills of the target language or content. The author will make both a brief theoretical review on BL and Social Constructism and then make a practical report on BL using Moodle effectively at Japanese universities. Pertinent information such as objectives, syllabi, assignments, forums, quizzes, glossaries, course evaluations, etc. will be briefly presented while discussing the pros and cons of using BL with Moodle to teach L2 and/or academic material.
Comments	CIEC-Sponsored Presentation

48 Surname	Gobel
Given Name	Peter
School	Kyoto Sangyo University
Address	111 Shigenen. 14-1 Sanjobo-cho, Awataguchi, Higashiyama-ku, Kyoto 605-0035
Country Code	JP
Email	[email protected]
Tel	075-541-2676
Title	Digital Storytelling: Capturing Experience and Creating Community
Type
Single/Joint	Individual
Keys_E	storytelling	multimedia	social computing
Available	/ Nov12 Both AllDays
Abstract	Digital Storytelling combines the art of telling stories with any of a variety of readily available multimedia tools, including graphics, audio, video animation, and Web publishing. The beauty of this form of digital expression is that stories can be created by students, on any subject, and shared electronically with their peers. This presentation focuses on a trial digital story project involving Japanese university students who have studied overseas. Upon returning from overseas study the students were taught to create short, 1-minute digital stories explaining what they had learned while overseas. By creating digital stories about their overseas study, students were given a chance to reflect on their experience, as well as learn from others with similar experiences. The plan is for these digital stories to be compiled into a on-line resource for other students interested in studying overseas. Looking at samples created by students from their own pictures, audio, and written text, the presentation will cover two main points: 1) how to deliver a story effectively (focusing on topic choice and organizational skills) and 2) the process of combining storytelling with readily available software. A number of questions regarding digital storytelling will also be dealt with. Chief among them are: What is unique about the digital environment? How do users respond to it? And how can its potential in the language classroom be maximized?

49 Surname	James
Given Name	Scully
School	Sultan Qaboos University, Oman
Address	PO Box 1138, PC111, CPO, Oman
Country Code	OM
Email	[email protected]
Tel	0096824545075
Title	Blending Moodle to Promote Language Use
Type
Single/Joint	Individual
Keys_E	active learning	virtual learning environment	language production
Available	/ Nov12 Both AllDays
Abstract	Various ways in which Moodle "blends" with more traditional activities are described using examples from practice in Sultan Qaboos University and other institutions. Examples of stimulating activities with discussions, wikis and other Moodle and web tools are offered, with ways to integrate these with the various language skills needed by university and pre-university students. The activities develop from an examination of the learner's linguistic activities, their control (or lack of it) over their learning and the contexts in which they use the language. Using the virtual learning environment for complementary delivery, supplementation, assessed activities and course communication are all included within a framework which attempts to look at language skills in an integrated way. Examples from a range of disciplines will be included at a variety of levels from pre-intermediate up. Opportunities for use of some Web 2.0 tools are included as ways of linking the students, in a planned way, to the world of the Internet, bearing in mind limitations of bandwidth and access to computers experienced by many students. The session would, ideally, be delivered using a Moodle course set up specially for the conference on a local (or high bandwidth) server. The course would remain for some time after the conference as a resource for teachers and a means of communicating with the presenter, should participants wish.

50 Surname	Niemann
Given Name	Rita M.
School	National University of Singapore
Address	Centre for Language Studies, 9 Arts Link, AS4/0306, Singapore 117570
Country Code	SG
Email	[email protected]
Tel	+65 98238343
Title	CALL: Learning to Listen
Type	Paper
Single/Joint	Individual
Keys_E	Listening Comprehension	Materials Development	CALL
Available	/ Nov12 Both AllDays
Abstract	Learning to listen in a foreign language is certainly a challenge. Our listening ability influences our ability to effectively communicate orally as well as proper pronunciation and intonation. However, many listening materials offered in conjunction with foreign language textbooks do not fully rise to the challenge. It is therefore timely to take a closer look at the quality of audio materials and listening tasks in communicative FLT, particularly in view of authentic versus non-authentic, collaborative versus non-collaborative and top-down versus bottom-up listening tasks. For this purpose, a typology for the analysis of listening tasks is introduced in order to identify those areas that need further improvement. The paper will close with some practical suggestions for the production of CALL-based listening materials and tasks.
Comments	Speakers available? I can bring my own little set.

53 Surname	Do
Given Name	Tuan Minh
School	Vietnam National University, Hanoi
Address	No 1 Pham Van Dong Rd - Hanoi - Vietnam
Country Code	VN
Email	[email protected]
Tel	84-913513030
Title	E-ENGLISH 10 project: Killing two birds with one stone?
Type	Paper
Single/Joint	Joint
Keys_E	e-learning	high school	teacher training
Available	Nov8 Nov9 / Nov12
Abstract	E-ENGLISH 10 project: Killing two birds with one stone? The goal of the e-English 10 project is to produce a set of CD-Roms which contain e-learning lessons which facilitate the learning of English for the high school students and, hopefully, freshen the teaching of English at highschools in Vietnam. The two-CD set covers the 16 units in the English 10 textbook. It is NOT a digitalised version of the textbook. Actually, it is a course of English study. Effective multimedia techniques are utilised and modern, diversified teaching methods of the instructors are actively applied, which makes the e-English 10 course as interesting and interactive as it can be. Simple, common softwares are used to produce user-friendliness. Fundamental parts of the course are made with M.S Powerpoint slides, Hot Potatoes, Question Tools. The audio and video data are saved in basic formats that are not too big in volume but still produce good quality. The whole electronic resources are then linked using Reload Editor, which gives an attractive, easy-to-follow interface with a tree of folders on the left and a spacious area for the lessons on the right. It is the methodology side that is emphasised in the e-English 10. In terms of teacher training, the set of CDs can be used as demo for effective teaching techniques and suggestive procedures for a successful English lessons. The product is hoped to meet the demands of the highschool English teachers who want to add fresher tastes to their lessons.

54 Surname	Walia
Given Name	Divya
School	Amity University, Jaipur
Address	116, Ram Gali No.5, Raja Park, Jaipur
Country Code	IN
Email	[email protected]
Tel	919928014661
Title	Technology and English Language Teaching: The Significance and Challenges
Type	Paper
Single/Joint	Individual
Keys_E	Technology	ELT	CALL
Available	Nov9 / Nov12
Abstract	With the rising international communication on account of globalization, the demand for communicative competence in English is increasing. We can see that the fast development of computer technology for language teaching; foreign language teaching in a setting other than the traditional classroom is also becoming a promising trend. The reason for this may be that the learners as well as the tutors are realizing its significance and the relevance in Language Teaching. Some of the technological advancements in the language teaching can be seen in the form of increased internet usage and its rising importance .The Internet is quickly becoming the prime resource for students to practice and improve their writing skills in English. On the World Wide Web students can find numerous high quality websites that can give them an access to online dictionaries, encyclopedias, and libraries, as well as worksheets and exercises on grammar, punctuation, spelling, and essay writing. Students can even practice what they've learned through online keypals from around the globe. But the greatest technological contribution in the field of language learning is that of Language Laboratory. The language laboratory plays an important role in the language learning process. This paper attempts to highlight the significance of the technological advancement in the field of ELT in the form of Computer Assisted Language Learning (CALL) as well as the challenges it poses upon the teacher and the learner in the teaching of English in the Indian context.

55 Surname	Dalton
Given Name	Kevin
School	Kang Guru English Indonesia
Address	PO Box 3095 Denpasar 30080
Country Code	ID
Email	[email protected]
Tel	08123800511
Title	e-learning exchanges - the Kang Guru Experience
Type	Paper
Single/Joint	Individual
Keys_E	e-learning	exchanges	Kang Guru
Available	/ Nov12 Both AllDays
Abstract	Call For Papers � GLoCALL 2008 During 2007 and 2008, Kang Guru facilitated several e-learning exchanges principally between affiliated English language clubs in Indonesia and schools in Australia, plus a similar cross-culturally focused series of e-learning exchanges between teacher/student groups from 20 Indonesian junior high schools. This exchange process was later expanded to exchanges between some of those schools and students in high schools in Australia. These exchanges were all conducted in English. The basic aim of these activities was to introduce students (and their teachers) to the concept of making contacts with other groups by email only and then exchanging ideas and sharing experiences via emails. The hope was that this would begin them on the road to more e-learning exchanges without the continued involvement of Kang Guru. The results were positive for future work to be done on developing these activities in Indonesian schools. Many lessons were learnt regarding the viability and usefulness of such exchanges and whether or not they are in fact worthwhile activities to encourage and develop further. Kang Guru has been working with teachers, students and English language clubs for over 18 years in Indonesia - http://www.kangguru.org/

56 Surname	Wong
Given Name	John
School	City University of Hong Kong
Address	English Language Centre, City University of Hong Kong, Kowloon, Hong Kong SAR, China
Country Code	HK
Email	[email protected]
Tel	3442-6224
Title	Creating presentation templates without PowerPoint
Type
Single/Joint	Individual
Keys_E	Presentation	Powerpoint	HTML templates
Available	Nov9 / Nov11 Nov12
Abstract	Presentation has become a big part of our daily life. Whether you are a student, a teacher or a researcher, there are numerous occasions when you have to give presentations. The software program that comes to people's mind immediately when such a need arises is PowerPoint. There are probably at least hundreds of thousands of powerpoints being created worldwide at this moment. So much so that "powerpoint" is fast becoming a synonym for "presentation". But the presenter would like to argue that while it is a handy tool, there are good reasons for exploring alternatives. To prepare for this presentation, the presenter is not going to use Powerpoint. In fact, the last time he used it was in a conference in 2001. Since then he has given fifteen more presentations, most of which were created with HTML for delivery via web browsers, which are mostly freeware. As more and more computer users rely on open source software, creating and viewing presentations with PowerPoint, a proprietary software program, is becoming less of an option. A simple solution is to make use of the interactive features of web browsers and code in HTML. To make a presentation more interactive, one may need to even embed Javascript. But it is in fact simple copy and paste and requires little customization. Alternatively, one can make use of free Web 2.0 services to create Powerpoint-style slides. In this presentation, the presenter will discuss the pros and cons of the two approaches and give away some of templates he has been using.

57 Surname	Charitos
Given Name	Stephane
School	Columbia University
Address	300 W. 145th Street, Apt. 7D, New York, NY 10039
Country Code	US
Email	[email protected]
Tel	+1 212 854-6341
Title	Using Drupal for language teaching
Type	Paper
Single/Joint	Joint
Keys_E	Drupal	Repository	Material creation
Available	/ Nov12 Both AllDays
Abstract	Faculty members at Columbia and Brown are often called upon to produce teaching materials. Typically, these materials reside in a file cabinet or on a hard drive. As such, they are rarely accessible to all instructors, are only discoverable if one already knows of their existence, and tend to remain the personal property of their creators. At both Brown and Columbia, we are committed to making the process of content creation and sharing as seamless and as transparent as possible so that faculty can concentrate their efforts on producing and incorporating media-rich material into the language classroom rather than either wasting their time looking for what they need or wasting their energy on figuring out the technology itself. In order to achieve this goal, we have chosen to use Drupal, an open source content management platform, to create support websites for some of the languages we teach. Drupal allows users to easily publish, manage and organize a broad variety of content on a website. Content is not only easily added to Drupal, but the method of content building is universal, thus allowing for group training and easy support. The presentation will introduce Drupal to the audience and show how Drupal has helped Brown and Columbia meet their goal of empowering language faculty. Moreover, the presentation will also showcase a pilot site that has been set up to allow local users in Indonesia to both contribute and retrieve language teaching content for Indonesian as a second language.

58 Surname	Charitos
Given Name	Stephane
School	Columbia University
Address	300 W. 145th Street, Apt. 7D, New York, NY 10039
Country Code	US
Email	[email protected]
Tel	+1 212 854-6341
Title	(Not So) Digital Storytelling
Type	Symposium
Single/Joint	Joint
Keys_E	Storytelling	Writing
Available	/ Nov12 Both AllDays
Abstract	Last year at GLOCALL, I presented a paper on digital storytelling, which explored its current and future applications as a tool to enhance � among others � the writing skills of language learners at Columbia University. Following the conference, I received multiple requests for follow-ups from numerous participants who expressed great interest in exploring how digital storytelling could be adapted to their own particular settings. They pointed out that their situation is often characterized by various local limitations whether these be restricted access to technology (cameras, Internet access, software, etc); the reluctance of local users to use technology in the classroom; or the lack of training in both technology and the application of technology to meet specific pedagogical objectives. Furthermore, they pointed out that many users may be reluctant to explore pedagogical models and activities that could not be adapted to furthering goals set nationally for language teachers: namely, preparing students for the national exams. Given this input, Andrew Ross of Brown University and I would like to organize a small symposium in the form of a hands-on workshop that would help participants not only better understand the overall pedagogical objectives related to the use of digital storytelling in the language classroom, but would also show them how to adapt digital storytelling to their local situation both in terms of available technology and in terms of adapting the digital storytelling model to meet their own particular goals and objectives. The workshop would introduce participants to a number of techniques and approaches to storytelling, and offer them a variety of technological and non-technological tools for incorporating storytelling, whether digital or analog, into their curricula. Moreover, the workshop would empower workshop participants to think of their particular setting and help them come up with solutions tailored to their own teaching context. Given the limited availability of technology at some of the local settings, participants would be particularly encourage to explore how either non-technological or low-technology alternative solutions could help them achieve locally the same pedagogical results that we have achieved at our institutions with the introduction of digital storytelling into our curricula.

60 Surname	hakim
Given Name	rahman
School	university of sultan ageng tirtayasa
Address	UNTIRTA Jl. Raya Jakarta km. 4 Pakupatan Serang
Country Code	ID
Email	[email protected]
Tel	081808060709
Title	utilizing freeware, free-materials and free-access for the english language teaching
Type	Paper
Single/Joint	Joint
Keys_E	freeware	free-access	free-materials
Available	/ Nov12 AllDays
Abstract	the paper discuss about opportunities that we can gain from the internet for the sake of english language teaching. they are freeware or free software that can be downloaded from the internet used as an application in a lab, free-materials in the form of handouts & exercise, teaching tips, audio and video podcasts, etc., and free-access to several journals to obtain articles. The free software that will be discussed are audacity and itunes. it will describes how to use audacity in a listening or pronunciation class, whether to record or edit the audio files, and export them to be mp3 or wav. another free-software is itunes that can be used to download materials especialy audio and video podcast. it is explained how video podcast can atract the student interest in improving their listening skill. related to free-materials the writer discusses about some websites that provide free-materials to be downloaded such as handouts & exercises,articles,audio and video files, etc. some websites that provides free handout & exercise, articles, teaching tips are tefl.net, usingenglish.com, englishclub.com, etc. in adition, websites that provides audio materials such as www.elllo.org, www.voaspecialenglish.com, repeatafterus.com, etc. there are also materials in the form of flashmovie oflash object that can be downloaded from elllo.org and www.britishcouncil.org that can be used as listening materials. a journal publisher such as sage publication gives a month for each year free access for every one to freely register and log into some journals to read many articles.

