Dec 16th (Thu)

Workshop (60 minutes)

Dec 16th (Thu) 09: 00 - 10: 00   (Stream 1)

[101-W] Digital Storytelling
Deborah HEALEY University of Oregon (USA)

Abstract
Teachers have long used text-based stories in language classes to build reading and writing skills, and
video-based stories for listening. Digital storytelling moves creating and sharing stories in the digital
arena. Like classroom oral storytelling, digital stories build oral and listening skills. Going further, the
electronic format allows learners to improve their written communication skills for the digital, multi-
modal age. This is not the same as writing a story on paper; the digital form offers the ability to integrate
and remix audio and video, and also potentially far wider distribution of the learners’ work. Clearly,
creating these stories builds 21st Century skills of creativity and communication. This talk will show
examples of digital storytelling, provide a framework for creating digital stories, and encourage teachers
to work in small groups to find ways to incorporate digital storytelling into their own classes.

Bio-data
Dr. Deborah Healey was the 2019-2020 President of TESOL’s Board of Directors. She has taught
teacher training courses online for the University of Oregon’s American English Institute and face-to-face
in the Master’s in Language Teaching program in the Linguistics Department. She has also taught both
ESL and EFL at community colleges and language institutes, including in Yemen. She has written and
presented extensively (Africa, Asia, Europe, Latin America, and North America). Her recent areas of
research include gamification, massive open online courses, and online teaching approaches. Her
doctorate is in Computers in Education.

Dec 16th (Thu) 10: 10 - 11: 10   (Stream 1)

[102-W]The relevance on Nation's "Four Strands Model" to online
teaching
Thomas ROBB Kyoto Sangyo University (Emeritus) (Japan)

Abstract
Dr. Paul Nation, of the University of Victoria at Wellington has proposed a model for language
instruction called the "Four Strands". He proposes that for any aspect of language learning, be it reading,
writing, listening or speaking, 4 kinds of foci are needed, 1) "Meaning focused input", 2) "Meaning
focused output", 3) "Fluency Practice" and 4) "Language Focused Learning". He asserts that each skill
that is to be learnt should include 25% of each kind of activity. The problem is that in in-class learning,
and most likely on-line learning as well, the "Language Focused Learning" aspect comprises most of the
activities that teachers require of students. This is traditional "study" while the other three strands
comprise practice. In other words, we are feeding them knowledge but providing them with few
opportunities to practice what they are studying. This workshop will examine some common technology-
based activities that the teacher might assign for each skill and how they might work as a practice activity
rather than one that is purely for language-focused learning.

Dec 16th (Thu) 11: 20 - 12: 20   (Stream 1)

[103-W] Creating a 4-skills online assessment tool using the Moodle
LMS
Gordon BATESON Kochi University of Technology (Japan)
Abstract
In this workshop, participants will learn how to build an online tool that can automatically assess an
individual’s ability to read, write, listen and speak in English. The tool will be created with the Moodle
learning management system (LMS). At the beginning of the workshop, participants will be introduced to
Moodle and guided how to build an online course. The presenter will also explain how to create and
import images, audio, and video into Moodle. Within the Moodle question bank, students will create
questions to test reading, listening, writing and speaking ability. These questions will then be added to a
Moodle Quiz activity, which forms the basis of a 4-skills test. Finally, participants will try out each other’s
quizzes and consider the advantages and disadvantages of this method of assessment.

Bio-data
In this workshop, participants will learn how to build an online tool that can automatically assess an
individual’s ability to read, write, listen and speak in English. The tool will be created with the Moodle
learning management system (LMS). At the beginning of the workshop, participants will be introduced to
Moodle and guided how to build an online course. The presenter will also explain how to create and
import images, audio, and video into Moodle. Within the Moodle question bank, students will create
questions to test reading, listening, writing and speaking ability. These questions will then be added to a
Moodle Quiz activity, which forms the basis of a 4-skills test. Finally, participants will try out each other’s
quizzes and consider the advantages and disadvantages of this method of assessment.

Dec 17th (Fri)

Paper (25 minutes)

Dec 17th (Fri) 10:00 - 10:25   (Stream 1)

[202-P]Simulation-Based Learning Environments: Practice-Based
Teacher Education for TESOL Teacher Candidates
Jasmin COWIN Touro College, Graduate School of Education (USA)

Abstract
Post-pandemic, teacher education programs across the globe are searching for alternative pathways
addressing practicum and fieldwork completion for teacher candidates. Simulation-based learning (SBL)
with emotionally intelligent student avatars no longer seems a futuristic endeavor. Organizations focusing
on medicine, nursing education, aviation, corporate work safety training, and the military have used
simulations for years, enabling trainees to make decisions based on best industry standards through
practice in virtual environments. With the growing diverse population in US schools, it is essential for
Teaching English as a Second Language (TESOL) teachers to practice incorporation of culturally
responsive pedagogy and providing a safe environment for English Language Learners (ELLs). This
presentation focuses on reviewing, contrasting, and framing two different virtual training environments for
TESOL educators searching for additional opportunities to offer interactive field and practicum
experiences: simSchool and Mursion. The presentation and paper will identify, illustrate, and interpret
practice-based teacher education (PBTE) and SBL. PBTE illustrates high-level teaching practices, with a
specific focus on situated context of use. A PBTE model in SBL can engage TESOL teacher candidates in
task-based approaches and help candidates to solidify their knowledge of the distinctions between
teaching approaches, methods and techniques.

Bio-data
As a Fulbright Scholar; current faculty at Touro College; advisor to the National University of Science
and Technology in Moscow; advisor for Computers for Schools Burundi; advisor to Executive
Management for Holo Sail Technologies, Inc., Prof. Cowin brings over twenty-five years of experience as
an educator, technology specialist, and institutional leader. As an Education Policy Fellow at the EPFP™
Institute, Columbia University/Teachers College, she became part of a select group of strategic leaders
analyzing effective educational policy and leadership trends. In her role of Assistant Professor and
Practicum Coordinator for TESOL and Bilingual Programs at Touro College, Graduate School of
Education, New York, my focus is on the Responsibility to Touro Students (Teaching), Responsibility to the
Discipline (Scholarship), and Responsibility to Touro College and Community (Service).
Dec 17th (Fri) 10:00 - 10:25   (Stream 4)
Fostering technology driven autonomous learning via the PAH
[204-P]
continuum: a case study
GURNAM KAUR SIDHU SEGI University (Malaysia)
Kamalanathan RAMAKRISHNAN SEGi University
Sofwah MD. NAWI UiTM Segamat
Arieff Shamida SAMSUL KAMIL SEGi University

Abstract
The COVID-19 Pandemic triggered the global shift in terms of how education is delivered at all levels
including postgraduate study. Overnight, everyone had to embrace online technology driven learning
solutions. This paper will discuss an initiative put forward by a private university in Malaysia to help
foster autonomous learning among their postgraduate students via the online Pedagogy-Andragogy and
Heutagogy (PAH) Continuum whereby learners are taken from full dependence to independence via Open
and Distance Learning (ODL). It was enhanced by Computer-Mediated Communication (CMC) in both
synchronous and asynchronous settings involving the use of video conference platforms, learning
management system (LMS) and instant messaging platforms. This quasi-experimental study was
conducted with 50 postgraduate students to enhance their competencies in critical reading, academic
writing, and research skills. Data for the study were collected via a three-pronged approach involving
tests, questionnaires, and semi-structured interviews. Findings revealed positive results in enhancing
students’ competencies in reading and research skills, but academic writing skills left much to be desired.
Success in full autonomy was hindered for some students due to personal and cultural factors. The paper
will also share the implications of the findings and recommendations for further enhancement of the
initiative.

Bio-data
Prof. Gurnam is attached to SEGi University.
Dr. Kamalanathan is attached to SEGi University
Ms Sofwah Md Nawi is attached to UiTM Segamat, Johor.
Mr. Arieff Shamida is attached to SEGi University

Dec 17th (Fri) 10:00 - 10:25   (Stream 5)

Undergraduates’ Perceptions on the Utilisation of E-learning in
[205-P]
Teaching and Learning during the Covid-19 Pandemic
Frankie SUBON HELP UNIVERSITY (Malaysia)

Abstract
The outbreak of coronavirus disease 2019 (Covid-19) pandemic since March 2020 has led to the
closing of all educational institutions worldwide. Consequently, e-learning becomes a very popular mode
of delivery utilised by all educational institutions to conduct virtual teaching and learning activities. This
descriptive study aimed to identify university students’ perceptions on the benefits and barriers of utilising
e-learning in teaching and learning during the Covid-19 pandemic. The respondents were selected using
convenient sampling and a total of 250 respondents of ESL undergraduates from a private university in
Selangor, Malaysia participated in this study. The data were collected using a questionnaire and analysed
quantitatively. The results revealed that the learners had positive perceptions towards the ulitisation of e-
learning in teaching and learning. They perceived that they had gained many benefits despite facing some
barriers when utilising e-learning in teaching and learning during the Covid-19 pandemic. Some pertinent
implications were generated from the findings and recommendations for future research were proposed.

Workshop (60 minutes)

Dec 17th (Fri) 10:00 - 10:55   (Stream 2)
[203-W] Language Learning Principles, Katakana Fighter, and Game
Design
Jeremy ROBINSON Gustavus Adolphus College (USA)
Monse PÉREZ BARRIOS Gustavus Adolphus College

Abstract
Brown and Lee in Teaching by Principles share various language learning principles including:
Automaticity, Transfer, Reward, Self-Regulation, Identity and Investment, Interaction, Languaculture, and
Agency. This workshop will discuss these principles, and how games can be successfully designed to
integrate one or more of these. It will also discuss the general benefits of game-based learning. Katakana
Fighter is a free educational video game, currently in development, designed to help students with
production and reception skills of the Japanese writing system of Katakana, increase Katakana reading
speed, and increase general familiarity of Japanese vocabulary. As a part of this workshop, current
progress on the game will be showcased, along with an exploration of the design and development
process, and how certain principles of language learning are being utilized. The workshop will give an
overview and explanation of the Expanded DPA Framework for Game Design (Brian M. Winn) and will
then guide participants in the first steps of designing their own educational game for possible development
in the future.