63 Surname	Mokhamad
Given Name	Syaifudin
School	LAPIS-ELTIS, IAIN Sunan Ampel Surabaya
Address	Jl. Pasar 36 Sukorejo, Pasuruan, Jawa Timur, Indonesia 67161
Country Code	ID
Email	[email protected]
Tel	08123310973
Title	Making the most of video sharing websites
Type	Paper
Single/Joint	Individual
Keys_E	video	dowloading	application
Available	/ Nov12 Both AllDays
Abstract	Video sharing websites have been an ever-growing phenomenon in this Internet era. They offer various, culture-rich, and authentic audio visual resources for foreign language learning and teaching. Therefore,it would useful if teacher can bring them into classrooms and integrate them in their foreign language teaching-learning activities. To do so, what they need to know are first, knowing how to use them any time and anywhere in the absence of internet connection, and secondly, how they can use them in the classrooms. In this paper the discussion will be aimed at giving pathway and tutorial of how to search and download videos on the Internet, edit them to suit the needs of the teaching learning process, and finally, using them in the classroom teaching.

64 Surname	Suwartono
Given Name	Suwartono
School	Muhammadiyah University of Purwokerto
Address	Perumahan Tegalsari Indah Blok L-12, Komplek Kampus UM Purwokerto
Country Code	ID
Email	[email protected]
Tel	+622816843536
Title	Dependent upon Teacher's Creativity
Type	Paper
Single/Joint	Individual
Keys_E	video	dubbing	the internet
Available	/ Nov11 Nov12
Abstract	DEPENDENT UPON TEACHER�S CREATIVITY Suwartono Muhammadiyah University of Purwokerto Regardless of student learning autonomy and competency, professional teachers should be good learning facilitators. With all their efforts they are committed to effective teaching. In language learning some teachers use technology to facilitate student learning by having the students do some language lab activities; others, however, bring a tape player into a classroom. But, variation of learning activities is necessary. Students will feel bored when they have to go through the same things over and over again, no matter how reliable the applied method is. And everybody knows what happens if students do not become interested in the activities and tasks offered. Language teachers need to explore technology as to give maximum benefit to their students learning. This paper deals with the writer�s own experience in empowering technology intended to facilitate students learning English as a foreign language. Once, he was so keen on utilizing video to stimulate the students� learning interest in a listening class. It turned out that video was an extraordinary medium to help language learners listen and speak. Being intrigued and inspired by the techniques that were successfully applied with video, he conducted an experimental research into the use of dubbing as a technique for teaching pronunciation. And lately, he carried out a classroom action research involving the use of the internet materials to develop the students� scientific writing ability. Keywords: video, dubbing, the internet, scientific writing

65 Surname	Zakaria
Given Name	Zarina Ashikin
School	Universiti Sains Islam Malaysia
Address	Fakulti Pengajian Bahasa Utama, Universiti Sains Islam Malaysia, Bandar Baru Nilai, 71800 Nilai, Negeri Sembilan, Malaysia.
Country Code	MY
Email	[email protected]
Tel	606-7988456
Title	LECTURERS� AND STUDENTS� PERCEPTIONS OF USING A COMPUTER SOFTWARE IN LEARNING ENGLISH AS A SECOND LANGUAGE
Type	Paper
Single/Joint	Individual
Keys_E	English	Perceptions	Software
Available	Nov8 / Nov12
Abstract	In today�s education era, technology among others such as acomputer-mediated communication via email, incorporated task-based Internet activities, interactive publisher priduced CD ROM, interactive software, threaded discussions, is affecting every aspect of education and changing the way we teach and learn. Studies in the effects of technology-enhanced instruction on achievement and studies on students� attitudes regarding learning with technology have also increasingly been reported (Salaberry, 2001). In line with that, the Universiti Sains Islam Malaysia (USIM) has invested millions of dollars in setting up laboratories (language, audio as well as multimedia) and purchasing licenses for software. One of the software is �Tell Me More� which is used to enhance the students� proficiency in English language. The use of this software has been made compulsory for all first year undergraduates. �Tell Me More� focuses on the 4 basic skills namely Listening, Speaking, Reading and Writing. Students are exposed to the native speakers of English and their culture. The software is graded from Beginner to Advanced levels, making it easy for students to use it. This software has been in used since 2006. Thus, this study investigated the lecturers� and students� perception of using �Tell Me More� in learning English as a Second Language as a means to supplement in-class instruction. Aspects of effectiveness, interest, enjoyment, technical skills and level of confidence were evaluated on a Likert scale. The integration of technology in teaching English as a Second Language classroom has changed the perceptions of the lecturers and students as it combines information communication use of authentic language and learner autonomy, all of which are or major importance in current language learning theories.

69 Surname	Yamauchi
Given Name	Mari
School	Kobe Kaisei College
Address	Hanjo 4-2-22-402, Mino-shi, Osaka, Japan 562-0044
Country Code	JP
Email	[email protected]
Tel	81-72-722-4334
Title	How to maximize Moodle's quiz module
Type	Paper
Single/Joint	Individual
Keys_E	Moodle	Quiz module	Question bank
Available	/ Nov12 AllDays
Abstract	Moodle's quiz module allows teachers to create a large variety of interactive quizzes quite easily. The built-in quiz editor offers a wide range of quiz options: instructors can choose whether or not to set a time limit, to shuffle questions, or to use the adaptive mode just to name a few. With the editor, teachers can easily incorporate various web-based materials and resources into questions and feedback. Also, the quiz module creates a Question Bank (a database of questions) which allows instructors to choose a different set of questions to make a new quiz, and to prepare similar questions with different difficulty levels. In this presentation I will focus on just two of the available question types -- multiple-choice and matching -- (1) to give an overview of the quiz options, (2) to show how to incorporate images or animation, audio, pop-up hints, and tutorial slides into questions and feedback, and (3) to give some tips on how to organize questions so that you can easily re-use them within a single course and in different courses. Some specific quizzes for learning or testing vocabulary and grammar will be given to show what these quizzes and the results and feedback generally look like.

70 Surname	Yamauchi
Given Name	Mari
School	Kobe Kaisei College
Address	Hanjo 4-2-22-402, Mino-shi, Osaka, Japan 562-0044
Country Code	JP
Email	[email protected]
Tel	81-72-722-4334
Title	Teaching with web-based tools and materials
Type	Paper
Single/Joint	Individual
Keys_E	autonomous learning	web technology	preparation time
Available	/ Nov12 AllDays
Abstract	I teach a university course entitled Computer Communication in which students are supposed to learn research and presentation methods by using English in conjunction with computers and the Internet. Students taking this course tend to have only limited experience with computers and often find it quite difficult to communicate in English. Typically, only a few students are acquainted with low-context communication (even in their native language), and only a few who are critical about what they hear or read, or are interested in finding something new for themselves. My goals in teaching this course are: (1) to help students feel more comfortable using computers and the Internet in addition to reading and writing in English; (2) to help them learn to organize and interpret information they have gathered; and (3) to encourage them to look for better ways to express their meaning. In this presentation, I will explain what has been done to achieve these goals. In addition to using Moodle for organizing resources and activities, I have integrated other web-based tools and materials into activities, including online dictionaries, YouTube, Blogger and Google Docs. Such activities are expected to encourage the students to search for interesting and useful information for themselves, and facilitate them to keep logs of what they have found and publish their work effectively. Additionally beneficial is the fact that it does not take much time to prepare these activities. I will also mention step-by-step approaches I have taken to show how these tools are used.

72 Surname	Thang
Given Name	Siew ming
School	The National University of Malaysia
Address	Pusat Pengajian Bahasa & linguistik, Universiti Kebangsaan Malaysia, 43600 BANGI, Selangor
Country Code	MY
Email	[email protected]
Tel	0060122021308
Title	A qualitative analysis of Malaysian undergraduates� perceptions towards an online English for Science and Technology course
Type	Paper
Single/Joint	Joint
Keys_E	an ESP online reading course	motivation	autonomy
Available	/ Nov12 Both AllDays
Abstract	This paper reports on the findings of a research study investigating the perceptions of Malaysian undergraduates towards an online English for Science and Technology course in terms of their improvement in reading skills and strategies, their autonomy and their motivation. The research study was a case study incorporating quantitative and qualitative research methods. The data required was gathered in three phases: Phase one was implemented in the first semester of 2004. The methods applied in this phase for gathering data on the perceptions of the students were 1) Monitoring logging in days and times, 2) initiating online discussion via an online forum, and 3) administrating online questionnaires. The findings of phase were reported in a paper by Thang and Bidmeshki (2006). The findings revealed that the students generally reacted positively towards the online course and were interested and motivated to learn via this mode. The second phase of the study was implemented at the end of the first semester, 2004 after the students finished the course. Semi-structured interviews were conducted to gather data for this phase. The third phase was implemented in the first semester of 2006 when the students were in their final year. This time in-depth interview was conducted. This paper describes the findings of the second and third phases and triangulate them with the findings of phase one. Generally, the findings of the three phases revealed that the students perceived this course as contributing highly to their improvements in reading skills and strategies, and motivation to learn English and contributing moderately to their autonomy.
Comments	Powerpoint presentation

73 Surname	Thang
Given Name	Siew Ming
School	The National University of Malaysia
Address	Pusat Pengajian Bahasa & Linguistik, Universiti Kebangsaan Malaysia, 43600 BANGI, Selangor
Country Code	MY
Email	[email protected]
Tel	0060122021308
Title	E-educator: an online CPD module � A Demo
Type	Paper
Single/Joint	Joint
Keys_E	Continuing Professional Development	online learning	online tutoring
Available	/ Nov12 Both AllDays
Abstract	The eEducator is a generic module for the training of online tutors. This learner centred approach to the training takes analysis of transitions within the learning and teaching process as a key focus. It provides trainee tutors with a range of online reflective analytic tools to support their developing understanding of effective practice in order to consider appropriate support for these transitions. It was developed by the School of Education, University of Nottingham (UoN), UK in collaboration with Beiwai Online, Beijing Foreign Studies University (BFSU) Beijing, China as part of the eChina-UK programme with funding from the Higher Education Funding Council for England. It was piloted in Universiti Sains Malaysia (USM) in 2007. This demonstration displays the various online tools available and the six units of the module. It further explains how the tools are utilised and how the units contribute to the personal development of the online teachers.
Comments	Powerpoint presentation

74 Surname	Hasibuan
Given Name	Kalayo
School	Universitas Islam Negeri Sultan Syarif Kasim Riau
Address	Jl. K.H.A.Dahlan 94 Sukajadi Pekanbaru, Riau
Country Code	ID
Email	[email protected]
Tel	08126860373
Title	CALL for Word-Web Basis Design
Type
Single/Joint	Joint
Keys_E	CALL	word	design
Available	/ Nov12 Both AllDays
Abstract	CALL for Word-Web Basis Design (Kalayo Hasibuan and IBM Jaya Martha) CALL for Word-Web Basis for Design is produced for the following purposes: 1. It triggers language learning, especially vocabulary learning to become interesting for language learners. 2. It introduces words from pictures and sounds. 3. It offers vocabulary learning through word association by visual and sound recognition. The development of vocabulary learning strategies is intended to create a non-threatening environment for language learners in a way that the material for vocabulary learning is real, interesting, concrete, and humanistic (RICH) that is as a virtual learning environment. Brewster, Jean and Ellis, Gail (2004: 87) mention that using technology is one of the demonstration techniques to introduce new vocabulary and convey meaning; and the use of technology can represent for the implementation of language learning stages, mainly for presentation and practice. Therefore, this vocabulary learning tool is considered as a kind of vocabulary learning methodology in the form of visual tools (Microsoft visual basic & Text to Speech). The Visual Tools are designed as follows: a. The combination of Text, Pictures and Sound, b. Database of word-web, c. Games, d. Scoring � reflective self-assessment. This program follows procedures: product specification and learning stages. The product specification includes: 1. Database of selected word 2. Pictures to all selected word 3. Text to speech 4. Reflective Review 5. Scoring. The learning stages cover presentation (presenting meaning of a particular word through visual and sound) and practice comprises for comprehension of meaning and pronunciation and for feedback.
Comments	Language Learning Software

75 Surname	DANG
Given Name	XUAN THU
School	HANOI UNIVERSITY
Address	ESP RESOURCE CENTRE, 1 PHAM NGU LAO ST, HANOI, VIETNAM
Country Code	VN
Email	[email protected]
Tel	(84) (0) 91 331 7730
Title	APPLICATIONS OF GOLDWAVE SOFTWARE IN TEACHING LISTENING AND INTERPRETING SKILLS
Type	Paper
Single/Joint	Individual
Keys_E	GoldWave	Sound editing	ICT applications
Available	Nov8 Nov9 / Nov12
Abstract	Enter the abstract in English here. GoldWave is a very useful sound-editing software for language teachers, especially in the teaching of listening and interpreting skills. For listening skills, GoldWave can be used to improve the sound quality, maximise the volume, slow down (or increase) speed, insert silence (e.g. for dictation), and cut & paste segments of speech (just like texts). For interpreting skills, the speed control enables learners to practise memory & note-taking skills. Creative applications of this software are there for further investigation.

77 Surname	WIDIA
Given Name	RESDIANA
School	POLITEKNIK POS INDONESIA
Address	JL. PASANTREN PERMAI NO. A-3, KOMP. BUKIT PERMATA INDAH, CIBABAT-CIMAHI 40513
Country Code	ID
Email	[email protected]
Tel	62 818 02279837
Title	The Design of English E-Learning Using Streaming Media and Webcasting
Type	Paper
Single/Joint	Individual
Keys_E	e-learning	streaming media	webcasting
Available	/ Nov11 Nov12
Abstract	English learning communicatively is required at higher education level, especially vocational education since the language is about to be used actively in industry after students graduate. However, problems occur here specifically in Indonesia when students are lack of the first ability of communicative competence, which is grammatical competence. In the other hand, they are supposed to perform the English expressions appropriately and understand the functions of the expressions. This paper shares the idea of solving the problems using e-learning effectively with streaming media and webcasting. Finally, it discusses the challenges that occur in using those tools, as part of the teaching method in classroom.
Comments	I would like to require an earlier decision for funding purposes.

78 Surname	Noordin
Given Name	Nooreen
School	Universiti Putra Malaysia
Address	Faculty of Educational Studies, 43400 Serdang, Selangor.
Country Code	MY
Email	[email protected]
Tel	603-89468216
Title	Mobile Learning in ELT: Supporting Text - Messaging in Language Learning.
Type	Paper
Single/Joint	Individual
Keys_E	mobile learning	text-messaging	ICT
Available	/ Nov11 Nov12
Abstract	Information and Communication Technology (ICT) has evolved throughout the years and has become pivotal in much of the modern life activities, including business, government, media, art, travel, administration, research and education. In education, the use of ICT cuts across all areas which include administration, creation of resources, communication and course delivery. In the context of language teaching, the application of ICT opens a window for interchange between students, teachers and those who are concerned with the use of technology in and out of the classroom. As teachers, we are able to demonstrate aspects of various content typically using computer-related tools to encourage students to use these tools in activities that are creative, communicative, and collaborative, for discovery learning and task-based activities. Using mobile phone to send a text message has become a form of mass communication worldwide. The number of text messages sent and received everyday exceeds the population of the planet. It is widely believed that using mobile phones in teaching and learning, especially its text messaging tool will continue to have a greatest impact in the field of education. With its multiple reportoire of functions, mobile phones have ultimately changed the way we communicate today. The study elicits teacher trainees' views on the practicability of the using text messaging in language learning; whether it is indeed feasible and useful to be used in the ESL classroom or is it merely a hype with potential limitations. The implications are discussed in terms of teaching and learning via mobile technology.

80 Surname	Kim
Given Name	Hyeyoung
School	Chung-Ang University
Address	221 Heukseok-dong, Dongjak-gu, Seoul, Korea
Country Code	KR
Email	[email protected]
Tel	82-2-820-5399
Title	Corpus-based Data-Driven Learning for College English Class in Korea
Type	Paper
Single/Joint
Keys_E	corpus	DDL	autonomy
Available	Nov9 / Nov12
Abstract	Corpus-based Data Driven Learning (Corpus DDL) has been noted as an effective instructional approach to develop vocabulary knowledge (Chan & Liou, 2005; Hadley, 1997; Johns, 1991; Kar & Mar, 1993; Lee, Ko, 2005; Stevens, 1995; Whistle, 1999) and language learning autonomy or independent learning (Cobb, 1999; St.John, 2001; Sun & Wang, 2003; Thurstun & Candlin, 1998). However, there are few studies which attend to students' awareness of lexis and ability to independently manage their learning with new vocabulary and grammar patterns. Also, only limited number of corpus studies was done in Korean educational context. Thus, this study investigates the effectiveness of corpus DDL in college English class in terms of enhancing vocabulary awareness/usability and autonomy in developing lexical knowledge. For this purpose, 48 college students were trained in corpus DDL approach for two weeks. They learned the functions of concordancers/web concordances and practiced tools with concordancing activities. Before and after instruction, students were tested with the same vocabulary and grammar questions and were also asked about their attitude toward vocabulary learning and its methods with a survey questionnaire. The findings of this study are as follows. First of all, corpus DDL approach significantly fostered college students' awareness of both vocabulary and grammar. Students achieved significantly better scores on the post vocabulary assignment. It helped the students recognize and use appropriate lexis. Their improvement was particularly distinctive in some collocation types such as verbs + nouns, adjectives + nouns, and adverbs + nouns. It is assumed that chunking these word combinations was unfamiliar to them, and they haven't learned or noticed them before.. Grammatical consciousness was also significantly improved in some part as regard to appropriate word uses, but not very much, compared with lexis awareness. Second, overall, corpus DDL approach also intensified the college students' language learning autonomy. First, the students showed significant increase in vocabulary learning control. Students were better able to utilize effective tools and resources in solving problems. They mostly used online resources including web concordances with their previous knowledge to find the answers. They were greatly more satisfied with the outside resources they selected. They think online resources were significantly more useful than the resources that they had relied on. Furthermore, corpus DDL enhanced language learning confidence. The students felt much easier with the tasks and a lot more assured of their answers. Their attitude toward vocabulary assignment was significantly changed. This study suggests some pedagogical concerns to English educators. First, in learning vocabulary and grammar, it is sometime more important for teachers to provide good resources and tools to students and to teach how to use them effectively than just delivering their knowledge to the students. Second, teach more various word chunks, different types of collocations (e.g. verbs + nouns, adjectives + nouns, adverbs + adjectives) from what the students have learned from the textbooks (verbs + prepositions, nouns + prepositions). It is hoped that the there be future studies that further explore the effectiveness of corpus DDL approach with more concrete contexts and examine relation between DDL and learning autonomy development in vocabulary and other language skill areas.

81 Surname	KARUNDENG
Given Name	DONNY
School	Summit IntelliMetric
Address	Puri Matari 2, Jl. HR. Rasuna Said Kav. H1-2, Jakarta 12920.
Country Code	ID
Email	[email protected]
Tel	+62-815-1817-907
Title	The impact of MY Access!� use on student writing performance: A technology overview and study of student perceptions of MY Access!� as a Writing Instr
Type	Paper
Single/Joint	Joint
Keys_E	Writing Instructional Program	InstructionaAutomated Essay Scoring	Classroom Assessment
Available	Nov8 / Nov11 Nov12 Both
Abstract	This paper presents an introduction and features of MY Access!, an overview of IntelliMetric automated essay scoring engine, and a study on the impact of MY Access! usage on writing performance. MY Access! is an online writing instructional program developed based on the IntelliMetric automated essay scoring engine. With MY Access!, students are motivated to write more and attain higher scores on their writing assessments. By using MY Access! in the classroom, teachers can provide students with the practice they need to improve their writing skills. The program's powerful scoring engine grades students' essays instantly and provides targeted feedback, freeing teachers from grading thousands of papers by hand and giving them more time to conduct differentiated instruction and curriculum planning. IntelliMetric is an intelligent scoring system that emulates the process carried out by human scorers. IntelliMetric is theoretically grounded in a cognitive model often referred to as a "brain-based" or "mind-based" model of information processing and understanding. IntelliMetric draws upon the traditions of Cognitive Processing, Artificial Intelligence, Natural Language Understanding and Computational Linguistics in the process of evaluating written text. The use of IntelliMetric provides students with two critical components: the ability to have numerous attempts at writing assignments with detailed feedback and to get that feedback instantly.

85 Surname	OTHMAN
Given Name	NOR HAYATI
School	MARA UNIVERSITY OF TECHNOLOGY PERLIS, MALAYSIA
Address	1337 KM 2 JALAN KAKI BUKIT, 01000 KANGAR, PERLIS, MALAYSIA
Country Code	MY
Email	[email protected]
Tel	60194121274
Title	VOYAGE THROUGH CULTURES
Type	Paper
Single/Joint	Joint
Keys_E	CULTURAL AWARENESS	INNOVATIVE METHOD	INTERNET
Available	Nov8 / Nov12
Abstract	The latest technologies offer various innovative tools for language teachers wishing to add a new dimension to their teaching methods. With the internet, English language lessons need not be confined to the four walls anymore. The common classroom practice of teaching cultures involves teaching about foreign people, places and cultural activities using materials from the English textbooks, selected poems and short stories. However, learning a new language involves much more than learning new vocabulary or its syntactic structures. A project on learning the different cultures of the world is being carried out with Form 2 students of a secondary school in Malaysia. The students participating in the project are given the freedom to decide what they want to learn (while still being guided by the syllabus). Lessons on culture are no longer spoon-fed, to be simply swallowed and digested, and later regurgitated when completing the various language activities or for test-taking purposes. The students� voyage through cultures takes advantage of the ToyVoyager website (http://www.toyvoyagers.com). They learn about foreign cultures from �real� people. The ToyVoyager travelog becomes their �textbook�, in which they also become co-writers by contributing short written pieces. One of the aims of the project is to see how far independent exploring of new cultures and sharing information about their own culture make the students active participants in their journey to a more meaningful education.
Comments	1. WE WILL BE REQUESTING FOR FUNDING (APPLICATION FOR FUNDING MUST BE SUBMITTED 3 MONTHS IN ADVANCE), THEREFORE A PROMPT RESPONSE AS TO WHETHER OUR PAPER IS ACCEPTED WILL BE APPRECIATED. 2. WE WISH TO PRESENT THE PAPER IN JAKARTA, PREFERABLY ON NOV 8. NOV 9 IS FINE IF THE EARLIER DATE IS NOT AVAILABLE 3. WE WILL BE GIVING A POWERPOINT PRESENTATION; AN LCD PROJECTOR AND A SCREEN WILL BE NEEDED. IF NOT AVAILABLE, PLEASE INFORM US EARLIER SO THAT WE CAN PREPARE THE PRESENTATION USING WHAT'S AVAILABLE(OHP etc.). THANK YOU

86 Surname	Hicks
Given Name	Salem Kim
School	Kyoto Women's University
Address	519-1 Minami Machi Marutamachi Agaru Sanbongi Kamigyo-ku Kyoto 602-0865
Country Code	JP
Email	[email protected]
Tel	81-75-222-1664
Title	Using Open Journal Systems Software
Type	Paper
Single/Joint	Individual
Keys_E	online	publishing	journal
Available	/ Nov12
Abstract	Open Journal Systems (OJS) is a journal management and publishing system that has been developed by the Public Knowledge Project. Organizations can use the OJS open source software for free to manage the publishing process of their journals, from submissions through to online publication and indexing. Over 1000 journals are using this software worldwide. The Japan Association for Language Teaching (JALT) has been using a variety of online methods to manage their publishing process, from simple email and elists to a wikiwikiweb site where everyone can collaborate on the content. This method of management has limitations and thus it was decided to install the OJS software to enhance publication management. The presenter will outline the setup of, and rationale for, the decision to use OJS for the JALT online submission and management of all content of our publications.
Comments	PowerPoint

89 Surname	Hayes
Given Name	Blake
School	Ritsumeikan University, Kyoto, Japan
Address	Kamigyo-ku, Kyoto 602-0865, Higashi Sanbongi Dori, Minami-cho 519-1
Country Code	JP
Email	[email protected]
Tel	8175-222-1664
Title	The World-Wide State of Employment in Occupations Utilizing Technology
Type	Paper
Single/Joint	Individual
Keys_E	Careers	Segregation	technological-divide
Available	/ Nov12
Abstract	Technological competence is becoming an integral part of job descriptions and it is important to ensure our students are given every opportunity to acquire computer skills. There is a geographic divide: 70% of internet users are based in Europe and North America, with more than half in the United States, and nearly 85% of websites are in English. The profile of the average internet user is English-speaking, male, 35 years old, and urban. There is also a gender divide: technology was originally a gender-neutral profession; yet now technological occupations are male-dominated, with women comprising less than 10% in all countries, (Anker, 2001; Gonas & Karlsson 2006). Across all geographic areas, there are surprising similarities in the extent of gender-segregation, with over half the world?fs workers in occupations where one sex dominates by 80% or more. The importance of role models for students cannot be underestimated. Attaining a critical mass is strongly related to retaining students or employees in computer-related fields (Kanter & Stein, 1993). When divides are decreased, classroom/work cultures change positively and retention rates rise (Blum & Frieze, 2005; Etzkowitz et al 1992; Cohoon, 2001). The lack of role models has been found to be problematic for faculty and students (Jepson & Perl, 2002; Etzkowit, et al, 1992). This presentation will examine the role teachers play in the geographical and gender divides, and explore ways of equalizing them through concrete protocols and reflexivity.
Comments	I may be using PowerPoint. Will computers and remote for power-point be supplied?

90 Surname	Davies
Given Name	Oliver
School	Idapted
Address	Suite 1107, Tower C, Caizhi Center, No. 18, Zhongguancun Dong Lu, HaiDian District, Beijing, China
Country Code	CN
Email	[email protected]
Tel	+8613520462859
Title	Beyond Skype and Virtual Whiteboards: Creating an integrated technology and content system for coherent online one-to-one ELT.
Type	Paper
Single/Joint	Joint
Keys_E	one-to-one	integrated learning	voip
Available	/ Nov12 AllDays
Abstract	Virtual whiteboards combined with Skype or other VoIP solutions currently dominate live online ELT. We believe these solutions fall short in effectively transposing 1-to-1 teaching methodologies to the online environment. The learner and teacher are left with an insufficiently integrated collection of materials, tools and guidance to facilitate an optimal language learning experience. We present experiential research in building and using a new platform to address these issues. The VoIP and web browser-based system offers a coherent learning experience to teacher and student through holistic integration of content, technology and teaching methodology. Through seamlessly tying individual study material and interactive tasks and activities, a lesson specific student and teacher guidance interface, and lesson recordings with feedback-tagged audio, we aim to provide a coherent learning cycle adapted to the online medium. We examine discoveries, questions, and future directions in constantly developing this system that delivers over 1,000 one-to-one classes per month between teachers in the United States and students in China.

92 Surname	Kitao
Given Name	Kenji
School	Doshisha University
Address	32-1-214 Kawahara Kitaguchi, Kyotanabe
Country Code	JP
Email	[email protected]
Tel	81-774-63-3922
Title	Resources for Using Corpus Linguistics in ELT
Type	Paper
Single/Joint	Joint
Keys_E	corpus linguistics	classroom teaching	Internet resources
Available	Nov8 / Nov11 Nov12 Both
Abstract	In the field of corpus linguistics, empirical data from a corpus (an electronic text or a collection of texts) is used to study usage and find patterns by analyzing actual language use. As corpora have become more readily available, classroom language teachers have been able to use resources based related to linguistics for various purposes, including making materials, finding examples of usage, and assigning students to do data-driven learning (finding examples from a corpus to draw conclusions about usage). Corpus-related software can produce frequency lists of words from texts, measure difficulty levels, help teachers find authentic examples of how expressions are used, etc. In this presentation, we look at the field of corpus linguistics and discuss free corpus linguistics-related tools and other resources are available and how they can be applied to language teaching. Uses include determining readability and vocabulary levels of English texts, including making word lists, KWIC (key words in contexts), or lists of collocations; comparing two (sets of) texts; etc. The emphasis of this presentation will be on sites that English language teachers will find practical and useful sites, and we will demonstrate software we have developed to help ELT teachers make materials. A more comprehensive list of corpus-related is available at http://www.cis.doshisha.ac.jp/kkitao/library/resource/corpus/corpus.htm, with # marking resources that would be especially useful to novices and students.
Comments	Internet

93 Surname	Kimber
Given Name	Larry
School	Fukuoka University
Address	Sawara 7-34-4 Sawara-ku, Fukuoka-shi 811-1122
Country Code	JP
Email	[email protected]
Tel	092-804-1565
Title	Going on record: Using the Moodlespeex voice recording module
Type	Paper
Single/Joint	Individual
Keys_E	Moodle	voice	recording
Available	Nov8 Nov9 / Nov12
Abstract	There are various ways to set up voice recording capabilities on moodle. After briefly reviewing some of the options presently available, an explanation will be provided as to how �Moodlespeex� was installed, tested and implemented in classroom situations for a variety of learning purposes. Moodlespeex allows instructors to add a new dimension to their online environments by having students practice and then record particular speaking tasks. These may include word-for-word reading drills, or authentic communication events, where, for example, two students engage in question-response exercises. Part of this presentation will involve a step-by-step explanation of how Moodlespeex can be installed and set up on a Moodle system, which will be followed by a more practical description of how to utilize this function in the classroom, and even set up speaking activities that can also be added to the grading system offered within Moodle courses.