Bio-data
Jeremy A. Robinson directs the Culpeper Language Learning Center and is a Spanish Instructor at
Gustavus Adolphus College. As a game designer and developer, he currently leads various educational
game development projects with the goal of teaching languages and cultures.
My name is Monse and have been working at the Culpeper Language Learning Center focusing on the
Katakana Fighter project.

Paper (25 minutes)

Dec 17th (Fri) 10:30 - 10:55   (Stream 1)

Investigating ESL learners’ online collaborative processes and
[206-P]
perceptions of using Google Docs in collaborative writing
Azlin Zaiti ZAINAL University of Malaya (Malaysia)
Ma FEI FAN University of Malaya

Abstract
This study aims to investigate the processes of learners’ collaborative writing using Google Docs and
their perceptions of the collaborative process. Twenty-four undergraduate ESL learners undertaking an
academic writing course participated in this study. They were tasked with a paired writing assignment as
part of the coursework. Google Docs was used by each pair in revising their drafts before they submitted
the final version of their academic essay. Adopting a mixed-methods approach, the qualitative phase
involved conducting a textual analysis based on the drafts that the students prepared. The categories used
to analyse the revisions were adapted from Kessler, Bikowski and Boggs (2012) analytical categories to
understand the focus of learners’ revisions. Students’ responses to an online survey administered at the
end of the course formed the quantitative data. The findings provide insights into the processes of
collaborative online writing and students’ perceived usefulness of Google Docs as a tool for collaboration.
The implications on the design of online writing tasks will be discussed.

Bio-data
Azlin Zaiti Zainal is Senior Lecturer at the Department of English, Faculty of Languages and
Linguistics, University of Malaya. Her research interests include teacher education, technology in
language education, second language writing, discourse studies, and oral communication.
 Ma Fei Fan is a PhD candidate at the Faculty of Education, University of Malaya.

Dec 17th (Fri) 10:30 - 10:55   (Stream 3)

Evaluating the Design and Delivery of the Survival Combo
[207-P]
Course to Develop School Teachers’ TPACK and Emergency Remote
Teaching
Tien MAI Ho Chi Minh City Open University (Vietnam)
Mai NGUYEN Ho Chi Minh City Open University
Long TRAN Ho Chi Minh City Open University
Linh LE Ho Chi Minh City Open University
Ngan VO Ho Chi Minh City Open University

Abstract
Covid-19 variants have shaken the landscape of Vietnam’s K-12 systems. The country has to enforce
extended lockdown and implement emergency remote teaching and learning (ERT) in most areas during
the first semester of the 2021-2022 academic year. To support public school teachers’ digital responses,
the research team designed and delivered a 20-hour free online course entitled ‘Tech Menu for ERT
Techniques and Tools: A Survival Combo’ to train two cohorts of primary and secondary school EFL
teachers. Utilizing the Action Research cycles, we explored the course impacts on participants’
development of technological pedagogical content knowledge (TPACK) and ERT. The course design was
theoretically framed with reference to Open Educational Practices, Flipped Learning, TPACK-in-Action,
and Lesson Study models. It involved both self-paced learning and live microteaching sessions. The
course evaluation included 24 active participants’ qualitative post-course survey responses and the course
instructors’ stimulated recall, illustrating engaged participants’ TPACK change. More importantly,
participants who required special computer skills assistance identified the constraints of the course in
terms of outcomes, socialization, technical and pedagogical support. Hence, we suggest further revisions
of the design and delivery of fully online community courses enhancing teachers’ TPACK and ERT in
future cycles.

Dec 17th (Fri) 10:30 - 10:55   (Stream 4)

A Case Study on Early Childhood Educators’ Experiences in
[208-P]
Using Digital Resources for Online Education in Malaysia.
Revati RAMAKRISHNAN HELP University (Malaysia)
Nurul Iman ARSHAD Taylors University College
Rosalind AHJU HELP University

Abstract
Teaching and learning in early childhood education have predominantly been conducted in physical
settings. Generally, this has been the norm for early childhood education since young children benefit from
concrete materials and experiences. However, due to the ongoing pandemic, countries were compelled to
implement online education including for early childhood. As a result of this drastic shift from traditional
ways of teaching and learning to online education in early childhood, there is a pertinent need to explore
early childhood educators’ experiences in using digital resources for online education. Past studies have
highlighted the types of digital resources as well as how these impacted young children’s learning and
engagement positively albeit in mostly physical classroom settings (Gillen and Kucirkova, 2018; Altun
2018; Van der Westhuizen, Hannaway, 2021). The aim of this study is to explore early childhood
educators’ perspectives and experiences on the following questions: What were the digital resources used
during online teaching & learning? How were the digital resources used during online teaching &
learning? How did these digital resources support children’s engagement in online learning? The study
employs a qualitative methodology which comprises document analysis of early childhood educators’
written lesson plans and self-reflections.
Bio-data
Revati is a senior lecturer attached with HELP University. Her qualifications in psychology have given
her the basic ECCE strength. Her passion for early childhood education grew when she was in Perth,
Western Australia where she worked in childcare services. Her employment as a disability support worker
at a leading provider of disability services, exposed and sparked her interest in the area of special needs.
Having presented her work is platforms such as the PECERA and SEIC, some of her research interests
include special education, gender issues in early childhood. She is also actively involved in NGOs and
currently also holds the position of the Assistant Secretary of the ECCE Council Malaysia.
Nurul Iman Arshad has roughly 9 years work experience teaching Diploma and Degree in Early
Childhood Care and Education (ECCE) in higher education. Prior to teaching in higher education, she
worked for 1 year as a preschool teacher. She has collaborated in a few studies on early childhood
education, such as identifying the sequence of acquisition of personal pronoun case and person reference
among 6-year-old children. Her current research focus are on provisions of planned physical activities in
preschool as well as the use of digital resources in early childhood online education in the Malaysian
context.

Dec 17th (Fri) 10:30 - 10:55   (Stream 5)

[209-P]Perspectives on cultural exchange and language learning
through online mentoring
Shin Pyng WONG HELP University (Malaysia)

Abstract
Mentoring assists the mentors and mentees, who are university students, in their adaptation to the
university culture and learning. The Internet is mainly used for cultural exchange and language learning
between the university student mentors and mentees from different cultural backgrounds. This study
adopted a collective case study design that studied five sets of university student mentors and mentees to
provide insights into their processes of cultural exchange and language learning using the Internet.
Purposive sampling was applied in which ten university students from University A were invited to
participate in the study because they practiced mentoring and represented various academic and personal
backgrounds. Five of them were Malaysian students who enrolled in different undergraduate degree
programmes at University A, while the other five of them were Korean students from different
undergraduate degree programmes in Korean universities, who enrolled in a 4-week summer vacation
programme at University A. Interviews were conducted to collect data, in order to unpack the university
student mentors and mentees’ gains and struggles in using the Internet for cultural exchange and language
learning.

Bio-data
Dr. Wong has served in the higher education institutions and schools over the past 12 years. She is
currently affiliated with the Department of English, HELP University. Her research interests include
CALL, higher education policy and practice, and workplace communication.

Keynote (55 minutes)

Dec 17th (Fri) 11: 30 - 12: 25   (Stream 1)

[215-K] ICT in Malaysian Education: Trends and Challenges
Su Luan WONG Universiti Putra Malaysia (Malaysia)

Abstract
A new generation of students has entered the Malaysian education system. They are media-centric and
rely heavily on digital tools to learn and play. These students are known as the 21st century learners. To be
successful learners, they must have mastery of three broad skills set comprising learning and innovation
skills, digital literacy skills and finally career and life skills. As we progress into a technology-based
society, Malaysian educators are expected to be adequately tech-savvy to rise to the challenge of teaching
the more digitally-inclined students in the present day classroom. Given the aforesaid scenario, Malaysia's
 awareness of the need to improve the teaching-learning environment with the integration of ICT is
growing and progress is evident in many areas. In this talk, I will share some insights on the latest ICT
trends and development in Malaysian schools and higher learning institutions. My talk will conclude by
providing a glimpse of some challenges we are facing in the pursuit of nurturing successful 21st century
learner.

Bio-data
Dr. Wong Su Luan is a Professor at the Faculty of Educational Studies, Universiti Putra Malaysia
(UPM). She has extensive teaching experience in educational technology, teacher education and teaching
methods; and regularly conducts teaching and learning related training courses for educators. She is an
active and passionate researcher and has published in more than 200 scholarly papers with a special
focus on teaching and learning in ICT. She is currently the Principal Associate Editor of the Asia-Pacific
Educational Researcher Journal (IF=0.58) and the Associate Editor of the Research and Practice in
Technology Enhanced Learning (Scopus indexed).

Paper (25 minutes)

Dec 17th (Fri) 11:00 - 11:25   (Stream 1)

[210-P]Development of Online Tools for EAP/ESP Collocation
Learning
Ping-Yu HUANG Ming Chi University of Technology (Taiwan R.o.c.)

Abstract
In recent years, researchers have attempted to compile academic collocation lists which are assumed to
be important to EAP (English for academic purposes) learning. Those lists, however, tend to be criticized
for their lower coverage in certain domains (e.g. medicine) than in others (e.g. sociology). In this
presentation, our objective is to describe the construction and functions of a web-based tool which is
meant to offer EAP learners the collocational knowledge that they actually need. Our tool has been
developed based on an innovative corpora-comparison approach, and thus is able to show learners what
collocations are frequent EAP usages, and what are particularly important to the learners’ discipline(s)
(i.e. ESP or English for specific purposes collocations). Take the discipline of medicine as an example. By
automatically processing and comparing the data in several domain-specific corpora, our tool can inform
medical students what collocations are general-purpose academic usages (e.g. “statistically significant”
and “future research”), and what are technical usages specialized in medical research (e.g. “physical
activity” and “adverse event”). In this paper we also discuss tasks that teachers can undertake in
classrooms to familiarize their students with both EAP and ESP collocation usages.

Bio-data
Ping-Yu Huang is an assistant professor at the General Education Center, the Ming Chi University of
Technology. He focuses his research works on corpus linguistics, multi-word expressions, lexicogrammar,
computer-assisted language learning, and second language acquisition.

Dec 17th (Fri) 11:00 - 11:25   (Stream 2)

Developing a Sustainable Community of Inquiry: Reflections
[211-P]
and Lessons Learned
Meng Huat CHAU Universiti Malaya (Malaysia)
Esther SMIDT West Chester University, USA
Paige GARDNER West Chester University, USA

Abstract
This paper reports on a collaborative initiative between a US language educator and a Malaysian
language educator on blended learning using Garrison’s (2017) Community of Inquiry (CoI) framework. It
took place in a postgraduate course at a university in Malaysia which, for many semesters, had been
 conducted face-to-face with online resources provided in the form of readings and online submission. In
an attempt to increase the amount of learning and engagement among students outside of class time,
blended learning based on the CoI was introduced in the course. Unlike many articles which report on the
‘success stories’ of certain initiatives, this paper is a reflection of why the CoI practice did not continue in
the following semesters, despite the benefits evidenced based on an analysis of the students’ interaction; it
also considers the lessons learned. This paper first describes the project, which lasted for one semester. It
then reviews some findings based on the three key elements of teaching presence, social presence and
cognitive presence. Finally, this paper discusses some lessons learned for a CoI to be sustainable in a
course, and argues that learning from ‘failure’ can be as valuable as learning from the past experience of
success.

Bio-data
Meng Huat Chau is Senior Lecturer at Universiti Malaya, where he teaches and mentors students
conducting research in Applied Linguistics. His research, teaching and supervision focus on applied
corpus linguistics, Global Englishes, language and ecology, language and writing development,
multilingualism and language education with an emphasis on agency.
Esther Smidt is Professor and Director of TESOL Programs at West Chester University, USA. She
teaches in the MA TESOL and ESL Certification Programs and her research interests include Distance
Education and Computer Assisted Language Learning.
Paige Gardner is pursuing her MA TESOL at

Dec 17th (Fri) 11:00 - 11:25   (Stream 3)

[212-P]The effects of online asynchronous forum discussions on
students’ deep learning
TON My Nhat Ton Nu Duy Tan University (Viet Nam)
LE Van Thinh Banking Academy of Vietnam, Phu Yen Campus

Abstract
During the pandemic, some teachers tried to use video conferencing tools such as Zoom, or Google
Meet to organize synchronous video meetings with students and present their lessons, but do not sustain
asynchronous forum discussions. The study examined the effects of asynchronous forum discussions on
the learners’ autonomy and their deep learning. The study employed two groups: the controlled group with
optional asynchronous forum discussions and the experimental group with compulsory asynchronous
forum discussions about the lessons that students learnt synchronously with their teachers. Participants
were 92 undergraduate students studying phonetics and phonology at a university in Vietnam. Findings
showed that more students in the compulsory forum discussion group posted their discussions than those
in the optional group. In addition, students in the experimental group could develop their deep learning.
The findings suggest some pedagogical implications for teachers to sustain students’ deep learning.

Bio-data
Ton Nu My Nhat is an associate professor at Duy Tan University. She has 27-year experience in
teaching. Her research interest is linguistics and applied linguistics.
Thinh Van Le is an English lecturer at Banking Academy, Vietnam. He holds a PhD degree from the
University of Canterbury. He has 14-year experience in teaching English. His research interest is CALL
and second language acquisition.

Dec 17th (Fri) 11:00 - 11:25   (Stream 4)

[213-P]Online Learning Engagement of Malaysian Students from
Different School Types during Covid-19 Pandemic
Nurjanah MOHD JAAFAR Universiti Kebangsaan Malaysia (Malaysia)
Najihah MAHMUD Universiti Malaysia Kelantan
Lay Shi NG Universiti Kebangsaan Malaysia
 Siew Ming THANG HELP University
Warid MIHAT Universiti Kebangsaan Malaysia

Abstract
In Malaysia, there are a number of school types at the secondary level: national, vernacular, private
and international. This study explored the perceptions of students from these different schools towards
their online learning engagement using Fredricks et al.'s (2004) framework of behavioural, cognitive and
emotional engagement. In addition to these variables, external support provided to the students will also
be considered. To this end, a questionnaire that elicited information about students' online practices and
online learning engagement was administered. 768 students from different school types responded to the
questionnaire. ANOVAs were carried out to analyse and compare responses of students from these
different schools. The paper will present the findings and the implications of the study.

Bio-data
Nurjanah Mohd Jaafar is a lecturer at the Centre for Research in Language and Linguistics, Faculty
of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. She completed her PhD at the
School of Education, University of Nottingham, UK. Her research interests are concerned with the use of
multiple representations when learning in an additional language. She primarily uses eye tracking
methodology in her research.
Najihah Mahmud is a senior lecturer at the Centre of Language Studies and Generic Development,
Universiti Malaysia Kelantan (UMK). She graduated with a PhD in Education from the University of
York, UK in 2018. Her areas of interest are language assessment, computer assisted language learning,
computer assisted language testing and language learning motivation. She is currently working with her
research team in the areas of plagiarism awareness among undergraduates and language complexity in
summative assessment.
Dr.Ng Lay Shi is a senior lecturer at the National University of Malaysia, Faculty Social Sciences and
Humanities. Her area of expertise is in Chinese linguistics and foreign language teaching. Most recently,
her specific interest has involved examining students’ attitudes in language learning, mobile learning and
cognitive linguistics.
Dr. Thang Siew Ming is a Professor at HELP University, Kuala Lumpur. She is also an Honorary
Professor at Universiti Kebangsaan Malaysia. Her areas of interest are CALL, Learner Autonomy,
Motivation, and Eye-tracking research. She is President of PacCALL and Co-chair of GLoCALL series of
conferences. She has published extensively and is on the editorial boards of numerous well-known CALL
and Language Education journals.
Warid Mihat is a doctoral candidate in Eye Tracking Lab Analysis, School of Language Studies and
Linguistics, UKM. His PhD thesis works on developing reading profiles of basic readers through eye-
tracking paradigm, which later will be mapped to the CEFR aligned skill standards. Currently, he serves
the Ministry of Education of Malaysia as an education officer in SK Kubang Kerian 3 (SBT) where he is
entrusted in steering the English language panel and coordinating international level activities for his
students.

Dec 17th (Fri) 11:00 - 11:25   (Stream 5)

[214-P]Exploring parental engagement in supporting home-based
teaching and learning (PDPR) in Malaysia
Najihah MAHMUD Universiti Malaysia Kelantan (Malaysia)
MAHMUD Nazirah Universiti Sultan Azlan Shah
MOHAMED Amaal Fadhlini Universiti Malaysia Kelantan
AHMAD TARMIZI Siti Amirah Universiti Malaysia Kelantan
HASSAN Ariezal Afzan Universiti Malaysia Kelantan

Abstract
In the wake of Covid-19, government all over the world had taken drastic measures to curb the spread
of this virus. In Malaysia, Movement Control Order (MCO) was introduced forcing many sectors to stop
operation and that includes the education sector. Alternative learning known as PdPR (Home-based
 Teaching and Learning) for schools was introduced where teachers have to conduct their lessons online to
ensure continued education. Parental support was reported to be an important factor to child’s
development as they partially carry out the teachers’ duty when at home. Therefore, this study seeks to
explore parental involvement in supporting home-based teaching and learning. In this qualitative study,
five parents involved in the Jolly Phonics programme were interviewed and observed throughout the entire
programme. It was found that some of the parents still relied on the teacher to carry out their duty in
teaching. However, most of the parents who volunteered to join the programme showed high interest and
were willing to go extra miles to support their children’s learning. It was hoped that the parents will keep
the positive attitude so that the teacher’s burden could be reduced.

Bio-data
Najihah Mahmud is a senior lecturer at the Centre of Language Studies and Generic Development,
Universiti Malaysia Kelantan (UMK). She graduated with a PhD in Education from the University of
York, UK in 2018. Her areas of interest are language assessment, computer assisted language learning,
computer assisted language testing and language learning motivation. She is currently working with her
research team in the areas of plagiarism awareness among undergraduates and language complexity in
summative assessment.

Dec 17th (Fri) 12:30 - 12:55   (Stream 1)

[216-P] A Fresh Look at Technology Acceptance in Online Learning
Peter GOBEL Kyoto Sangyo University (Japan)

Abstract
The past year has thrust most Japanese language students, educators, and institutions into the arena of
online learning. Some were eager and willing to explore this change, with others less so. Although most
teachers are accustomed to using digital technology in their daily lives, for many, transferring these skills
to online language learning has not been a smooth transition. This was not only true for teachers, but also
for institutions. Shifting to online learning platforms may have offered an upside of convenience and
flexibility, but the downside was a variety of tech problems and a steep learning curve for many. So, what
effect did the forced use of ICT for language teaching have on teachers and administrators, and what are
the implications? To what extent is online learning “here to stay”? Using modern frameworks of
technology acceptance, and the results of an open-ended survey of 130 respondents at 15 private
institutions in Japan, this presentation examines several settings, practices, and strategies to highlight
recent changes in ICT use at Japanese universities. The presenter will focus on institutional policy changes
regarding class procedures, teacher attitudes towards these changes, and possible scenarios for the future
of ICT use in Japanese higher education.