95 Surname	Dunne
Given Name	Brian Gregory
School	Osaka Shoin Women's University
Address	Room 703, Honmachi 2-2-17, Yao-shi, Osaka, 581-0003
Country Code	JP
Email	[email protected]
Tel	(+81) 090 1399 0404
Title	Using Moodle for on-line submission of writing assignments
Type	Paper
Single/Joint	Individual
Keys_E	Moodle	Writing	Assignments
Available	Nov8 Nov9 / Nov12
Abstract	This paper presentation examines the implementation of Moodle as a medium for on-line submission of writing assignments by 1st year students at Osaka Shoin Women's University. Two issues are addressed. The first issue is concerned with full-time and part-time teacher preferences when offered the choice of having their students submit their assignments via Moodle or submit their assignments on paper. To date, preferences have been mixed with most teachers citing time issues and individual familiarity with Moodle as the key factors underlying their choices. Due to logistical considerations, a third option has been gaining popularity among teachers, whereby they reserve Moodle solely for submission of late assignments. The second issue pertains to the inclusion of supplementary 'Grammar Help' text pages uploaded to the Moodle course page as resource files. Of particular concern here is the presence or absence of any correlation between students accessing the 'Grammar Help' pages in order to edit their assignments prior to submission, and a reduction in the frequency of common errors they make. Since the students are required to submit between 3 and 6 written assignments per semester, a corpus of the students' errors was compiled based on their first and second submissions. Consequently, the 'Grammar Help' resource pages display student-friendly samples of the most common errors and repairs for students to access and analyse at their own pace.

97 Surname	Mercedes
Given Name	Castro Yague
School	Instituto Cervantes Tokio
Address	Tokyo 181-0011. Mitaka-shi. Iguchi 1-21-51-201
Country Code	JP
Email	[email protected]
Tel	+81 80 3276 1077
Title	The Use of Karaoke Software Tools in Teaching Second Languages
Type	Paper
Single/Joint	Individual
Keys_E	karaoke	multimedia	software
Available	Nov8 Nov9 / Nov12
Abstract	Songs are frequently used by teachers to help learners acquire a second language. This is not surprising since the literature abounds with the positive statements regarding the efficacy of music as a vehicle for second language acquisition. The use of karaoke songs in classroom is a way to promote learning. Teachers can use karaoke dvd with karaoke songs already made. But sometimes, teachers want to use a specific song which is impossible to find in its karaoke version. In that case, teachers can use some karaoke software tools to burn, play, and create karaoke songs to use in classroom. Teachers can create their own karaoke that would work on computers. This workshop includes practical demonstration on how to use some of these karaoke software tools such as Karaoke Sound Tools or Power Video Karaoke. In addition, the presenter will provide a range of teaching activities using karaoke.

98 Surname	Coutas
Given Name	Penelope
School	Murdoch University, Perth, Western Australia
Address	Division of Arts, School of Education, Murdoch University, South Street, Murdoch, WA, 6150
Country Code	AU
Email	[email protected]
Tel	+61407086854
Title	Blogging for Learning, Teaching, and Researching Languages
Type	Paper
Single/Joint	Individual
Keys_E	blogging	research methodology	web 2.0
Available	/ Nov12 Both AllDays
Abstract	�Are you blogging this?� is a catchcry of the Web2.0 generation. Blogging (the authoring of �web logs�) has become a popular and powerful tool for online publication, and is used for a variety of purposes across a variety of disciplines and genres. There is huge potential for blogging in languages education, and it has become increasingly accessible for teachers and learners. In this presentation, I will explore the ways in which blogging can be used for learning, teaching, and researching languages. As an Indonesian language student, I used blogging to extend my language learning opportunities and found it particularly useful for engaging with Indonesian communities online and reflecting on my learning. Years later, as a language teacher, my students and I continued to blog about our language learning and it became an essential communication and language learning tool during our Indonesia-Australia exchange programme. Now, as a CALL researcher, I continue to blog, and it has become an important component of my research methodology. Blogging certainly opens up a lot of opportunities, and this presentation will give tips, tricks, and hints for getting started.
Comments	If there is computer and internet access available for participants, I would be happy to present this as a "symposia" which is more of a hands-on workshop than a paper alone.

99 Surname	Coutas
Given Name	Penelope
School	Murdoch University, Perth, Western Australia
Address	Division of Arts, School of Education, Murdoch University, South Street, Murdoch, WA, 6150
Country Code	AU
Email	[email protected]
Tel	+61407086854
Title	Exploring the Hype(r) of Languages Learning and Teaching
Type	Poster
Single/Joint	Individual
Keys_E	languages education	hypermedia ethnography	high school
Available	/ Nov12 Both AllDays
Abstract	This "poster" will present my work-in-progress for an EdD research project. I am currently investigating the use of ICTs for learning and teaching languages other than English (LOTE) in Western Australian government high schools. The case study schools are participating in the "Learning with ICT Project" in which they gain increased access to computing equiptment. 2-4 years on, just how are they going in LOTE? What works, and what doesn't, according to LOTE teachers and learners? And how might the new federal government's "Digital Education Revolution" impact on LOTE education? To answer these questions, I am employing hypermedia ethnography as methodology, which opens up new opportunities for CALL and other educational research.
Comments	Please let me know if a projector will be available for poster presentations (i.e. if I need to create a "traditional" paper poster/pinup or can create a digital one).

100 Surname	Mercedes
Given Name	Castro Yague
School	Instituto Cervantes Tokio
Address	Tokyo 181-0011. Mitaka-shi. Iguchi 1-21-51-201
Country Code	JP
Email	[email protected]
Tel	+81 80 3276 1077
Title	The new generation of eportfolio in Web 2.0
Type	Paper
Single/Joint	Individual
Keys_E	eportfolio	2.0	education
Available	Nov8 Nov9 / Nov12
Abstract	An ePortfolio is a digital, personal file containing learning and work data; it can serve its owner for a lifetime. It is a cohesive, powerful, and well-designed collection of electronic documents that demonstrate your skills, education, professional development, and the benefits you offer to a target reader. The presenter will refer different dimensions of the ePortfolio: teacher ePortfolio, student ePortfolio and classroom ePortfolio. And the focus will be in the practical use of digital portfolio multimedia tools: The new generation of visual, video and audio tools offered in Web 2.0 such us podcasts, photo albums, presentation,etc. The aim is to promote the use of ePortfolios as a foundation for forward-looking practice in the fields of education, training and development.

101 Surname	ISHIKAWA
Given Name	SHOICHI
School	Jissen Women's University, Tokyo, Japan
Address	4-1-1, Ohsakaue, Hino-shi, Tokyo 191-8510
Country Code	JP
Email	[email protected]
Tel	+81-42-585-7921
Title	A Computer-Based Measurement and Analysis of English Speaking Skills: A Case Study
Type	Paper
Single/Joint	Joint
Keys_E	computer-based	assessment	English speaking test
Available	/ Nov11 Nov12
Abstract	With the advent of Computer Technology, the role of IT, or ICT has become more central in education. Accordingly, language education and testing, especially measurement and data analysis of tests have been done by utilization of computer technology, and then the analysis of data are very effective and useful. Recently, performance tests have been developed for language learners worldwide. We have been trying to measure and evaluate English speaking abilities of Japanese university students by using commercially based speaking test for three years. As to measurement of speaking test, speaking skills have been assessed by qualified and trained raters, often with interview formats. However, with the recent advancement of information technology, it should be considered that the evaluation by human raters could be aided by computers. In this presentation, based on the data analysis, more details about how much computers can help us analyze and assess spoken English data of test-takers will be reported. Doing a computer-based analysis of the data will also enable us to share the standard assessment of framework among language educators in the near future. It is our final goal to explore to what extent computers can assess spoken English data of test-takers. This research is supported by Grants-in-Aid Scientific Research, JSPS, Japan.
Comments	Would you mind giving me earlier decision on our presentation proposal for applying permission of the universities as soon as possible?

102 Surname	Kitao
Given Name	Kenji
School	Doshisha University
Address	32-1-214 Kawahara Kintaguchi, Kyotanabe
Country Code	JP
Email	[email protected]
Tel	81-774-63-3922
Title	Making Cloze Exercises Easily and Studying English Effectively Online
Type	Paper
Single/Joint	Joint
Keys_E	cloze exercises	software	teacher-made materials
Available	Nov8 / Nov11 Nov12 Both
Abstract	While a traditional use of the cloze format has been to evaluate global English proficiency, it can also be used to develop skills such as reading, vocabulary, grammar, and listening. To help make the creation of cloze exercises easier and more efficient, the presenters have developed "Cloze Generator" software, which allows teachers or students to create cloze exercises. In addition, the software is flexible in creating cloze exercises in that it can specify the vocabulary levels or parts of speech for the blanks. This makes cloze passages that can be used to work on specific levels of vocabulary or specific parts of speech. Cloze Generator can be downloaded from http://www.oit.ac.jp/ip/~kamiya/mwb/mwb.html at no charge. Cloze exercises can be created by making blanks manually. The user can also specify that every n-th word should automatically be deleted just by specifying the number for n. Using the eight levels of the JACET8000 word list, users can also specify that words of a certain level (Levels 1-8) of difficulty should be made into blanks. In addition, certain parts of speech can be specified. The software can produce a printable version of the cloze exercise or an html file that can be uploaded to the web. Students can get the number and percentage of correct answers and the length of time they used. In this presentation, the presenters will explain the features of this program and demonstrate what kinds of cloze exercises can be made and how they can be used.
Comments	Internet

105 Surname	Fageeh
Given Name	Abdulaziz
School	King Khalid University
Address	P O Box 25141
Country Code	SA
Email	[email protected]
Tel	00966507737009
Title	Assessing computer literacy among Saudi college EFL Students: Students perceptions
Type	Paper
Single/Joint	Individual
Keys_E	literacy	computer	Suadi
Available	/ Nov12 AllDays
Abstract	The government of Saudi Arabia has taken serious action regarding the implementation of computer technology in higher education system. Colleges of languages and translation are among hundreds of colleges which are required by the government to build computer labs and use computers networks in order to encourage their instructors and students to use computers for language teaching and learning. Therefore, this study investigated 456 Saudi college EFL students perception of their computer literacy, where a questionnaire and a semi-structured interview were used as the main data sources. The results of the study illustrated that most students (73.81%) had poor experiences with computers which hinder the optimal use of technology in these language programs. Accordingly, the study suggested a number of plans to facilitate the implementation of the computer technology in these college language programs such as orientation and training sessions, and additional access time to the computer labs in order to bridge the gap between the students' computer literacy and the actual use of computers for language learning and teaching purposes in the classrooms.

106 Surname	Janio
Given Name	Jarek
School	Santa Ana College
Address	[email protected]
Country Code	US
Email	[email protected]
Tel	1(714) 394-9764
Title	Delphi inquiry for language teachers
Type	Paper
Single/Joint	Individual
Keys_E	Delphi method	Internet-based research	forecasting
Available	Nov8 Nov9 / Nov11 Nov12 Both AllDays
Abstract	Using my own dissertation and other research in the area of educational technology, I would like to present Delphi Method as a scientific inquiry technique well suited for practicing language teachers. With internet access gaining grounds and expanding on language teaching options, teachers need a tool to help them access experts� opinion sometimes on a much larger than just local scale. Delphi Method is a way of scientific inquiry which taps the expertise shared by a panel of participants who may be geographically in different locations, the issue they examine is a complex one and the outcome of the study may benefit from group�s opinion, rather than from one person�s perspective. In the course of the two or more rounds of questionnaires study participants retain their anonymity to one another, their discussion is moderated by the researcher while the structured communication process is supported by statistical analysis every step along the way. The method has been used to point to the topics of interest in the future and it could be used to explore issues of reaching consensus on language teaching research, theory and practice. In my presentation, I would like to demonstrate how Delphi Method of scientific inquiry can be conducted over the internet for the benefit of practicing language teachers and their teaching routine. If needed, I will be more than happy to lead a symposium on the topic of Delphi Method as an inquiry for language teachers.
Comments	If available, I would like to use a computer connected to the internet and to the projector.

107 Surname	Hubbard
Given Name	Philip
School	Stanford University
Address	Linguistics Dept., Stanford, CA 94305-2150 USA
Country Code	US
Email	[email protected]
Tel	+1 650 725 1557
Title	An Invitation to CALL: A guided tour of computer-assisted language learning
Type	Paper
Single/Joint	Individual
Keys_E	teacher education	online learning	survey course
Available	/ Nov12 Both AllDays
Abstract	This paper reports on a survey course in computer-assisted language learning offered annually by the presenter since 2000 as an elective addition to a general methods class. Although most of the examples are aimed at English language learners, the topics and concepts introduced are relevant for teaching any language. Following a brief description of the course and its goals, along with a rationale for the �breadth first� approach to CALL teacher education it embodies, the presentation will focus on the Invitation to CALL website that has evolved along with the course since its inception. The present site is an attempt to take the material from the class and offer it as a free resource for teacher trainers and others to use independently. Functionally, it is a short online textbook with discussions of key concepts in CALL along with links to selected materials and resources. The eight units include: Introduction to CALL, CALL Courseware Evaluation, Development, and Implementation, Computer Mediated Communication, CALL on the Web, CALL and Language Skills, CALL Research, CALL Learner Training, and Conclusion, including Emerging Trends in CALL. The objective of the site is to give a broad, though necessarily shallow, overview of the field so that teachers will have the foundation necessary to continue deeper study of specific areas that may interest them. The presentation will review highlights of the content and discuss the examples of tasks and activities that can be extended from it. The site may be found at http://www.stanford.edu/~efs/callcourse.

109 Surname	Agustina
Given Name	Noor Qomaria
School	Muhammadiyah University of Yogyakarta
Address	Jalan Jogokariyan 38 Yogyakarta 55143, Indonesia
Country Code	ID
Email	[email protected]
Tel	081328026481
Title	Berlitz�s Communicate and Connect�: A software analysis
Type	Paper
Single/Joint	Individual
Keys_E	Berlitz�	software	analysis
Available	/ Nov12 AllDays
Abstract	Technology is everywhere; it is part of the daily life. Whether like it or not, it is a must to engage in the world of technology. The language teaching learning also gets impact from the advancement of technology, especially for the use of computer and computer system in learning the language. History throughout the years of progress shows that technology can give remarkable contribution to the language learning. One of the institutions that exist for a long time to serve the language training program is the Berlitz Language Incorporation. Its remarkable and outstanding name is a guarantee of innovation and quality. To survive in the business means to always keep abreast to the latest development in language learning by incorporating the language learning methodology and the technology. Berlitz is one which is good in incorporating them. This paper tries to analyze the Berlitz software entitle �communicate and connect� using Bradin�s checklists of the instructional software evaluation and Steven�s humanistic approach in using the technology. In conclusion, despite of the limitation of the technology; Berlitz tries to overcome the limitation by making some modification on the user interface, alternatives on the menus and activities. By such a modification, it can cover up the gap between the limit ability of the technology and the advancement of the language learning methodology.