Bio-data
Peter Gobel is a professor in the Faculty of Cultural Studies at Kyoto Sangyo University. His research
interests include the use and acquisition of language learning strategies, anxiety and motivation in
language learning, and cultural factors affecting language learning. He is currently researching student
and teacher engagement with online technologies. He can be reached at pgobel@cc.kyoto-su.ac.jp.

Dec 17th (Fri) 12:30 - 12:55   (Stream 2)

[217-P] Investigating the relationship between prereaders’ visual
attention and their storytelling ability after listening to passages
with/without pictures with support from the eye tracker
Siew Ming THANG HELP University, Kuala Lumpur (Malaysia)
Jennifer, Poh Sim TAN HELP University, Kuala Lumpur
Priyadarshini MUTHUKRISHNAN HELP University, Kuala Lumpur
Hooi Keat WONG University of Nottingham in Malaysia
Nurul Iman ARSHAD Taylor's University
Abstract
In the Malaysian context, there are numerous studies that explored young learners’ literacy skills but
none that uses the eye-tracking device to track the cognitive processes of prereaders when they are reading
picture storybooks. For this project 22 prereaders (4-5 years old) listened to brief stories in four
conditions: (a) only static text with narration (text condition), (b) oral narration and a picture that was
congruent with the narration (congruent condition), (c) oral narration and an incongruent picture
(incongruent condition), and (d) only picture with text but no oral narration (control condition). For the
qualitative inquiry, the 22 prereaders were divided into three categories “Good”, “Average”, and “Weak”
based on the ratings done by three independent raters on the quality of their storytelling. The patterns of
their storytelling will be explored to see how their storytelling are affected by the four conditions and
objects specifically mentioned in the stories. These findings will be correlated with the results of their eye
movements derived from eye-tracking analysis to enable a better understanding of how the inclusion of
pictures facilitates understanding of the narration and influence comprehensive ability. The findings and
implications will be shared during the presentation.

Bio-data
Dr. Thang Siew Ming is a Professor at HELP University, Kuala Lumpur. She is also an Honorary
Professor at the Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. Her areas
of interest are CALL, Learner Autonomy, Motivation, and Eye-tracking research. She is President of
PacCALL and Co-chair of GLoCALL series of conferences
Dr Jennifer Tan is a Senior Lecturer with the Department of Education, HELP University, Kuala
Lumpur with expertise in qualitative approach to research, especially ethnography and case studies. Some
of my research interests include teacher professional development, reflective practices in teaching and
learning and out of school literacy practices of children in marginalised communities.
Dr Priyadarshini Muthukrishnan is a research enthusiast, and she is passionate to explore new areas
of educational research methodology and practices. She is inclined to both qualitative and quantitative
research methodology. Her research and publications are centered around Educational Psychology,
Teaching, and Learning and Teacher Education.
Dr. Wong Hoo Keat is currently an Assistant Professor in the School of Psychology at the University of
Nottingham Malaysia (UNM). He obtained his Bsc (Hons) and PhD in Psychology from UNM. Dr. Hoo
Keat's cognitive research focuses on cross-cultural visual cognition, specifically looking at cross-racial
face recognition and body size perception.
Nurul Iman Arshad has 9 years work experience teaching Diploma and Degree in Early Childhood
Care and Education (ECCE) in higher education. She has collaborated in a few studies on early
childhood education as well as the provisions of planned physical activities in preschool and the use of
digital resources in early childhood online education in the Malaysian context.

Dec 17th (Fri) 12:30 - 12:55   (Stream 3)

What they need and want: Unpacking post graduate students’
[218-P]
Hierarchy of Needs for meaningful online teaching and learning
experiences
Jennifer TAN Help University (Malaysia)

Abstract
This exploratory study focuses on a group of post graduate students in a Malaysian private university
who have been studying remotely for almost 2 years since the Covid 19 pandemic began in March 2020.
The study has three main aims; firstly to identify the online learning needs of graduate student, secondly to
unpack and understand these needs by referring to Maslow’s Hierarchy of Needs (1943) and thirdly to
propose practical means in order to maintain a somewhat similar level of rigor as accustomed to by the
students in the physical classroom. Using the qualitative approach, 12 post graduate students at various
stages of study were provided questions via GoogleDoc which comprised of two parts; their online
experiences and their Wishlist as online learners. These questions served as points for critical reflections
as they participated in a 2.5 hour long online focus group discussion. Findings showed that while students
identified certain basic needs as necessary for successful online teaching and learning, higher level needs
 such as the physiological and self fulfilment needs were also necessary in order to experience meaningful
learning experiences in the online learning space.

Bio-data
Dr. Jennifer Tan teaches at the Department of Education, Help University. Her professional
experiences include developing and writing the Secondary School English Language Curriculum for a
school for gifted children in Math and Science, teacher training and supervision with SEAMEO RELC and
teaching at the Graduate School of Education, Universiti Brunei Darussalam. Her research interests
include reflective practices in teaching and learning and teacher education. Organizations she has
collaborated with on research projects include the Brunei Research Council, the Asia Pacific Regional
Network for Early Childhood (ARNEC) and UNICEF (ROSA).

Dec 17th (Fri) 12:30 - 12:55   (Stream 4)

Exploring Preservice Teachers’ Experiences and Perceptions of
[219-P]
Flipped Learning in the COVID-19 Era
Eunjeong PARK Sunchon National University (South Korea)

Abstract
This mixed-methods study explored preservice teachers’ experiences and perceptions of flipped
learning in the COVID-19 era. Thirty Korean EFL preservice teachers (the age range is 22-24)
participated in survey research; fifteen of them joined the interviews in this study. For data analysis,
survey data were analyzed along with descriptive statistics (e.g., means, standard deviation, and
percentage). Then, thematic analysis was used to analyze the interview data. Thematic analysis is useful in
exploring recurring themes and patterns in qualitative research. The findings revealed that the preservice
teachers deeply considered flipped learning as useful for self-regulation and autonomy. They also
discussed the advantages and challenges of flipped learning. In terms of online sessions for previewing,
however, they perceived the need for instant feedback from their professor and interactions with their
peers. Lastly, the preservice teachers argued that the online sessions before the class should be closely
connected to their learning in class. Pedagogical implications are also discussed in this study.

Dec 17th (Fri) 13:00 - 13:25   (Stream 1)

Assessing Children's Perceptions of their Moral Values using
[220-P]
An Online Picture-Based Value Survey
LayHuah GOH HELP University (Malaysia)
Jennifer, Poh Sim TAN HELP University
Priyadarshini MUTHUKRISHNAN HELP University
Revati RAMAKRISHNAN HELP University
Rosalind AHJU HELP University

Abstract
The Industrial Revolution 4.0 (IR 4.0) has changed how we live, work, and communicate; it is likely to
change the values held by children, and the strength of their values. This research investigated 109
children’s perceptions of the current level of their moral values and compared it with the level of their
perceived ideal moral values. The respondents were between the ages of eight to eleven from an
international school in Selangor. The study utilized a picture-based values instrument via an online survey.
The instrument design was adapted from the Animated Values Instrument (Collins et al. , 2016) and the
values content was adapted from the core values in the Malaysia Moral Education framework (Vishalache,
2010). Fourteen moral values were included in this research. Examples of the values are respect, honesty,
kindness, responsibility and humility, among others. Findings revealed that there was significant
difference between the children’s perception of the strength of their current values and that of their
perceived ideal of the values. Future research may explore interventions to bridge the gap to enhance the
values held by the children so that they can develop into balanced individuals who can better handle the
demands of the 21st century.
Bio-data
Professor Dr. Goh LayHuah is the Head of Education Department in HELP University, Malaysia. She
has over 35 years’ working experience as a teacher, trainer, coach and mentor, in the Malaysian Teacher
Training Institutes, public and private Universities. She has solid academic and professional credentials:
Ph.D in Management, M.Ed in Management and Language Teaching, Bachelor of Arts with Education in
istory and English, Certificate TESOL (RELC, Singapore), and Microsoft Certified IT Professional
(MCITP). Dr. Goh demonstrates excellence and high-level skills in instructional leadership, educational
management leadership and quality assurance. Her focus is in pedagogical best practices, and her current
focus is in educational management. She has experience in facilitating and leading educational research
and has published in refereed journals of high pedigree, including Education Action Research, Pertanika,
CALL-EJ, and IJIET.
Jennifer Tan is Senior Lecturer with the Department of Education. Her expertise lies in qualitative
approach to research, especially ethnography and case studies. Some of her research interests include
teacher professional development, reflective practices in teaching and learning and out of school literacy
practices of children in marginalised communities.
Dr Priya is a research enthusiast, and she is passionate to explore new areas of educational research
methodology and practices. She is inclined to both qualitative and quantitative research methodology. Her
research and publications are centered around Educational Psychology, Teaching, and Learning and
Teacher Education. She has published many articles in SCOPUS indexed journals and reviews articles for
reputed journals. Her recent research interests are Growth Mindset pedagogy, Graduate on Time, eye-
tracking research and learning analytics.
Revati is a senior lecturer attached with HELP University. Her qualifications in psychology have given
her the basic ECCE strength. Her passion for early childhood education grew when she was in Perth,
Western Australia where she worked in childcare services. Her employment as a disability support worker
at a leading provider of disability services, exposed and sparked her interest in the area of special needs.
Having presented her work is platforms such as the PECERA and SEIC, some of her research interests
include special education, gender issues in early childhood. She is also actively involved in NGOs and
currently also holds the position of the Assistant Secretary of the ECCE Council Malaysia.
I worked as a preschool teacher for more than 15 years. I specialise in the setting of the learning
environment and teaching methodology for young children. I have been involving in providing
consultation for preschool centres, training new early childhood teachers, developing curriculum and
educational books for preschool centres since 2 . I graduated with a Bachelor of Early Childhood Studies
from Edith Cowan University and obtained a Master of Education in Teaching and Learning at HELP
University. Currently, I am a DECE Programme Leader, lecturer, and a PHD undergraduate at Help
University. I am also a researcher in two of the Fundamental Research Grant Scheme (FRGS) and have
presented two pieces of research at the PECERA International Conference in 2018 and 2019.

Dec 17th (Fri) 13:00 - 13:25   (Stream 3)

Evaluating teachers’ capacity in using materials for blended
[221-P]
language programs
Sook Jhee YOON SEGi University (Malaysia)

Abstract
The pandemic has changed the landscape of language programs. One of the most notable areas is
materials in use. As Bax pointed out that the use of technology in language education is still far from
normalisation, there is a need to understand the current state of blended learning practices among language
teachers. Focusing on materials in use, this study aimed to unpack the complexities faced by teachers with
varying degrees of digital literacies and their capacity on using materials for purposeful learning. Using
participatory action research, ethnography, and argument-based approaches, I set out to evaluate five
teachers’ capacity in using materials designed for blended language programs in an Australian university. I
gathered evidence using interviews, observations, and document analysis for two years. The analysis
points to moderate support for the claim that teachers are capable of using materials for blended language
programs. This study contributes to a view that focusing on teachers’ capacity in the use of materials may
lead to insights into teacher education programs and continuous professional development that is relevant
in a world dependent on networked technologies for language learning.
Bio-data
Yoon is a senior lecturer at Faculty of Education, Languages and Psychology, SEGi University,
Malaysia

Workshop (60 minutes)

Dec 17th (Fri) 13:00 - 13:55   (Stream 4)

[222-W]Tag games: How to use #tags in professional and language
development
Vance STEVENS Learning2gether.net (Malaysia)

Abstract
This session introduces the concept of #tags and empowers participants to exploit their power in
professional and language development. The session presents examples where #tags are used in language
learning, and by teachers pursuing professional development; notably by using them effectively at
conferences such as this one. There are often delegates attending conferences who use #tags to share
content conference-wide with others following the tagged feeds, often in Twitter. The presenter will show
participants how they can use #glocall2021 at this conference to share commentary across parallel
sessions and create back-channels for discussion throughout the conference. To illustrate, we play a
number of “#tag games” to create a set of tagged objects that participants can retrieve instantaneously
through techniques learned at the workshop. We then extend our games to show how this can extrapolate
to language learning; e.g. a project where teachers around the world had their students blog content online,
and then find one another anywhere in the world using the tag #writingmatrix. Through exploration and
using the tools to recapture what they have learned, teachers will leave the workshop with a greater
understanding of tagging and its possibilities in language learning and in their networked professional
development.

Bio-data
Vance Stevens lives in Penang, Malaysia. Founder/coordinator of Webheads in Action and
Learning2gether.net, he has produced over 520 podcast episodes since 2010. He was On the Internet
section editor of TESL-EJ from December, 2002 to May, 2021. and has over 150 publications, many
available at http://vancestevens.com/papers/, dealing with students using computers to learn languages
and teachers learning to teach using technology by engaging in communities of practice and in
participatory cultures. He has co-coordinated TESOL/CALL-IS Electronic Village Online (EVO) since
2003, and has been lead moderator of EVO Minecraft MOOC since 2015. He was recently awarded the
2019 CALL Research Conference Lifetime Achievement Award.

Paper (25 minutes)

Dec 17th (Fri) 13:30 - 13:55   (Stream 1)

[223-P] Malaysian Language Teachers’ ICT Competencies
Seng Thah SOON HELP University (Malaysia)

Abstract
This survey was undertaken to study the levels of ICT competencies among Malaysian language
teachers based on the International Society for Technology in Education (ISTE) framework. The sample
comprised 480 primary and 281 secondary school teachers selected randomly from all states in Malaysia
and the questionnaire was administered using web- based placement. The study showed high levels of
reliability (alpha > .90) for the four domain constructs. Structural Equation Modeling (SEM) was used to
determine construct validity and model fit with Goodness-of-Fit Index, Comparative Fit Index and Root
Mean Square Error of Approximation estimates indicating good model fit and conceptual basis of the
model based on ISTE standards. The findings of the study showed significant differences (p < .05)
between primary and secondary school language teachers' ICT competencies in two domains, i.e.
technological concepts and operational skills, and social, ethics and security skills. Overall, the level of
 ICT skills among language teachers differed significantly between primary and secondary schools in
Malaysia. The level of ICT skill sets based on the ISTE standards did not differ significantly among
language teachers in Malaysia, comprising those teaching Bahasa Malaysia, English language, Chinese,
Tamil, Arabic and other languages.

Bio-data
Assoc Prof. Dr. Soon Seng Thah is a Senior Lecturer at HELP University. He has been facilitating
SPSS courses for postgraduate studies which includes SPSS Statistics for Postgraduate Studies, Structural
Equation Modeling Using AMOS, SPSS Text Analytics for Surveys, and Questionnaire Design Using SPSS
Data Entry at the SPSS Training Center since 2003. He has also served as a consultant to the World Bank,
UNESCO, UNICEF, APEC and SEAMEO on a number of ICT and research projects and had undertaken
international consultancy work with the Education Ministries of the Philippines, South Africa and Brunei.

Dec 17th (Fri) 13:30 - 13:55   (Stream 2)

[224-P]Lexical and syntactic complexity in L2 writing: Within-genre
topic effect and L1 backgrounds
Myung Jeong HA Sangmyung University (Korea, Republic Of)

Abstract
This study explores cross-linguistic influence (CLI) and topic effects on the lexical and syntactic
complexity in second language (L2) learners’ writing. The present study analyzes a corpus of
argumentative essays written by EFL learners of English with the aim to examine changes in syntactic and
lexical dimensions of complexity across different topics and L1 backgrounds. The written module of the
International Corpus Network of Asian Learners of English (ICNALE) is adopted in this study (Ishikawa,
2013). The ICNALE is the corpus of argumentative essays written by college-level Asian learners of
English from 10 countries. These essays are analyzed using 10 syntactic complexity measures with the L2
Syntactic Complexity Analyzer (Lu, 2010). After the lexical and syntactic complexity indices are
obtained, a two-way repeated-measures MANOVA with topic as a within- subjects variable and L1 as a
between-subjects variable are conducted. For main and interaction effects with statistical significance,
univariate analyses are performed to identify each of the dependent variables (complexity measures)
significantly influenced by the predictors. The results of these analyses will be discussed in depth in terms
of previous arguments about the relationship of lexical and syntactic complexity in L2 writing to topic
effect and L1 backgrounds.

Dec 17th (Fri) 13:30 - 13:55   (Stream 3)

Multimodal content creation for pedagogic purposes: Lessons
[225-P]
learned
John BLAKE University of Aizu (Japan)

Abstract
Learners expect online learning platforms not only to provide accurate information but also to be
multimodal. Creating high-quality multimodal content to meet learner expectations requires a significant
commitment of both effort and time. This study aims to identify the most time-efficient and effective
method to produce high-quality video materials. Multiple approaches were adopted in the production of a
bank of on-demand explanatory video materials. These approaches are described, compared and
evaluated. This presentation focusses on the three phases of production of video explanations by three
content creators working individually. The three phases are: pre-production (e.g. script, storyboard and
shot list), production (e.g. audio and video recording) and post-production (e.g. editing, background music
and subtitling). Both the video creation process and the video artefacts were evaluated quantitatively and
qualitatively by the content creators and focus groups. The results of the evaluations will be presented and
discussed. Some of the key takeaways from this study are that user feedback showed that the most popular
pre-recorded format was animated slideshow. A quality management process, check points and checklist
will be detailed. The presentation concludes by sharing the most time-efficient way to create an extensive
bank of bilingual textual, audio and video materials.
Keynote (55 minutes)

Dec 17th (Fri) 14: 00 - 14: 55   (Stream 1)

[226-K] Going Global, Going Local, Going Mobile
Mark PEGRUM The University of Western Australia (Australia)

Abstract
In this plenary, we will explore mobile learning at the intersection of the global and the local,
examining it from two distinct angles. Firstly, we will focus on mobile learning in the sense of learning
which is appropriate for an ever more mobile and superdiverse world; and secondly, we will focus on
mobile learning in the sense of learning which exploits multiple levels of mobility, including the mobility
of devices, the mobility of learners, and the mobility of learning experiences. We will go on to look at
examples of innovative mobile language and literacy learning projects from around the world, drawing on
cases from both the Global North and the Global South. It will be suggested that the most effective forms
of mobile learning are contextually appropriate; exploit mobility on as many levels as possible; and, in
some of the most pedagogically sophisticated cases, build connections between global and local learning.
We will wrap up with some reflections on the need for educators and students to develop the critical
mobile literacy to carefully evaluate the use of mobile devices, locally and globally, in education and in
society as a whole.

Bio-data
Associate Professor Mark Pegrum is a Lecturer in Digital Learning in the Graduate School of
Education at The University of Western Australia in Perth, where he is also the Deputy Head of School
(International). In his courses, he specialises in digital technologies in education, with a particular focus
on mobile learning. He is a Senior Fellow of the Higher Education Academy, and his teaching has been
recognised through Faculty and University Excellence in Teaching Awards, as well as a 2010 national
Australian Learning & Teaching Council (ALTC) Excellence in Teaching Award. His current research
focuses on mobile technologies, digital literacies, augmented reality, and mobile learning trails and
games. His books include: Brave New Classrooms: Democratic Education and the Internet (co-edited with
Joe Lockard, 2007); From Blogs to Bombs: The Future of Digital Technologies in Education (2009);
Digital Literacies (co-authored with Gavin Dudeney & Nicky Hockly, 2013); Mobile Learning:
Languages, Literacies and Cultures (2014); and Mobile Lenses on Learning: Languages and Literacies on
the Move (2019).