111 Surname	Kadarisman
Given Name	Yuna
School	Universitas Syech Yusuf Tangerang
Address	Kompleks MAN Insan Cendekia, Jl.Cendekia sektor XI,BSD, Tangerang
Country Code	ID
Email	[email protected]
Tel	08158312254
Title	No Punishment, but Get It or You Are Left Behind;Strategies to Introduce Internet to students of Teacher Training Program of Syech Yusuf University, T
Type	Paper
Single/Joint	Individual
Keys_E	strategies	internet	class
Available	Nov8 / Nov12
Abstract	In Syech Yusuf University, Tangerang, Internet-Based teaching was firstly introduced in 2006 in Poetry class for students of VI semester. It was a hard time since most of the students were not familiar with it even though most of them live in Tangerang, a city in the outer ring of Jakarta. Up to now there have already had five other classes afterward. There were several strategies that were used to introduce Internet to start Internet-based Classroom in Syech Yusuf University. All of the strategies were based on one idea that there wouldn�t be any punishment for those who were not willing to use the internet, but they would be for sure miss important progress of the class plus some extra credit. The strategies worked well and managed to bring internet to the ring of discussion in the class. Below are the general ideas about the strategies listed on the sequence on how it is introduced to the students. 1. Make it as an obligation. The lecturer didn�t ask them to make an email account in the internet, but she told them that she would send the classroom material, homework and even announcement for the following classes through email. Thus, they would make it eventually. 2. Give reward. Upon observing that more that 90% students have made their account, the lecturer announced that extra reward would be given for students submitting assignment through internet. 3. Require students to use internet more. Another time the lecturer just gave them clues about the next class and provide them some links to observe them before the following class. 4. Introducing the ethical use of internet. Having known that internet has unlimited source of information, some of the students got some copy instead of got inspired which then led to another class discussion on how to use the source properly.

113 Surname	Kadarisman
Given Name	Yuna
School	MAN Insan Cendekia Serpong
Address	Kompleks MAN Insan Cendekia, Jl.Cendekia sektor XI,BSD, Tangerang
Country Code	ID
Email	[email protected]
Tel	628158312254
Title	Windows Movie Maker and Students� Public Speaking Assessment
Type	Paper
Single/Joint	Individual
Keys_E	movie	project	public speaking
Available	Nov9 / Nov12
Abstract	During the second semester of each academic year, the students of XI grade of MAN Insan Cendekia, Serpong are assigned a movie project. In the 2nd semester of 2007-2008 the theme was 'Character Introduction'. Each class was to develop a plot in which each member of the class acted as some character and introduced themselves. For the project, the English teacher was coordinating with the Computer teacher to ensure that the students had got some classes on movie editing by using Windows Movie Maker program. The project targets and outcomes are summarized as follows. 1.The students were expected to show some speaking-in public ability by exposing themselves in front of the camera. The result of the project shows accordingly. Some of the movie even came with a very decent plot despite the limited rules about the project. 2.Students were expected to appreciate the works of others. By the end of the project, each class was appointed to review other class� movie and rate them. This rating contributed some score to the overall scoring process on the project. Being part of the assessment team excited them and made them more critical about the final result of the project. 3. The students were expected to be aware about their ability in English and appreciate it accordingly. Some students found themselves �able� to speak English despite of their denial upon their own ability. The teacher found more students are willing to speak English outside classroom upon completing the project. However, further research must be conducted to observe precisely the result of the project in students� speaking-in-public ability.
Comments	I will also need some speakers because I will play some movie samples in the presentation

117 Surname	Prihantoro
Given Name	Prihantoro
School	Universitas Komputer Indonesia
Address	JL.Dipati Ukur 112 Bandung 40123
Country Code	ID
Email	[email protected]
Tel	081802120547
Title	Promoting Autonomous Learning in EFL Class through Internet Tools
Type	Paper
Single/Joint	Individual
Keys_E	autonomous	learning	internet tools
Available	/ Nov11 Nov12
Abstract	Promoting Autonomous Learning in EFL Class through Internet Tools By Prihantoro Government policies on the implementation of ICT in educational institutions have unavoidably changed the way people see at Internet. Now internet is not merely seen as media to transmit, receive and manipulate information. In education, for example, internet has brought a lot of changes to the way people learn and teach. Teacher and students involving in education now take the benefits of the internet in order to advance learning. This paper aims at describing the significance of the internet tools (i.e. blog, wiki, RSS and pod cast) as media to improve students learning of EFL. It will elaborate how internet tools promote students to be autonomous learners. It will also describe how the tools facilitate the knowledge sharing, problem solving and collaborative working of students in an EFL class. The first part of this paper provides theoretical review that underlies the use of these tools in English language learning. The second part of this paper provides a description of the internet tools and the contribution of each tool to improve students� learning experience. Eventually, some suggested method on using the tools will be introduced. Key words: autonomous, learning, internet tools

118 Surname	Chen
Given Name	Chi-Fen
School	National Kaohsiung First University of Science and Technology
Address	2 Juoyue Road, Nantz District, Kaohsiung 811
Country Code	TW
Email	[email protected]
Tel	886-919-165909
Title	Interaction Patterns and Use of Discourse Strategies in Asynchronous Discussions for Peer Learning
Type	Paper
Single/Joint	Individual
Keys_E	asynchronous discussion	discourse strategy	peer learning
Available	Nov8 Nov9 / Nov12
Abstract	This study explored the interaction patterns and the discourse strategies that EFL college students employed in an asynchronous discussion activity implemented in a blended content-based course. In addition, the study also intended to find out factors affecting such interaction patterns and use of discourse strategies as well as their influences on the students�� learning. Using action research methods, the researcher was the instructor of the course investigated. The participants consisted of 35 third-year English majors, who were randomly divided into four groups to carry on asynchronous group discussions for a whole semester. The data included the transcripts of the students�� discussions on all the topics, the students�� responses to the end-of-the-course questionnaire, and focus group interviews with each group. The findings show that the participation levels of the four groups were not significantly different and their attitudes toward this discussion activity were all positive. However, their interaction patterns and their use of discourse strategies differed among groups. These differences may have resulted from their face-to-face interactions and their perceptions of the functions of this activity. On the other hand, these differences affected their perceptions of learning effectiveness of this activity, particularly in the development of cognitive and affective aspects of learning. These results suggest that when implementing an asynchronous discussion activity in a blended EFL course, instructors need to help students understand the intended functions of this activity and develop both sociocognitive and socioaffective skills and strategies to promote peer learning and enhance their performance in asynchronous discussions.

123 Surname	Andreani
Given Name	Wiwik
School	BINUS University
Address	Jl. Kemanggisan Ilir III No. 45, Kemanggisan / Palmerah, Jakarta Barat 11480
Country Code	ID
Email	[email protected]
Tel	08129944538
Title	A comparison between peer and teacher feedback
Type	Paper
Single/Joint	Individual
Keys_E	peer feedback	teacher feedback	self-correction activities
Available	/ Nov11 Nov12
Abstract	This study explored the contribution of peer and teacher feedback towards language accuracy of undergraduate students' written work. It investigated whether peer and teacher feedback helped learners in self-correcting their written work. In doing the self-correction activities, there were three kinds of feedback: peer, first and second teacher feedback. The peer feedback was direct feedback and not always correct. Therefore the learners receiving the feedback had to decide which feedback they used in their self-correction. On the contrary, both the first and the second teacher feedback were indirect feedback. The former was given in the form of metalanguage comments and the latter was metalanguage comments plus underlining errors. The finding shows that there was a correlation between the feedback and the result of the error correction activities. The number of corrected errors changed every time the different feedback was given. Besides, the learners corrected their errors best when the location of the errors was indicated and the errors were described by metalanguage comments. However, when the corrected grammatical items are compared, the contribution of peer feedback surprisingly is as big as the first teacher feedback � peer : first teacher : second teacher feedback = 21.47% : 22% : 56.54%. This means that direct feedback from the peers is beneficial for the learners. Moreover, although the provider of the metalanguage comments was the teacher, who was supposed to be more trusted by the learners, the teacher feedback did not always outperform peer feedback.

124 Surname	Alfino
Given Name	Joni
School	Universitas Bung Hatta
Address	FKIP, Universitas Bung Hatta, Jl. Sumatera, Ulak-Karang Padang 25133
Country Code	ID
Email	[email protected]
Tel	085263253322
Title	Developing Grammar Competence through computer
Type	Paper
Single/Joint	Individual
Keys_E	grammar	competence	computer
Available	Nov8 Nov9 / Nov12
Abstract	In order that we can have good grammar competence of English, we should practice and practice it because practice will make perfect. One of media that can be used to practice is computer because it has facilities that can be used to practice our English. There are several benefits of using computer to practice. First, it can motivate students to learn,. Second, Videos, pictures, and sounds presented by computer can stimulate sight and hearing simultaneously. Third, it can help train students become more independent learners. Fourth, it can bring support to the learning strategy acquired by students. Some activities can be done to practice grammar competence through computer; drills type activities, filling in missing feature in text, and transformation.

125 Surname	Murphy
Given Name	Philip
School	Kanda University of International Studies
Address	1-4-1, Wakaba, Mihama-ku, Chiba-shi, Chiba-ken, 261-0014
Country Code	JP
Email	[email protected]
Tel	+81 (0)43-273-1419
Title	Web-based collaborative reading exercises for autonomous learners in remote locations: The affordances of computer-mediated feedback when using comput
Type	Paper
Single/Joint	Individual
Keys_E	reading	feedback	CMC
Available	/ Nov12 Both AllDays
Abstract	Despite the fact that the benefits of pair and group work for those espousing an interactionist view of second language learning are well documented (Lantolf, 2000; Lightbown & Spada, 1999; Long, 1981; Pica, 1996; Van Lier, 1996), learning environments still exist in which students study languages alone. Of particular interest for this study are autonomous learners who, despite studying in contexts supportive of collaborative interaction in the classroom, have little opportunity to interact with partners when studying independently outside school. In an attempt to find a solution to this predicament, this current research comprises an investigation into: i) whether computer-mediated communication (CMC) offers a viable alternative for isolated students to interact with peers and ii) what type of computer-mediated feedback promotes both comprehension of a reading text and quality interaction between students in this learning environment. A qualitative analysis of interactions indicates that CMC is a suitable way for generating quality interaction between students, and a quantitative analysis of comprehension scores indicates that those who received computer-mediated Elaborative feedback scored significantly higher on a reading comprehension exercise than those receiving Knowledge of Correct Response (KCR) feedback. In this presentation, I propose: i) to give an overview of this project, ii) to discuss the implications of the results with regards to web-based reading comprehension materials, interaction through CMC, computer-mediated feedback and learner autonomy and finally iii) to highlight areas for future research and development.

126 Surname	Alfino
Given Name	Joni
School	Universitas Bung Hatta
Address	FKIP, Universitas Bung Hatta, Jl. Sumatera, Ulak-Karang Padang 25133
Country Code	ID
Email	[email protected]
Tel	085263253322
Title	Email: A media to dvelop students English proficiency
Type	Paper
Single/Joint	Individual
Keys_E	email	media	English proficiency
Available	Nov8 Nov9 / Nov12
Abstract	Last few years, people in the world, including in Indonesia, no longer use the post office service to send letter. The people, especially students, prefer to send a letter by using email because it can be delivered very fast and accurately. This media can motivate students to practice their grammar competence because they have chance to speak to people from other countries (native speakers). In addition, there are some advantages of using email to practice grammar, namely, it allows teacher to communicate with students outside classroom, it gives students exposure to the target language, and it is relatively simple to use.

127 Surname	Kitao
Given Name	Kenji
School	Doshisha University
Address	32-1-214 Kawahara Kitaguchi, Kyotanabe
Country Code	JP
Email	[email protected]
Tel	81-774-63-3922
Title	Making Cloze Exercises Easily and Studying English Effectively Online
Type	Paper
Single/Joint	Joint
Keys_E	cloze exercise	software	teacher-made materials
Available	Nov8 / Nov11 Nov12
Abstract	While a traditional use of the cloze format has been to evaluate global English proficiency, it can also be applied to developing skills such as reading, vocabulary, grammar, and listening. To make cloze exercises easier and more efficient, the presenters have developed GUI-based "Cloze Generator" software, which allows teachers or students to create cloze exercises. In addition, the software is flexible in creating cloze exercises in that it can specify the vocabulary levels or parts of speech for the blanks. This makes cloze passages that can be used to work on specific levels of vocabulary or specific parts of speech. Cloze Generator can be downloaded from http://www.oit.ac.jp/ip/~kamiya/mwb/mwb.html at no charge. Cloze exercises can be created by making blanks manually. The user can also specify that every n-th word should automatically be replaced by blank just by choosing the number n. Users can also specify words of a certain level (Levels 1-8) of difficulty to be made into blanks using the online JACET 8000 level marker in the built-in window. In addition, certain parts of speech of the word-to-be-blank can be specified according to the results of the online tree-tagger available in the window on this software. The software can produce a printable version of the cloze exercise and an html file that can be uploaded to the web as e-learning material. Students can get the number and percentage of correct answers and the length of time they used. In this presentation, the presenters will explain the features of this software and demonstrate what kinds of cloze exercises can be made and how they can be used.
Comments	Internet

128 Surname	Brine
Given Name	John
School	University of Aizu
Address	University of Aizu, Aizu-Wakamatsu, Fukushima-ken 965-8580
Country Code	JP
Email	[email protected]
Tel	+81 (242) 24-1827
Title	English Language Support for a Computer Science course using FLAX and Moodle
Type	Paper
Single/Joint	Joint
Keys_E	Collaborative Language Learning	Computer Science	Digital Library Tools
Available	/ Nov12 Both AllDays
Abstract	The University of Aizu, Japan and FPT University, Hanoi, Vietnam have established a collaborative relationship based on faculty and student exchanges leading to credit exchange and dual degree programs. Ultimately, Vietnamese students in Information Technology and Computer Science from FPT University will study at the University of Aizu. To further this effort we are developing a computer science course in Logic Circuit Design and a supporting English language course. In this presentation, we will look at the implementation of Flexible Language Acquisition (FLAX) tools and Moodle as foundational technologies for delivery and support of these courses. FLAX is in development at the University of Waikato, New Zealand, and consists of newly created individual and collaborative language tools which incorporate dynamic content from digital library and internet sources. FLAX permits the creation of innovative server-based language tools and automates the production and delivery of practice exercises for English language learners. FLAX also makes use of existing online prose and multimedia resources and provides a web-based social setting, matching students in different locations. FLAX will be used to assist computer science students study and analyze the English necessary for the computer science course. This presentation will consider not only how FLAX exercises can be used to support the language requirements of a computer science course, but also organizational, curricular, and technical aspects of its implementation and use.
Comments	need data projector for Powerpoint

129 Surname	Stanley
Given Name	Iain
School	Kanda University of International Studies
Address
Country Code	JP
Email	[email protected]
Tel	+81-080-3472-9055
Title	Using Moodle forums to stimulate class discussions
Type
Single/Joint	Individual
Keys_E	Moodle	Forums	discussion
Available	Nov8 Nov9 / Nov12
Abstract	In an Asian setting it is not always easy to get students to talk. The ideal pedagogy these days is CLT, but too often in classes we find it difficult to give students interesting things to talk about or sufficient time to let them prepare their thoughts, ideas, sentences and vocabulary. A great way around this is to use Moodle forums. They are easy to set up, they don't take away from class time, they add a rich experience to students and provide excellent opportunites to discuss personal issues, use and reuse target language in authentic settings, see vocabulary used in different contexts and help introduce class topics before class has begun. This presentation will show teachers how easy it is to set up Forums, how to prepare students, what teachers need to do and finally how to maximise their use for classtime discussion. If you want to find new and interesting ways to engage your students, then using Moodle forums can really help your classroom practice.