Paper (25 minutes)

Dec 17th (Fri) 15:00 - 15:25   (Stream 1)

Using speech videos of learners of Korean for pedagogical
[227-P]
purposes in Japan
Yasuko OKADA Seisen University (Japan)
Takafumi SAWAUMI Ryutsu Keizai University
Takehiko ITO Wako University

Abstract
Viewing videos of their own and their peers’ speeches allows learners to reflect on their performance
in a target language and to learn from their peers. This pilot study examined how videos helped Japanese
learners gain awareness of their and their peers’ performances in speaking Korean to enhance their
speaking performance. The participants were ten first-year and six second-year female students learning
Korean at a two-year college. The former students gave a short prepared speech about their own
experiences, and their performances were recorded to reflect their performances. The latter students gave
two prepared speeches, both of which were recorded to compare differences in their performance. To
understand the effectiveness of the viewing, an open-ended questionnaire was administered online, and
responses were analyzed using mixed methods. The findings revealed that video watching created a
 positive learning environment for the first-year students, whereas comparing videos at two points
contributed to an increase in second-year students’ awareness of their speech. Our results imply that the
viewing of student speech videos is beneficial for learners of any language to make their progress visible.

Bio-data
Yasuko Okada holds an MA from the University of Washington, Seattle. She currently lectures at
Seisen University. She has more than fifteen years’ experience in teaching English as a foreign language
at the university level. Her research interests include the application of new technologies to foreign
language education and psychology.
Takafumi Sawaumi received a Ph.D. degree in social psychology from the University of Tokyo in 2015.
He is an associate professor at Ryutsu Keizai University where he teaches English and cross-cultural
communication. He also teaches psychology at other universities. His research interest is cross-cultural
research in interpersonal communication and personality
Takehiko Ito obtained a Ph.D. in Psychology from Tohoku University in Sendai. He has taught General
Psychology, Educational Psychology, and Peace Psychology at Wako University for more than 30 years.
His research interests include text mining and mixed methods in psychology and nursing science.

Dec 17th (Fri) 15:00 - 15:25   (Stream 2)

Language learning in immersive virtual reality: An exploratory
[228-P]
study of Chinese college nursing students in a simulated operating
room
Junjie Gavin WU Shenzhen Technology University (China)

Abstract
As an emerging technology, virtual reality (VR) is now being used in education, particularly with
STEM-related learning. However, as with all pedagogical innovation, there is a lack of empirical research
on the application of VR in situations where students are using it with their second language (L2) and
existing studies generally rely on the use of non-immersive VR tools. This paper is one step in a process
of understanding the affordances and constraints of a fully immersive VR system in facilitating language
learning for English as a Foreign Language (EFL) nurses. The results of a small-scale study suggested that
learners appreciated the different features of VR, which enhanced the integration of virtuality, reality, and
mentality. In addition, mediating factors of this VR learning experience were discussed based on the data
set. Informed by the current findings, the paper puts forward suggestions for designing VR-supported
language learning, which hopefully sheds some light on the complex nature of the effective use of VR in
learning.

Bio-data
Junjie Gavin Wu is Assistant Professor in the School of Foreign Languages, Shenzhen Technology
University. He has won several international awards and scholarships over the past years, including the
Best Paper Award at the 18th World Conference on Mobile and Contextual Learning. His latest
publications can be found in Computer Assisted Language Learning, Language in Society, Journal of
Education for Teaching, and RELC Journal. His co-edited book is going to be published by Springer in
2021. His research interests are technology and learning, language education, and teacher education.

Dec 17th (Fri) 15:00 - 15:25   (Stream 3)

Students’ Acceptance of the Use of Excel to Teach Accounting
[229-P]
Modules via Online Learning
Sakunthala C.SIVAPALASANMUGAM Help University (Malaysia)

Abstract
The implementation of e-learning in educational institutions has been escalated by the Covid-19
pandemic which necessitated an almost overnight shift to remote learning. This has posed problems in
delivering quantitative modules. Therefore, the students’ acceptance of Excel as an innovative tool to
 provide illustrations for Accounting was studied using a quantitative approach at a private university in
Kuala Lumpur. The five attributes of Roger’s Diffusion of Innovation model were linked with Davis’s
Technology Acceptance Model to form the conceptual framework for this study. A validated survey
instrument adopted from Moore and Benbasat (1991) was distributed online to students of a private
university using a simple random sampling approach. In total, 71 students responded and the data was
analysed using descriptive statistics and inferential statistics. The results showed that the attributes had a
strong positive relationship with the intention to use Excel and the usage behaviour. The findings of the
research contributed to an understanding of the perception of undergraduate students regarding the
usefulness of Excel in delivering Accounting modules remotely. These results can be generalised to
populations with similar characteristics which are pursuing subjects adhering to a structure and curriculum
like that of Accounting subjects.

Bio-data
I am currently the programme leader for the Accounting & Finance programme at the Department of
Management Studies, HELP Academy. I completed my CIMA exams in May 1990 and started my career
working as an accountant in the industrial sector later that year. I became an Associate Member of CIMA
in 1993 and was subsequently accepted as a Chartered Accountant by the Malaysian Institute of
Accountants. In 1995, I made a switch to teaching and completed my MBA (Finance) in March 2009. I
started working towards my PhD in Education Management at HELP University in September 2020.

Dec 17th (Fri) 15:00 - 15:25   (Stream 4)

[230-P] Nearpod: Is It Effective in Boosting Freshman's Interactivity
Van LE Van Lang University (Viet Nam)

Abstract
Interactivity is one of the crucial factors contributing to the success in foreign language learning.
However, in many countries, online learning is currently being conducted to stop the spread of Covid-19
pandemic. Therefore, it is challenging to maintain adequate interaction between students and teachers or
among students. Various platforms have been employed to improve the efficiency of online interaction in
the study process such as Zoom, Google Classroom, Microsoft Teams, Skype, Team Link, etc. Among
those useful tools, Nearpod has emerged as an all-round solution for online teaching, particularly in
English teaching since it can ensure the interactivity among teachers, students and the materials. This
research aims to investigate whether Nearpod, a tool aiding online study, increases student’s interactivity
in English learning. Two hundred and four freshmen at Van Lang University (VLU), Ho Chi Minh City,
Vietnam, participated in this project for eleven weeks. Mixed-method approach was used together with 2
data collection instruments: Perception of Online Interaction Scale (a Likert questionnaire) and open-
ended questions. The results indicate that the use of Nearpod boosts interaction in online English learning.
The findings have a significant contribution to facilitating virtual study which is inevitable in the
hazardous infection of Covid-19 virus.

Bio-data
Her full name is Le Huynh Ha Van (M.A). Currently, she is an English lecturer of Faculty of Foreign
Languages at Van Lang University, HCMC, Vietnam. She got a B.A in TEFL (University of Pedagogy, Ho
Chi Minh City, Vietnam), an M.A in TESOL (Victoria University, Australia) and a certificate in Teaching
English as an international language (RELC SEAMEO RETRAC, Singapore). She has presented at some
international and national conferences such as GLoCALL 2019 (1), VietTESOL International Convention
2019 (2), ELT Upgrades 2019: A Focus on Methodology – HUFI (3) etc. Finding solutions to problems in
teaching and learning English as well as enhancing students’ motivation are her major concerns.

Dec 17th (Fri) 15:30 - 15:55   (Stream 1)

[231-P]University Students perception on the use of online based
technology in flipped classrooms
Shana MAT SALLEH Universiti Teknologi Brunei (Brunei)

Abstract
 This study explores the experiences and perceptions of 59 first year university students on flipped
learning systems, over the course of one semester. The students carried out three separate sessions of
flipped methodology classes, utilising a variety of online tools for teaching and communicating with each
other. The types of flipped methodologies used were mixed to accommodate different learning styles.
Primarily, the rotation model was used interspersed with the standard inverted classrooms to allow for a
more discussion-based conclusion to the sessions. Results indicated that while the students had very little
prior knowledge and experience on flipped classroom, they were generally positive in their initial
perception of the learning strategy. Furthermore, over the period of the semester, the students fully
embraced the entire process albeit with some apprehension regarding their peer’s motivation and
efficiency in conducting the flipped sessions. A pre-sessional survey was conducted at the start of the
semester as well as post-sessional surveys after each flipped session to gauge any particular changes in the
students’ perceptions throughout the study. The overall findings showed positive reception from the
students regarding flipped classroom with notable mentions of improved confidence and the development
of active learning approaches.

Bio-data
Hjh Shana has written a number of qualitative research papers, in the areas of intercultural
communication in the classroom and leadership and teamwork in a multicultural team. She also has
experience with investigating the role of language and culture among non-English native speakers. She is
highly motivated to develop her skills as a researcher within UTB.

Dec 17th (Fri) 15:30 - 15:55   (Stream 2)

[232-P]What Difference Does It Make? A Comparison of
Asynchronous and Synchronous Online Classes
Gyoomi KIM Semyung University (Korea, Republic Of)

Abstract
Since 2020, the global educational environment, including Korea, has undergone a variety of changes,
and many school levels have experienced sudden implementation of social distancing and online-only
classes. However, as a result of social and educational efforts, the confusion in the early days of COVID-
19 has been resolved and both students and teachers have become somewhat used to online-only classes.
The purpose of this study is to compare the effects of two different types of online-only classes under
COVID-19 situation: asynchronous video class vs. synchronous real-time class. 71 participants were
divided into two groups; asynchronous (ASYN) class using video lectures prepared and uploaded by the
instructor; synchronous (SYN) class via Zoom, a video conferencing platform. The improvement of
English ability was measured and compared with pre-mid-post tests, and learner perception was examined
with a 5-point Likert scale questionnaire. The results revealed that the SYN group showed higher test
scores than the ASYN group and gradually improved. In addition, the SYN group perceived online classes
more positively than the ASYN group. Based on comparisons of two online teaching methods,
synchronous online class using video conferencing platforms seems effective as an alternative to
traditional classroom lectures in terms of interaction and a sense of reality. Pedagogical implications are
discussed for online distance learning in the post-COVID era.

Bio-data
Gyoomi Kim received her PhD. in Multimedia-Assisted Language Learning and is currently teaching
English as a professor at Semyung University, Korea. Her current research interests are mainly in
language learning in digital learning environment and digital literacy. Her research interests also include
CALL, MALL, learner factors, and learning strategy.

Dec 17th (Fri) 15:30 - 15:55   (Stream 3)

Using DIY Virtual Tours to Promote Student-centred Learning
[233-P]
in Foreign Language Classes
Lay Shi NG National University of Malaysia (Malaysia)

Abstract
 The Covid-19 pandemic has raised significant challenges for the higher education community
worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face
university courses to be taught online. Online teaching and learning imply a certain pedagogical content
knowledge, mainly related to designing and organising for better learning experiences and creating
distinctive learning environments, with the help of digital technologies. This study proposes an online
learning module that is fully developed by students to promote student-centred learning and learner
engagement in online foreign language classes. This module allows students to design virtual tours on
different topics based on the course syllabus through an oral presentation by using simple applications and
software available online such as Kapwing and Filmora 9. Through this module, students are able to
design the learning content for different topics. A focus-group interview was conducted after the
implementation of this new learning method at the end of the semester and the findings of the thematic
analysis show that the majority were satisfied with this Student-centred learning approach and they were
feeling interested and motivated as the oral presentation practice and recording improved their
pronunciation and confidence in speaking a foreign language.

Bio-data
Dr.Ng Lay Shi, Liz is a senior lecturer at the National University of Malaysia, Faculty Social Sciences
and Humanities. Her area of expertise is in Chinese linguistics and foreign language teaching. Most
recently, her specific interest has involved examining students’ attitudes in language learning, mobile
learning and cognitive linguistics.

Dec 17th (Fri) 15:30 - 15:55   (Stream 4)

[234-P]Enhancing learning experiences of a flipped classroom through
reflections
KeanWah LEE School of Education, University of Nottingham Malaysia (Malaysia)

Abstract
This study was designed to examine pre-service teachers’ (PSTs) learning experiences of a year-long
TESOL methodology course via a Flipped Classroom (FC) approach. The PSTs (N=18) were required to
document their learning experiences via reflective blog entries. The PSTs reflections encompassed the
planning, designing, implementing, and evaluating process of their own and their own peers’ learning of
the skills, competences and attitudes of a TESOL Methodology course. The qualitative study involved a
group of Y3 TESOL Education students (N = 18) who were enrolled in the 2020/2021 session. The data
elicitation instruments were (1) students’ reflections in blogs of their learning experiences, and (2) focus
group interviews. Data were inductively analysed using thematic analysis with the help of Nvivo software.
Findings showed the PSTs critical reflections enhanced the understanding of the learning outcomes of
TESOL methodology course. The meta-analysis of the affordances and challenges of the FC approach
using the Activity Theory framework raises the PSTs awareness of the need to consider and pay greater
attention to the complexities within the bounded system of the subject, object, mediational tools, rules,
division of labour and the community involved in the planning, implementation and evaluation of the FC
approach.

Bio-data
Kean Wah, LEE (PhD) is an Associate Professor in Applied Linguistics at the School of Education,
and Deputy Head of School, School of Education, University of Nottingham (Malaysia campus). He is
also the Vice-President and Treasurer of PacCALL (Pacific Association of Computer-Assisted Language
Learning). He has presented and published extensively in journals, book chapters and books in the field of
CALL, teacher professional development and English language teaching and learning. He can be reached
at KeanWah.Lee@nottingham.edu.my.

Dec 17th (Fri) 16: 00 - 16: 25   (Stream 2)

The use of flipped classroom in a higher education setting:
[236-P]
students’ perspectives
Kok Yueh LEE Universiti Teknologi Brunei (Brunei)
Abstract
This study investigates students’ perceptions and attitudes on the use of flipped classroom in a higher
education institution in Brunei. Twenty-four first year students undertaking Professional Communication
module took part in the flipped classroom exercise. Three flipped classroom sessions were conducted over
14 weeks. All students had to study the course materials and do research prior to the classes. A pre-
questionnaire was administered at the start of the semester to investigate students’ knowledge towards
flipped classroom. Three post-questionnaires were subsequently delivered after each exercise to
investigate the students’ experiences with the flipped classroom. Prior to the exercise, majority of the
students (93%) have not heard of flipped classroom. All students have used various means of online
learning resources although they were somewhat indifferent towards the use of technology as part of their
learning. The findings showed that most students expressed positive attitudes towards flipped classroom as
it encouraged collaboration, motivation and allowed students to learn at their own pace, promoting
independent learning. Whilst it is conclusive the flipped classroom exercise is favourable in the present
study, it may not be suitable for all learning or subjects in higher education contexts having to factor in the
course contents and learning outcomes.

Bio-data
Lee Kok Yueh is a lecturer at the Centre for Communication, Teaching and Learning, Universiti
Teknnologi Brunei, Brunei Darussalam. Her research interests include genre and corpus analyses of
spoken and written discourse, teaching and learning in higher education, and assessments in higher
education.

Dec 17th (Fri) 16: 00 - 16: 25   (Stream 3)

The Impacts of MOOC and Video Conferencing Deliveries on
[237-P]
ESL Learners’ Vocabulary Learning Strategies and Written
Performance
Wee Ling CHOO Universiti Malaya (Malaysia)
NG Lee Luan Universiti Malaya

Abstract
This study explores the effects of online delivery on vocabulary learning strategies (VLSs) and written
performance among tertiary ESL learners via Massive Open Online Courseware (MOOC) and video-
conferencing. Fifty intermediate ESL learners completed a 5-week vocabulary learning strategies course
on a MOOC platform while forty-four students learnt from the instructor synchronously on Microsoft
Teams. The VLSs questionnaires administered revealed that there was an increase in the use of vocabulary
strategies after the completion of the course for both groups. Prior to and after the 5-week period, each
student wrote a total of 4 compositions and were analyzed using Lextutor’s version of RANGE lexical
frequency profiling (LFP). The results showed that both groups used a higher percentage of the first 1,
most frequent words (K1) and fewer words from the 2, level (K2), Academic Word List (AWL) and off-
list category after the treatment. The findings also revealed that different tasks resulted in differing use of
advanced words for the MOOC group, which reflected that the specific word groups of vocabulary used by
students were influenced by the tasks. The findings from this study would yield useful insights for ESL
instructors and learners who rely on online in recent times.

Dec 17th (Fri) 16: 00 - 16: 25   (Stream 4)

[238-P] Fostering Effective Practice of Cooperative Learning
Approaches for Enhancing Learning Concepts among Students with
Intellectual Disabilities in Inclusive Classroom settings
baiju THOMAS Research Scholar (India)

Abstract
The present research shows how utilizing cooperative learning (CL) strategies to support students with
intellectual disabilities (SwIDs) in inclusive learning environments boost their capacities. Persons, as well
 as states, recognize the importance of learning in integration, and therefore, all of the resources are utilized
in learning. However, a competing society also has its negative consequences on the learning system.
While making connections on the pathway to victory, SwIDs seek to identify linkages with everyone.
They are inappropriate since they have no contacts and relationships with other people. Considering
numerous attributes of matured personal character is useful for SwIDs.CL is a technique that encourages
students to study alongside one another. The current teaching style in inclusive classrooms for SwIDs is
tested to discover effective CL practices. When classrooms have a greater mix of students with and
without disabilities, CL approaches prove to be more effective for promoting multiple dimensions of
learning. This means that it is in the interest of schools and SwIDs to support CL methods because those
techniques have proven themselves to be more successful and suitable settings for providing the same. CL
taking place engaging together just to create a strategy, and it is this level of togetherness that inspires
participants to assist and encourage one another. When learners cooperate they tend to communicate what
someone has to offer, provide and receive support, come to a resolution, and overcome stress effectively.
CL, including enhanced self-evaluation and accomplishment, has both behavioral and educational
implications for SwIDs. The inclusive educational (IE) practices within CL allow students the chance to
feel that their voice can be heard and reflected in society. The whole study suggests that persons, who
support inclusion as a suitable learning setting for SwIDs, suggest a range of approaches for the
preparation of CL as an approach for inclusion, and some propose that CL provides teachers with a
technique for creating classroom learning in which skills, knowledge and effective practices are
discovered for SwIDs in inclusive classroom settings.

Bio-data
Fr. Baiju Thomas is a Research Scholar at Faculty of Disability Management and Special Education,
Ramakrishna Mission Vivekananda Educational and Research Institute, Coimbatore Campus, Tamil Nadu.
He had served Premdhan Ashram, a Rehabilitation Centre for 10 years. He has completed his MA in
Hindi from Garhwal University, Uttarkhand. He has also completed his B.Ed special education
(Intellectual disability) from North East Hill University, Shillong and M.Ed in special education
(Intellectual disability) from Ramakrishna Mission Vivekananda Educational and Research Institute,
Coimbatore, TN. His area of interest is Education, Special education, Research, sociology, leadership and
community building programs. He has participated a total of 215 International and National Conferences,
Worship, Seminars and Webinars and has presented more than thirty two papers. He has also published
more than fifty papers both in reputed journals and ISBN books as chapters. He was also awarded the best
student during M.Ed. studies. He is a Asian book & Indian book of Record for Maximum authors
contributing in a book on Covid- 19, set by ESN Publications, India.