131 Surname	Son
Given Name	Jeong-Bae
School	University of Southern Queensland
Address	Faculty of Education, USQ, Toowoomba, QLD 4350, Australia
Country Code	AU
Email	[email protected]
Tel	61-7-4631-2235
Title	CALL coursework, teaching practice and professional development
Type	Paper
Single/Joint	Individual
Keys_E	CALL	language teacher education	language teacher development
Available	/ Nov12 Both AllDays
Abstract	This paper addresses the issue of transfer of computer-assisted language learning (CALL) coursework to language teaching practice and teacher professional development. The study reported in this paper specifically looks at a CALL course offered as an optional course for postgraduate programs at an Australian university. It employs surveys and follow-up interviews to examine how language teachers, who had previously completed the CALL course, use CALL in their current teaching situations and how they continue their professional development in CALL. The findings of the study enhance our understanding of the impact of CALL coursework on CALL practice in situated contexts and provide practical implications for language teacher education.

132 Surname	Hayes
Given Name	Blake Elaine
School	Ritsumeikan University
Address	519-1 Minami Machi Marutamachi Agaru Sanbongi Kamigyo-ku Kyoto
Country Code	JP
Email	[email protected]
Tel	81-75-222-1664
Title	Helping students understand and utilize Electronic Information: Avoiding the traps
Type
Single/Joint	Joint
Keys_E	plagiarism	translation software	web evaluation
Available	/ Nov12
Abstract	The Internet is a wonderful source of information. However, it also offers several power tools that need to be used carefully. The temptation and means for students to easily copy, paste and reassemble information in often unoriginal, inaccurate and illegal ways is an ongoing concern for many educators. As students become more computer literate, the occurrence of inappropriately incorporating the thoughts, ideas, or opinions of other authors into their assignments is becoming more widespread. The presenters will examine some common traps in using electronic information such as plagiarism, translation software and dubious information, and will provide teachers with some concrete and practical ideas for teaching their students how to constructively utilize these resources. In-text citation and referencing; web page evaluation; understanding translation software; and utilizing free bibliography software will be outlined. If students wish to study abroad or submit research to international publications they need to understand how to cull the merit from electronic resources.

133 Surname	Son
Given Name	Jeong-Bae
School	University of Southern Queensland
Address	Faculty of Education, USQ, Toowoomba, QLD 4350, Australia
Country Code	AU
Email	[email protected]
Tel	61-7-4631-2235
Title	Web-based language learning activities for ESL teachers and learners
Type	Poster
Single/Joint	Individual
Keys_E	Web-based language learning	Web activities	ESL
Available	/ Nov12 Both AllDays
Abstract	This poster presents three types of Web-based language learning (WBLL) activities that can be used in conjunction with classroom teaching and the results of a WBLL project that developed a Web site as a supplementary resource for teaching English as a second language (ESL) and tested the Web site with a group of students in an ESL context.

134 Surname	Robb
Given Name	Thomas
School	Kyoto Sangyo University
Address	6-27 Hirakata-Motomachi, Hirakata 573-0052, Japan
Country Code	JP
Email	[email protected]
Tel	+81 72-845-1874
Title	The Moodle Reader Module for Extensive Reading-A Progress Report
Type	Paper
Single/Joint	Individual
Keys_E	Moodle	Extensive Reading	Quizzes
Available	/ Nov11 Nov12
Abstract	This presentation a progress report on a module for the Moodle course management system that allows teachers at schools around the world to share a database of quiz material for "Graded Readers" which are available from numerous publishing houses such as Oxford, Cambridge and Pearson/Longman. Until this module was developed instructors had no means of testing, in an electronic form, their students' comprehension of this reading material as a means of verifying that they had actually read the claimed material. The sheer bulk of graded readers available precluded any teacher or school from developing a comprehensive set of online tests for their library of graded readers. Some publishers maintain websites with downloadable quizzes in PDF format, but these are not secure and are in a single, fixed format, which is conducive to cheating. The module developed by the presenter allows quizzes to be randomly generated from a larger set of items for each book. A future version will allow teachers to install the module on their own Moodle system, download the quiz material for those books in their graded reader library and configure its operation to their own preferences. The database is password protected, with the individual publishers providing the password to legitimate users, and currently contains quizzes for some 300 popular titles. This presentation will outline the development and future plans for the module and describe the problems incurred in its actual implementation with students.

135 Surname	Robb
Given Name	Thomas
School	Kyoto Sangyo University
Address	6-27 Hirakata-Motomachi, Hirakata 573-0052, Japan
Country Code	JP
Email	[email protected]
Tel	+81 72-845-1874
Title	How to create Moodle quizzes efficiently with the GIFT import function
Type	Paper
Single/Joint	Individual
Keys_E	Moodle	Testing	Quizzes
Available	/ Nov11 Nov12
Abstract	Creating quizzes within Moodle can be cumbersome and time-consuming if you try to use the built-in editing screen for input of your questions, answers and feedback. The GIFT import function, however, allows you to upload an entire set of quiz items from a single text-based file. This presentation will demonstrate how it is done. An access id will be provided for those who would like to try it out for themselves after the presentation is over.

136 Surname	Dunne
Given Name	Brian Gregory
School	Osaka Shoin Women's University
Address	Room 703, Honmachi 2-2-17, Yao-shi, Osaka, 581-0003
Country Code	JP
Email	[email protected]
Tel	+81 090 1399 0404
Title	An overview of moodle at OSWU
Type	Paper
Single/Joint	Individual
Keys_E	Moodle	homework	online
Available	Nov8 Nov9 / Nov12
Abstract	This presentation constitutes a demonstrative overview of the role that Moodle plays in the English language program at Osaka Shoin Women's University. Almost three years have elapsed since Moodle was introduced to OSWU as a medium for hosting sets of online homework modules, which supplement each classroom syllabus. The name given to OSWU's Moodle-based homework modules is the English Language Self-Access Training system (ELSAT). The online homework is a mandatory part of each course and as the name suggests, once students have completed a short, one time only registration procedure they may access the system on campus, from home or from any other remote site in order to complete their homework. Since the English language program at Osaka Shoin Women's University is firmly grounded in task-based learning theory, much of the classroom time is devoted to the students' development of fluency. Accordingly, the main rationale behind the introduction of the ELSAT homework modules was to address the need for greater attention to accuracy.

137 Surname	MacLean
Given Name	George
School	Tsukuba University
Address	1-1-1 Tennodai
Country Code	JP
Email	[email protected]
Tel	029-853-2429
Title	Free to Run and Play: Cellular Phone Applications for Modern Foreign Language Teaching
Type	Paper
Single/Joint	Joint
Keys_E
Available	/ Nov12 Both AllDays
Abstract	Mobile technologies such as the cellular phone are a ubiquitous aspect of modern life. Students entering universities today take it for granted that from almost any location and at almost any time they can make telephone calls, send mail, listen to music, take pictures or videos and perform a range of other functions that are made possible by mobile technologies. Indeed, students are often more adept at employing these mobile technologies than many of their instructors. In an environment where financial resources are often strained to meet Information Technology (IT) needs, schools should actively examine and pilot educational applications of mobile technologies such as cellular phones, devices which students have purchased themselves and often become very adept at using with little or no formal instruction . This presentation will suggest immediately available procedures for teachers who wish to implement a mobile learning component in their instruction. It will discuss recent developments in mobile learning, with particular reference to mobile phone applications. It will suggest how to incorporate a mobile program in existing curricula, identify tools and soft/freeware, evaluate student achievement , as well as present the results thus far of studies using cellular phones as part of the instruction of (a) prosody and (b) presentation skills. . Little technical knowledge is necessary for participants to implement the ideas discussed.
Comments	This presentation will address the following conference sub-themes: application of technology to the language classroom, emerging technologies, training language teachers in e-learning environments. An Internat connection would be helpful.

138 Surname	MacLean
Given Name	George
School	Tsukuba University
Address	1-1-1 Tennodai E
Country Code	JP
Email	[email protected]
Tel	029-853-2429
Title	Web 2.0 groups applications for the Modern Foreign Language Classroom
Type	Paper
Single/Joint	Joint
Keys_E	Google groups	e-learning	Internet applications
Available	/ Nov12 Both
Abstract	Did you ever want to have a website for your teaching but gave up because you didn�t have the time or the technical knowledge to set it up? Web 2.0 offers considerable promise to support and perhaps enable the much-anticipated revolution in education. This presentation will discuss the use of group sites, such as Google, Yahoo, and MSN, in order to implement effective e-based learning and instruction. The presentation requires no further knowledge from participants than basic PC skills and the ability to access the Internet. It will evaluate the various strengths and weaknesses of the group sites noted above, and present immediately applicable examples of how to effectively employ this powerful, Web 2.0 application. Suggestions will be made as to how to set up a photo roster for students, how to accomplish student-generated profiles, and how to collect electronically- generated student notes and writings. It will present the results of studies concerning the use of groups to facilitate two forms of student presentations and prosody instruction. Further discussion will consider how to establish procedures for the efficient use of groups and how to make a variety of materials available to students for extension and autonomous learning.
Comments	Comment: This presentation addresses the following conference sub-themes: Web 2.0 and language learning; application of technology to the language classroom; localizing Internet materials to the classroom. An Internet connection would be most helpful!

139 Surname	MacLean
Given Name	George
School	Tsukuba University
Address	1-1-1 Tennodai E
Country Code	JP
Email	[email protected]
Tel	029-853-2429
Title	The SMILE Initiative: Students Meeting for Intercultural Language Exchanges
Type	Paper
Single/Joint	Joint
Keys_E	Video-conferencing	Intercultural communications	Internet applications
Available	/ Nov12 AllDays
Abstract	This presentation will detail efforts to develop international understanding and to make effective use of Information Communications Technology (ICT) in educational settings that could be described as typical, if not somewhat IT-challenged. Video-conferencing is an exciting area for classroom applications and for research in to areas such as interaction and inter-cultural communications. Recent services such as Skype and WizIQ have greatly furthered this potential, and can be enabled by teachers who have little more than a base knowledge of ICT. This presentation is for teachers who are interested in setting up similar exchanges, and will be oriented towards teachers with basic, to intermediate ICT skills. It will describe an intercultural language exchange between students at Tsukuba University�s Foreign Language Center, in Japan and students from the Universiti Malaysia Pahang, in Malaysia. The initiative was conceived with the goal of allowing students to interact with and make presentations to students from another first language (L1) and first culture (C1) using Skype and the WizIQ virtual classroom. An initial assessment of the initiative�s impact will be presented, and will consider results from student questionnaires, classroom observation, and participating instructors� assessments. The study�s relevance will also be detailed in light of current language acquisition research and pedagogy.
Comments	An Internet connection would be helpful.

140 Surname	Elwood
Given Name	James
School	Tsukuba University
Address	1-1-1 Tennodai E
Country Code	JP
Email	[email protected]
Tel	029-853-2429
Title	Learner and Teacher Perceptions of Technology in the EFL Classroom
Type	Paper
Single/Joint	Joint
Keys_E	Video-conferencing	Intercultural communications	Internet applications
Available	/ Nov12 AllDays
Abstract	Web 2.0 offers considerable promise to support and perhaps enable the much-anticipated revolution in education, but it is subject to mediating variables. Prensky�s (2001) �digital natives� and �digital immigrants� paradigm posits a framework to understand this phenomenon which is analogous to what happens in language acquisition. Natives grow up immersed in and thereby acquire their first language (L1) and culture (C1), which in Prensky�s paradigm are digital language and culture. Those not fortunate enough to have that immersion experience can never completely acquire that L1 and C1, retaining instead a �digital accent� much as geographical immigrants do when learning a second language (L2) and culture (C2). In many areas, schools are increasingly employing technology: new computer labs, media retrieval systems, handheld devices, and software programs. According to the above paradigm this would result in a situation where digital natives � who are supposedly used to receiving information quickly, multi-tasking, and parallel processing � are being taught by beleaguered immigrants, who are used to slower information transmission, uni-tasking, and linear processing. This presentation will consider results from studies in which the researchers surveyed over 500 university EFL learners as well teachers in Japan, Malaysia, Cambodia and elsewhere about their perceptions of technology, their own competence, their anxiety levels and technology�s place in language classrooms. It will present results from the above studies to establish the current state of the mediating variables listed above for the environments considered in these studies and to explore their implications for better use of technology in the EFL classroom.
Comments	An Internet connection would be helpful.

141 Surname	Koyama
Given Name	Toshiko
School	Osaka Ohtani University
Address	5-619.6-998-3, Nakamozu-cho, Kita-ku, Sakai-shi, Osaka
Country Code	JP
Email	[email protected]
Tel	+81-72-258-2723
Title	E-dictionary use: the need to teach strategies
Type	Paper
Single/Joint
Keys_E	E-dictionary	EFL learning	strategy
Available	/ Nov12 AllDays
Abstract	Information technology has amplifying the dictionary use. In recent years, many EFL learners in Japan make use of handheld electronic dictionaries (E-dictionary) in classroom or at home, rather than the use of printed dictionaries (P-dictionary). The empirical data revealed that E-dictionary could promote learners' look-up frequency more than P-dictionary did. Despite of the advantage, however, it appears that this higher look-up frequency does not necessarily guarantee better reading comprehension nor retention of looked-up words. Therefore, to apply the advantage of E-dictionary appropriately to EFL learning, look-up behavior of good language learners (GLLs) was analyzed and some strategies for efficient use of E-dictionary were found. The purpose of the present study is to explore how EFL learners acquire these strategies in the English reading class. The total of 15 undergraduate students participated in the study. While being assigned reading comprehension task, the subjects got E-dictionary strategy training by the teacher. The results showed that the need to teach strategies for E-dictionary use with systematic instruction.

142 Surname	MacLean
Given Name	George
School	Tsukuba University
Address	1-1-1 Tennodai
Country Code	JP
Email	[email protected]
Tel	029-853-2429
Title	Free to Run and Play: Cellular Phone Applications for Modern Foreign Language Teaching
Type	Paper
Single/Joint	Joint
Keys_E	mobile technologies	blended learning	cellular phones
Available	/ Nov12 Both AllDays
Abstract	Mobile technologies such as the cellular phone are a ubiquitous aspect of modern life. Students entering universities today take it for granted that from almost any location and at almost any time they can make telephone calls, send mail, listen to music, take pictures or videos and perform a range of other functions that are made possible by mobile technologies. Indeed, students are often more adept at employing these mobile technologies than many of their instructors. In an environment where financial resources are often strained to meet Information Technology (IT) needs, schools should actively examine and pilot educational applications of mobile technologies such as cellular phones, devices which students have purchased themselves and often become very adept at using with little or no formal instruction . This presentation will suggest immediately available procedures for teachers who wish to implement a mobile learning component in their instruction. It will discuss recent developments in mobile learning, with particular reference to mobile phone applications. It will suggest how to incorporate a mobile program in existing curricula, identify tools and soft/freeware, evaluate student achievement , as well as present the results thus far of studies using cellular phones as part of the instruction of (a) prosody and (b) presentation skills. . Little technical knowledge is necessary for participants to implement the ideas discussed.
Comments	This presentation will address the following conference sub-themes: application of technology to the language classroom, emerging technologies, training language teachers in e-learning environments. An Internat connection would be helpful.

143 Surname	Sinanu
Given Name	Frances
School	Satya Wacana Christian University
Address	Jl. Diponegoro 52-60, Salatiga 50711
Country Code	ID
Email	[email protected]
Tel	+62 298 312120
Title	Voices from the Classroom: Students� Perception of the Teaching of Writing Using Video in Distance Education
Type	Paper
Single/Joint	Joint
Keys_E	Perception	Video	Distance learning
Available	/ Nov12 Both AllDays
Abstract	Technology has been seen as the solution to problems in education (Chapelle, 2007). For the teacher training program in SoE, East Nusa Tenggara, Indonesia, the use of video teaching materials is expected to overcome the problems of distance education. Since September 2006, Satya Wacana Christian University (SWCU) has been involved in a teacher training program in the rural area of Timor island by sending lecturers to teach there in intensive programs. Courses are designed to be compact with each course lasting for 3 weeks. The first two weeks of the program are taught by lecturers from the English Department, SWCU, and the remaining week is taught by local teachers there. In practice, there is a gap between the lecturers' two-week sessions and the one-week sessions with the local teachers due to the inability of the local teachers to level their teaching to SWCU standard. We believe that video teaching materials will bridge the distance and maintain the standard of teaching although the students may have different opinions. This paper presents the results of a pilot study conducted to see the students' perception on the use of video in their Writing 1 class. Their attitudes and evaluations toward the use of video teaching materials and methodologies were collected through questionnaires and in-depth interviews.

144 Surname	Yen
Given Name	Ai Chun
School	National Hualien University of Education
Address
Country Code	TW
Email	[email protected]
Tel	886933513198
Title	A blog reading and writing project in Taiwan
Type	Paper
Single/Joint	Individual
Keys_E	blogs	repreentational language	referential language
Available	/ Nov12 Both
Abstract	This is a report on the evaluation of the Blog Reading and Writing Project in Freshman English for overseas Chinese in National Taiwan University, Taiwan. The students' global and local ways and process to comprehend and represent texts are published in their group blogs. Strategies and productions shared in this module are research-based and also practical in application. 4P model, plan-produce-publish-present, is introduced in the first class by framing the approach in a way to contextualise writing better, and, more importantly, to make classroom blogging more productive for the students and the teacher. The technology of RSS feed with the use of Google and YouTube search is crucial both from a theoretical and a practical standpoint for the module. Productive group blog projects centre on teaching students how writing for the internet requires a different type of authorship, again, an important task in how context shapes meaning for different readers and audience. The data comprise observational records and artefact of the project during the semester. Examining these data is framed by well-established theories of Spillman's (1996) language arts integration and McRae's Literature with a small 'l' (1991) along with his examination of the difference between "referential" texts and "representational" texts in literacy development. Besides, concept of Kristeva's (1980) intertextuality is important to understand the difference between the notions of "meaning potential" and "meaning referential" in language. The report concludes with a discussion for later research: blogs are referential or representational?

146 Surname	Lu
Given Name	Zhihong
School	Beijing University of Posts and Telecommunications
Address	#271402 Beijing University of Posts and Telecommunications; No.10 Xitucheng Road, Haidian District; Beijing, China
Country Code	CN
Email	[email protected] / [email protected]
Tel	+86-13552196043
Title	Interactive Patterns in a Student-Centered Audio-Video Speaking Class in CALL Environments
Type
Single/Joint	Joint
Keys_E	cooperative learning	interactive patterns	audio-video speaking class
Available	Nov8 Nov9 / Nov12 AllDays
Abstract	The extensive use of modern information technology in China has greatly changed the college English teaching in various ways. This paper is concerned with the application of interactive patterns in a student-centered audio-video speaking class in CALL environments. The author believes that in such a class, one of the responsibilities for the teacher is to provide students with more chances to communicate. Therefore, she first examines the importance of interactive patterns in EFL classroom in the process of language acquisition. Then a literary review of the interactive patterns is provided both as a theoretical support for her study and for the purpose of indicating its consistency with Communicative Teaching Approach. To measure the effect of the interactive patterns integrated in such class, the author conducted a pre- and post-test to assess student's oral English proficiency level and a questionnaire to obtain data from the students' feedback. Through data analysis, the conclusions are drawn as follows: Communicative interaction patterns in the audio-video speaking class were very effective as S �C S (two-student group discussion), Ss�CSs (three to five student group discussion), and S �C Ss (oral presentations). From the students' feedback, the result from their oral English proficiency tests, and the students' in-class performance, the author found that the students' oral English proficiency level and class interactive patterns were highly correlated. However, those interactive patterns were only made possible by WE-LL6000, a digital network operating system, in which students were able to obtain more opportunities to communicate with one another than that in a traditional language lab.

148 Surname	Lu
Given Name	Zhihong
School	Beijing University of Posts and Telecommunications
Address	#271402 Beijing University of Posts and Telecommunications; No.10 Xitucheng Road, Haidian District; Beijing, China
Country Code	CN
Email	[email protected] / [email protected]
Tel	+86-13552196043
Title	A Computer- And Classroom-Based Audio-Video Speaking Class Model
Type
Single/Joint	Joint
Keys_E	Audio-Video Speaking	interactive activities	cooperative learning
Available	/ Nov11 Nov12 AllDays
Abstract	This presentation is based on the author's own course book and its application in her class. Guided by Bachman's (1999) Communicative Language Ability (CLA) model and the interactions of the components in the model, the course book was written with the notion of promoting the "student-centered" autonomous learning and individualized teaching. In addition, it put emphasis on increasing learners' cultural input, and stimulating learners' awareness of cultural differences and the importance of cultural learning. From the data collected in the past five years, the author found that more than half of the students thought that a teacher's job in an audio-video speaking class was to put more effort on the topic related background information rather than on language points. According to Bachman (1990), Language competence includes grammatical competence, textual competence, illocutionary competence, and sociolinguistic competence. It's easier for students to develop their grammatical competence and textual competence by exposing themselves to the authentic language resources, such as, course books, newspapers, magazines, Internet articles, and so on. Their illocutionary competence and sociolinguistic competence, however, can only be fully developed through interacting with one another in real language communication. Therefore, in an audio-video speaking class, the main purpose is to create as many opportunities as possible for students to speak in the target language, while teachers should take advantage of modern technologies to create a nearly authentic environment for students to communicate with one another and to improve their illocutionary and sociolinguistic competence. On the other hand, an audio-video speaking class should also create as many opportunities as possible for learners to interact in the target language. Therefore, various interactive activities over different topics should be conducted in the class. For instance, role-play, pair / team work, group discussion, debate in a group, class discussion, voiceover, presentation and so on. The ultimate objective of education is to develop students' autonomous learning ability. To prepare for role-play and presentation, students are supposed to read topic related materials and express themselves in proper ways. The in-class impromptu activities like group discussion, debate, etc. stimulate students' awareness of cooperative learning. At last, evaluations should be done not only on the effect of learning but also on the effect of teaching. Therefore, the teacher may give prompt feedback to students about their weakness and strength, as well as integrate research into the process of teaching, and thus improve the teaching methods and perfect the teaching model.

149 Surname	Dehghan
Given Name	Amin
School	Azad University of Khorasgan (Isfahan)
Address	No:22, 4th lane, 1Oth of Farvardin St. Yazd-IRAN
Country Code	IR
Email	[email protected]
Tel	+989132577524
Title	Digital World, Computer-Assisted Instruction (CAI) and a Need for Digital Learners
Type	Paper
Single/Joint	Individual
Keys_E	Computer-Assisted Instruction (CAI)	digital	learner
Available	/ Nov12 AllDays
Abstract	Technology has not only impacted the world, but also ESL/EFL instruction. Computer-Assisted Instruction (CAI), as a part of the digital world, plays and important role in second language instruction. "CAI provides consistency of content delivery, more readily provides training to remote locations, eliminates costs, provides means of tracking learners� progress, provides standardized testing, offers learner flexibility in controlling and pacing learning, provides for diverse learning needs, provides opportunities for practice through simulation, provides greater retention, and reduces the instructional time" (Lowe & Holton,2005). On the other hand, the learners of the third millennium have to easily cope with the situation. In other words, students should be good readers on screen, should not only write perfectly in L2 but also type it in appropriate time and should effortlessly handle computer issues. Changing the mode of delivery of a standardized test such as the Test of English as a Foreign Language (TOEFL) from a paper-and-pencil format to a computerized format (internet-Based TOEFL (iBT)), definitely conveys that tests such as Next Generation TOEFL, also known as iBT, seek next generation learners. The students have to deal with the tasks that can not be done or even thought on paper. In this paper, there will be an attempt to state that with the developments in new technologies and assessment in L2 curriculum, the enhancement of CAI is a must not only to promote learning but also digitalizing the learners. Indubitably, digital world needs digital learners as well.

152 Surname	Nilsawaddi
Given Name	Wilaichitra
School	Phranakhon Rajabhat University
Address	Chaengwattana Rd., Bangkhen, Bangkok 10220
Country Code	TH
Email	[email protected]
Tel	66891132636
Title	Engaging Students in Thailand with CMC in one Content-Based Language Instruction course
Type	Paper
Single/Joint	Individual
Keys_E	CMC	English Communication Skills	Content-Based Language Instruction
Available	/ Nov12 AllDays
Abstract	Enter the abstract in English here. This study described the implementation of Computer-Mediated Communication(CMC) through online discussion forum into one English class of English majoring students studying a Thai Studies course at one government university in Bangkok. This course aims at enhancing students' knowledge of Thailand e.g. history, geography, religions, cultures, beliefs and values, etc. Through the aims and the content of the course, the researcher also seeked to find a better language pedagogy to help solve the problem of the unsatisfactory language outcomes of her students. The findings of the study are hoped to provide alternative ways to improve the instruction especially for Content-Based Language Instuction. The findings are also aimed to help lessen the tension of the need for Thai citizens to be able to effectively communicate in English language with global citizens. This investigation was designed with the aim of improving the learners� communicative language ability by combining the attributes of a computer-mediated communication (CMC ) environment with language learning pedagogical principles through engaging the learners in real communication that requires the use of English via the electronic medium. There were two research questions helped guide this study (1) What is the nature of the interaction in computer �mediated communication language learning environment? and (2) In what ways do the students� communicative language ability develop?. The researcher employed Fahy et al (2001) Patterns of Interaction in a Computer Conference Transcript for data analysis. The researcher's as well as the students' experiences of teaching and learning through electronic medium will be reported.
Comments	. While the TALL system had been evaluated and proven successful for the needs of the Missionary Training Center (MTC) of The Church of Jesus Christ of Latter-day Saints (LDS), it had not proven successful in other contexts. There is a lack of documented information about how a program of content-based, computer-assisted language learning for English can best be implemented in a Church-sponsored high school in another country, in this case, Mexico.

154 Surname	Chan
Given Name	Wai Meng
School	National University of Singapore, Centre for Language Studies
Address	9 Arts Link, Singapore 117570
Country Code	SG
Email	[email protected]
Tel	+65-65166715
Title	The Role of Metacognitive Knowledge in the Processing of CALL Tasks
Type	Paper
Single/Joint	Individual
Keys_E	CALL Task Processing	Metacognition	Learning Strategies
Available	Nov8 Nov9 / Nov12
Abstract	Enter the abstract in English here. In reviewing the fast growing literature on CALL research and practice, one will frequently encounter the assertion that CALL materials can help promote greater individualisation and autonomy in learning. Interactivity is usually cited in such literature as an important feature of computer media which allows the integration of learning aids which will in turn enable greater differentiation to cater to students with different needs and proficiency levels, and thus enable more autonomous learning with the direct intervention of teachers. In spite of this faith in the potential of CALL, little is actually known about learners� processing of CALL tasks and the strategies they use. The current presentation will focus on the significance of metacognition, in particular metacognitive knowledge, for effective CALL task processing. In presenting his case, the presenter will draw on insights from two empirical studies which investigated the role of metacognition in students� processing of a web-based grammar task and a web-based application for vocabulary learning and the development of speaking proficiency. The findings from the analysis of the voluminous video, journal and interview data indicate that although interactive aids can influence and support learners� metacognition and strategy use, appropriate metacognitive knowledge is nevertheless a prerequisite for the effective use of such aids. Finally, it was also observed that continued exposure to and use of interactive aids can have a formative effect on learners� metacognition and strategy use.

155 Surname	Timur
Given Name	Fungki
School	Higher Learning
Address	Jl. Manyar 3 Demangan Baru Yogyakarta Indonesia 55281
Country Code	ID
Email	[email protected]
Tel	622744364076
Title	localizing Internet materials in CALL classes at suburban high schools
Type	Paper
Single/Joint	Individual
Keys_E	suburban school students	CALL classes	internet materials
Available	/ Nov12 Both AllDays
Abstract	High School students in suburban areas usually have insufficient access to Internet. They will only access it in particular circumstances, such as doing school assignments compulsorily related to or taken from internet. Only few do access internet voluntarily with most interests including chatting, games, sports news, lifestyle etc. The rest see geographic barrier and time availability after school hours to browse on Internet at Net-caf�s downtown as an excuse to sacrifice their curiosity about many things. Having English classes equipped with CALL system in a school located in the outskirt of the city is possible, but not one Internet-connected. Even when it is Internet-enabled, the loading takes time so slowly that the teacher and students can lose their head. Teaching English as a foreign language in student-oriented classes at suburban high schools, therefore, involves bringing internet materials into the classroom. The problem mentioned above, combined with unfamiliarity with topics, leads the teaching more to providing the students with the materials, rather than asking them to find them themselves. The students-orientation still works during the teaching-learning process through discussion and other group activities. Learning language means learning the culture. Comparing own and foreign cultures has turned out to be the most captivating way of learning culture of foreign people, in this situation, English-speaking people. Youngsters can compare cultures by having serious debate sessions, acting out witty dialogs, drawing funny posters, trying out usage in their local contexts, listening to certain accents and so on. Kinds of Internet materials I usually bring to the classroom comprise hot topics among youngsters, such as lifestyle(music, sports, hobbies), coping with young life(e.g. sexually transmitted diseases/STD, dangerous friendship, and drugs abuse) , environments (global warming, air quality, illegal logging, losing islands), family life (how to make parents listen, how to understand parents, how to get through teenage life), autonomous learning activities, etc. Such materials above are not only for the sake of culture comparison, but may also turn out to be eye-opening caused by limited background knowledge of big city life among youths in suburban areas or even in county side. Students� grudge to English usually dating back to their early English learning where English was introduced as text can be reduced by these activities. Students� boldness to pronounce English words can improve through free-style dialogs or debates. The last but not least, grammar and specific language functions are still target for the teacher to some extent, in order that students not only get knowledge but also language skills.

158 Surname	Nilsawaddi
Given Name	Wilaichitra
School	Phranakhon Rajabhat University
Address	Chaengwattana Rd., Bangkhen, Bangkok, 10220
Country Code	TH
Email	[email protected]
Tel	66891132636
Title	Blending Content-Based Language Instruction with Computer-Mediated Communication in a Thai Undergraduate Class
Type	Paper
Single/Joint	Individual
Keys_E
Available	/ Nov12 Both AllDays
Abstract	Enter the abstract in English here. This study described the implementation of Computer-Mediated Communication(CMC) through online discussion forum into one English class of English majoring students studying a Thai Studies course at one government university in Bangkok. This course aims at enhancing students' knowledge of Thailand e.g. history, geography, religions, cultures, beliefs and values, etc. Through everyone's contribution of the contents ( a Thai teacher, 41 Thai students and 6 native speakers) via online discussion forum, the researcher also seeked to find a better language pedagogy to help solve the problem of the unsatisfactory language outcomes of her students. The findings of the study are hoped to provide alternative ways to improve the instruction especially of Content-Based Language Instuction. The findings are also hoped to help lessen the tension of the need for Thai citizens to be able to effectively communicate in English language with global citizens. This investigation was designed with the aim of improving the learners� knowledge of their own country and communicative language ability by combining the attributes of a computer-mediated communication (CMC ) environment with language learning pedagogical principles through engaging the learners in real communication that requires the use of English via the electronic medium. In order to learn from this implementation, two research questions were asked to help guide the study (1) What is the nature of the interaction in computer �mediated communication language learning environment? and (2) in what ways do the students� communicative language ability develop? The researcher employed Fahy et al (2001) Patterns of Interaction in a Computer Conference Transcript to investigate the overall patterns of interaction while the studnets were learning from each other. The researcher's as well as the students' experiences of teaching and learning through electronic medium will also be reported.

159 Surname	Wishnoebroto
Given Name
School	BINUS University
Address	Jl. Kemanggisan Ilir III no. 45 Kemanggisan Jakarta Barat 11480
Country Code	ID
Email	[email protected]
Tel	0813 2547 2001
Title	Socio-Cultural Factors among language teachers in e-learning environment
Type	Paper
Single/Joint	Individual
Keys_E	Social	Cultural	Teachers
Available	/ Nov12
Abstract	BINUS University has been practicing e-learning since 2002 and teachers play important role in teaching-learning process. Teachers are prepared with adequate knowledge about information technology. From all issues that come up as the result of application of IT in the classroom, social adjustment is the most difficult part. Most English teachers, who are native Indonesians, are very traditional � conventional who believe that face to face interaction is very crucial in learning language. It is hard to switch the habit of face to face interaction into e-based learning system. Although BINUS e-learning website has provided the discussion forum to facilitate students and learners to electronically interact, teachers are still trapped by practicing conventional teaching in class and face difficulties in switching their teaching style. As the result, students are also caught into trouble in adjusting themselves in a so called "fake e-learning." This paper tries to reveal the social cultural issues that occur among English teachers at BINUS university as the result of replacing personal interaction with technology.

163 Surname	Darmajanti
Given Name	Amri
School	Benih Matahari Organization
Address	Jl. Serayu no.4, surabaya. 60256
Country Code	ID
Email	[email protected]
Tel	+62315663164
Title	Internet Access as a Tool of Dissemination of Active Teaching Method in Indonesia
Type	Paper
Single/Joint	Individual
Keys_E	Internet Access	Dissemination	Active teaching
Available	/ Nov11 Nov12
Abstract	Internet access method is needed in students learning. The result of active teaching is student has thinking skill then students will be creative. With that result, without missing the core of method implementation of active teaching more flexible to adapted every condition. Indonesia conditions which consist of many islands and many cultures, important information about active teaching not dissemination yet spread t throughout everywhere. Whereas in fact, internet access what make communication and dissemination information were easier possible to be as a tool to get active teaching and distribute to sorts of locals. Dissemination of learning information is important thing. But that is not spread throughout in Indonesia caused of several things, including internet network. Another that to get information from internet is easy, but to get an effective benefit internet user are needed more understand how to manage information. Teachers as internet user and who will use information in classroom as well as have to be able to get effective information, able to managing fit information, and understand the circle of internet also. So that active teaching information able to implemented in classroom. This paper examines matters which a catch in dissemination of active teaching be effective in Indonesia.

165 Surname	Hoven
Given Name	Debra
School	Athabasca University
Address	129 Cougar Point Rd, Canmore, Alberta, T1W 1A1, Canada
Country Code	CA
Email	[email protected]
Tel	+1-403-675-6179
Title	Digital storytelling and eportfolios for language teaching and learning
Type	Paper
Single/Joint	Individual
Keys_E	digital storytelling	eportfolios	language revitalization
Available	Nov8 Nov9 / Nov11 Nov12 Both AllDays
Abstract	Digital storytelling and ePortfolios are being increasingly used as means of encouraging reflective learning and/or assessment in many language and language teacher education programs around the world. Digital storytelling can provide language teachers and learners with rich scope for helping learners to identify with foreign languages and feel more comfortable using them for real purposes. ePortfolios have the potential to reduce some of the pressure on learners to perform, common in exams and tests, and shift the focus more towards the quality and breadth of learning achieved. However, these techniques and terms are applied differently, depending on the contexts and educational constraints and opportunities. This paper will describe, demonstrate, and evaluate some techniques for involving language teachers and students in classes, outdoors, and in communities, in using technology (such as digital video, audio, photos, mobile phones and the internet) for language learning, or revitalization and rediscovering or reinforcing cultural values. Some examples will be shown of techniques used by other cultures in Australia and Canada, together with discussion of the effects and possible applications in countries in the Asian region. The presentation will also include discussion of other possible uses, and techniques and ideas, opinions and experiences from participants will be welcomed.
Comments	internet connectivity would be good for demonstrations

166 Surname	Mawasti
Given Name	Santika
School	higher learning international
Address	jl. laksda adi sucipto 41-42 manahan surakarta jawa tengah indonesia
Country Code	ID
Email	[email protected]
Tel	+6285 647484 444
Title	The Use of Interactive Whiteboards in Language Teaching
Type
Single/Joint	Individual
Keys_E	Interactive Whiteboard	language teaching	technology
Available	/ Nov12 AllDays
Abstract	The Use of Interactive Whiteboards in Language Teaching This presentation will discuss the use of Interactive Whiteboards in language learning classroom. In other countries like England, the Interactive Whiteboards have become the standard requirement of a classroom. The presentation will explain how to put such system in place, as well as present the procedural advantages of such a setup and provide concrete examples of classroom applications at all levels.
Comments	glocall is very interesting conference that i believe would make a change on indonesian teaching learning activities

168 Surname	krishnasamy
Given Name	pramela krish
School	Universiti Kebangsaan Malaysia
Address	School of Language Studies and Linguistics, UKM, Bangi Selangor
Country Code	MY
Email	[email protected]
Tel	0122088485
Title	Supporting language learning via blogs
Type	Paper
Single/Joint	Individual
Keys_E	Blogging	Language Learning	Perceptions
Available	Nov8 Nov9 / Nov12
Abstract	An increasing number of public and private institutions of higher learning in Malaysia are offering courses through online mode. The Internet and online learning facilitates have helped to incorporate courses, syllabi, and teaching materials. This advancement in technology has created a new paradigm in teaching and learning. Students and instructors have also taken new roles. This paper discusses and provides guidelines to use blogs (Web logs) for educational purposes. Blogs have immense potential as a tool for the teaching of second language, especially writing. What do undergraduates say about creating blogs as part of their course requirement? How did they benefit? Has blogging shown the potential of technology integration into language learning? Attempts are made to answer these questions through students� responses about the blogs and viewing some blogs created by students. The paper will also share some interesting and creative steps taken by students in managing a blog.
Comments	Early acceptance letter required

169 Surname	Arzal
Given Name	Ismail
School	universitas negeri gorontalo-indonesia
Address	universitas negeri gorontalo, kota gorontalo, indonesia
Country Code	ID
Email	[email protected]
Tel	+6285 256560370
Title	The use of Blog to Improve Students� Writing Skill
Type
Single/Joint	Individual
Keys_E	blog	writing skill	teching language
Available	/ Nov12 AllDays
Abstract	The use of Blog to Improve Students� Writing Skill The spread of information and technology is continuously growing very rapidly. Internet has been considered as one of the most influential and important tool to accelerate human activities including in learning. This study is going to investigate the use of internet media in promoting student�s writing skill. It will specifically look at the impact of blogging on one of the blog provider, Friendster, on students� writing skill. The elements of writing which will be investigated here is organization(10%), citation(20%), grammar and style(20%), and content(50%). These following research questions will guide this study: 1) How blogging promote students� writing skill? 2) What aspects of writing skill are developed through the use of blogging technique? Methodology of research Participant : 20 students of English will be administered in this study. The participants are 14 female students and 6 male students studying in the English Department of Gorontalo State University. They have been studying in this department for more than two years and supposed to have completed Writing subject. Data Collection and Analysis Online portfolio: Students will be assigned to have their own blog on Friendster. They will be composing online portfolio on the form of blog. Their portfolio will be assessed and analyzed based on the criteria of writing. Focus Group: Focus group will be done to investigate the important issues regarding the use of blogging in writing as well as their perception on how blogging improves their writing skill.
Comments	Glocall is a great event ever, i hope!

171 Surname	SUTISNA
Given Name	ELLY TRI SURYATI
School	HIGHER LEARNING
Address	jl.condet raya no. 18 A balekambang jakarta timur
Country Code
Email	[email protected]
Tel	+6281586216632
Title	the effectiveness of CALL on language learning
Type	Paper
Single/Joint	Individual
Keys_E
Available	Nov8 Nov9 / Nov12 Both
Abstract	Is the English language learning at schools effective? The fact, the English language learning at schools starts from reading and writing based on the text. This is contrary with a research explaining that our brain is designed to learn language by listening comes first. Listening and speaking have a similar pathway in our brain. The use of a text will interfere the development of listening and speaking. That�s why the students that have been learning based on the text for years can not speak English. They can not bring the language into the real life. It�s not effective since they assumed English as a foreign language not as universal language. To bridge this ineffectiveness, CALL is presented at schools to bring language learning as a skill not only just as information. CALL is supported by three buffers; visual, auditory and conceptual. They stimulate our brain to get the long term memory and the students can learn language more easily and happily. I find that the language learning is more effective using CALL. It gives a distinct direction for learners while they are learning in a good path learning ; Listening-speaking-reading and writing. Those path reinforce each other. I can see my students are interested in learning, able to focus on practice, easy to comprehend the language, motivated to speak, and curious to learn what they are learning. And the most important of all is that they can bring the language into the real life and time.
Comments	Please check and correct my abstraction.thanks

172 Surname	WAINS
Given Name	SHAHID ISLAM
School	Rachna College of Engineering & Technology Pakistan
Address	Rachna College of Engineering & Technology Gujranwala Pakistan
Country Code	PK
Email	[email protected]
Tel	+92-55-6770941
Title	Viability of Cell Phone Based Learning in Pakistan
Type	Paper
Single/Joint
Keys_E	M-Learning	Language Learning	Distance Learning
Available	Nov9 / Nov12
Abstract	M-Learning is a type of e-learning which blends wireless and mobile technology for the learning experience. It is seen as a supplement to traditional distance learning approaches like print media, internet, and TV/radio broadcasts etc. as it gives learners freedom from time and venue specific learning. Wireless and mobile devices like Personal Digital Assistants, laptops, tablet PCs and particularly cell phones are being used in developed countries like UK and Europe to deliver learning contents to the students. In Pakistan, the rapid growth of wireless infrastructure and rising use of cell phones with students leading the wave makes it a plausible new educational tool. According to Pakistan Telecommunication Authority (PTA), penetration rates are expected to reach 57% up to 2010. Cell phones are becoming increasingly sophisticated in terms of their bundled capabilities, which now include web browsers, cameras, sound/video recorders, MP3 players, video and TV displays, games, softwares, GPS devices etc. People use it to stay in touch with their family, friends etc but the ubiquitous presence means that there is great potential for this technology to be used in more constructive ways. The objective of this research is to investigate the impetus for change, benefits and limitations of using cell phones for distance education particularly for English language learning in Pakistan. We have used undergraduate course �Communication Skills� as a case study to confirm the effectiveness and viability of using cell phones in education. We will also highlight the m-learning system design issues and the role of involved participants.
Comments	Nil

173 Surname	Chong
Given Name	Insun
School	Hankuk University of Foreign Studies
Address	287-1 SDA language school, Hwikyung 2dong, Dongdaemungu, Seoul, Korea
Country Code	KR
Email	[email protected]
Tel	010-6614-8855
Title	Functions of the Questions in Video-conferencing interactions
Type	Paper
Single/Joint	Joint
Keys_E	Video-conferencing	Questions	Functions
Available	Nov9 / Nov11 Nov12 Both
Abstract	This study is to deal with question types which are used in video-conferencing interactions between a native speaker in the USA and a nonnative speaker in Korea. We investigated different types questions and how they function to facilitate the interactions in video-conferencing. This study is focusing on three different roles of questions on video-conferencing conversations between a native speaker (NS) who is a female teacher living in the Unites States and a male nonnative speaker (NNS) living in Korea. NNS is a novice learner who is in fifth grade and has studied English for three years in a private institution in Korea. The dyadic session between the NS and the NNS on video-conferencing is for twenty minutes. The data for this study is from a single session which was a mainly free conversational interaction. The topics in this video-conferencing interaction are about hobbies, favorite subjects, school life, etc. between the NS and the NNS. Nine extracts were shown to be relatively related with the three different functions of questions. There are mainly three question types: Wh-questions, Yes/No questions, and alternative questions were used by the NS and a few statements were also used to continue the conversation about the topics. Three different question types were found to be used for three functions: 1) to shift topics, 2) to specify topics, and 3) to expand topics. Therefore, it is important for the teachers in video-conferencing interactions to prompt well-built questions to the students.
Comments	We have finished the reseach in the end of June, and have just found that there is Glocall conference 2008. We'd like to be invited and present our research to benefit the program.

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