Keynote (55 minutes)

Dec 17th (Fri) 16: 30 - 17: 25   (Stream 1)

[239-K] Growing up Digital: Intelligent Use of Technology
Deborah HEALEY University of Oregon (USA)

Abstract
Many if not all of our learners are accustomed to using technology in their own lives. Much has been
said about the so-called Generation X, Millennials, and Gen Z, who seem to be constantly connected to
their mobile devices, and through their devices, to each other. However, our mobile-aware learners may
not be very good at focused learning with technology support. This talk will explore why and how
teachers can enhance their own and their students’ 21st Century skills, with a focus on technology use in
four major areas: critical thinking, communication, collaboration, and creativity. Realistically speaking,
these are now simply life skills for everyone. I will also offer suggestions for technology integration based
on TESOL’s new initiative, the 6 Principles for Exemplary Teaching of English Language Learners. The 6
Ps are firmly research-based and useful to any language teacher at any level.

Bio-data
Dr. Deborah Healey was the 2019-2020 President of TESOL’s Board of Directors. She has taught
teacher training courses online for the University of Oregon’s American English Institute and face-to-face
in the Master’s in Language Teaching program in the Linguistics Department. She has also taught both
ESL and EFL at community colleges and language institutes, including in Yemen. She has written and
presented extensively (Africa, Asia, Europe, Latin America, and North America). Her recent areas of
 research include gamification, massive open online courses, and online teaching approaches. Her
doctorate is in Computers in Education.

Dec 18th (Sat)

Paper (25 minutes)

Dec 18th (Sat) 10:00 - 10:25   (Stream 2)

Mapping reading profiles of basic readers to CEFR reading
[302-P]
standards based on oculomotor behaviour observations
Warid MIHAT Universiti Kebangsaan Malaysia (Malaysia)
Hazita AZMAN Universiti Kebangsaan Malaysia
Or Kan SOH Universiti Kebangsaan Malaysia

Abstract
Past studies suggested that understanding the congruency between readers’ reading behaviours and
target reading outcomes is imperative in improving students’ reading proficiency. This research, therefore,
aims to evaluate the aligned reading standards through the reading profiles developed based on
oculomotor behaviour observations. In an attempt to develop comprehensive reading profiles of basic
readers in Malaysia, this research approaches this issue with a new perspective through the eye-mind
hypothesis (EMH). Towards this end, eighty 12-year-old participants were identified as basic readers
through the Key English Test (KET) and divided systematically into two groups to reflect different reading
purposes: 1. expeditious reading group and 2. careful reading group. 3-phase mixed methods evaluation
design is employed in the research methodology. The first phase observes participants’ oculomotor
behaviours when they read narrative, expository, and infographic texts using an eye tracker Tobi-Pro
Glasses 100 Hz. Next, phase two identifies arising themes in phase 1 for reading profiles development.
Concurrently, phase two also identifies types of basic readers through cluster analysis and gaze-plot
recording observations. Finally, phase three of this study evaluates the aligned reading standards by
mapping it to the reading profiles developed earlier. The findings revealed a profile of nine characteristics
that describe the basic readers in the Malaysian context: 1. fixation durations per word are similar across
different texts, 2. do rereading at the micro-level, 3. show multidimensional relationship across sentence
types, 4. skip information and text features, 5. make double fixation at short content and function words, 6.
make desegmentation between sentences, 7. influenced by pathological schemata, 8. gain benefits from
spending longer time processing information, and 9. require exposure towards different reading tasks. This
study found three new elements that should be added to the reading standards through the mapping
process. These elements include readers being able to navigate on all information in the text, reconfirm
their understanding, and read for different purposes.

Bio-data
Warid Mihat is a doctoral candidate at the National University of Malaysia. His interest is in
developing reading instructional phases in L2 for average readers based on their oculomotor behaviors.
His thesis is on building reader profile based on Malaysian context. He has published several research
papers related to his study in refereed journals and conducted workshops on eye-tracking.
Hazita Azman, PhD, is a professor in literacy. She is currently the Dean of Faculty of Social Sciences
and Humanities at the National University of Malaysia. She has published numerous papers in L2
learning and currently promoting the use of eye-tracking in language research in Malaysia.
Or Kan Soh, PhD, is a senior lecturer at Centre for Literacy and Socio-Cultural Transformation
Research (CLaST) of the National University of Malaysia. He is also the chair of Eye-Tracking Lab
Analysis (ETAL). He has published several articles in eye-tracking and currently active in promoting eye-
tracking research in Malaysia.

Dec 18th (Sat) 10:00 - 10:25   (Stream 3)

 The attributes of Microsoft Teams that influence undergraduate
[303-P]
students intention to continue using it for online learning
SHARINA SILVARAJ HELP UNIVERSITY (Malaysia)

Abstract
The COVID-19 pandemic has caused an abrupt shift, forcing universities to switch from physical
learning to online learning using e-learning platforms, such as Microsoft Teams. It is vital to explore
students’ intention to continue using Microsoft Teams, considering e-learning is the only option for
students to continue learning during the pandemic and could be a possible learning option in post-
pandemic. A quantitative study was conducted to identify attributes of Microsoft Teams that influence the
intention of undergraduate students to continue using it at a private university in Kuala Lumpur. The
attributes of Microsoft Teams were developed based on Rogers’ Diffusion of Innovation model. A
validated survey instrument adopted from Moore and Bensabat (1991) was used to collect data via an
online survey using a simple random sampling method. Descriptive statistics and inferential statistics
using regression analysis were used to analyze the data from 71 respondents. Findings from the study
showed that the attributes of Microsoft Teams have a fairly moderate influence on undergraduate students’
intention to continue using Microsoft Teams for online learning.Findings from the study contributed to
understanding how undergraduate students are leaning toward embracing innovation, such as Microsoft
Teams for e-learning.

Bio-data
I am currently the programme leader for the Business Management & International Business
programme at the Department of Management Studies, HELP Academy. I majored in Analytical
Economics at University Malaya and completed my Bachelors Degree of Economics in 2004. I completed
my Masters of Economics in 2008 and joined HELP University as lecturer in 2008. I have experience
teaching various courses related to economics and management at HELP University and HELP Academy
which specializes in Malaysian and British programmes namely University of London (UoL), University of
East London (UEL) and University of Derby (UoD). I started working towards my PhD in Education
Management at HELP University in September 2020.

Dec 18th (Sat) 10:00 - 10:25   (Stream 4)

How Does a Tutoring Lesson Work for a Writer? Focusing on
[304-P]
Writing Structure and Lexical Use via Reference Tools
Chien Chih CHEN National ChengChi University (Taiwan)

Abstract
The study examines how a tutoring lesson works for a writer. Specifically, the writer’s writing
structure and lexical use via reference tools were looked into to see what changes he has made after the
lesson. The participant was a Ph. D. student enrolling in a TESOL theory course. To help him with his
writing and carry out data collection, five tutorial lessons were given, followed by a semi-structured
interview each time. Five short essays plus a short research paper were built as a writing corpus. The
interviews were transcribed and his writings were analyzed. The findings suggest that the learner made
progress in terms of his writing structure, though he manifested a progressive and regressive pattern in the
process. He was able to use words more appropriately with the ability to use a wider range of reference
tools.

Bio-data
Chien Chih Chen, a doctoral candidate at National Chengchi University, is an English teacher at
Taipei Municipal Song Shan Senior High school. His research areas include translanguaging and
computer-assisted language learning.

Workshop (60 minutes)

Dec 18th (Sat) 10:00 - 10:55   (Stream 1)

 How to ensure your students can interact with students in
[301-W]
many other countries
Eric HAGLEY Hosei University (Japan)
Matthew COTTER Hokusei Gakuen University Junior College
Thom RAWSON Nagasaki International University
Andrew JOHNSON Future University Hakodate
Adam JENKINS Shizuoka Institute of Science and Technology

Abstract
Do you want your students to interact with students from other countries? If the answer is “yes” - join
this workshop! The phrase "Global community" is used often but experienced by few. The International
Virtual Exchange Project (IVEProject) is changing that. Over the last 6 years some 24, students from 22
countries interacted online via this project. Students have authentic communication with non-native
speakers, negotiate meaning and acquire skills essential to developing better communication. Employers
appreciate students with a better understanding of non-native English as this will be the language they will
communicate in in the coming century. In this workshop, the project will be outlined and results from
research done on participating students presented. The research shows students with low levels of English
ability increase their interactional confidence, intercultural sensitivity, knowledge of their own culture,
gain motivation to learn English, and are more interested in other cultures after participating. The free-of-
charge IVEProject is sponsored by the Japanese government. Participants in this workshop will learn: how
they and their students can participate; about recent developments that help teachers and students
participate more easily such as the development of the student dashboard, the advanced forum report and
the forum metrics.

Bio-data
Eric Hagley is a visiting fellow at Hosei University in Japan. He created the large-scale Virtual
Exchange (VE) being presented here and has had his students doing VE for the past 16years. He is the
Chair of the Asia Pacific Virtual Exchange Association (APVEA) and in this position is trying to ensure
that VE can become mainstream in language classes everywhere.
Thom Rawson is an associate professor at Nagasaki International University in southwestern Japan.
Education technology, Learning Management Systems (LMS), learning analytics, and Massive Open
Online Courseware (MOOC) are some of his research areas. He helps to implement the International
Virtual Exchange in the English curriculum at his university and is supporting the research team at IVE as
an active member. He has lived and worked in Japan since 2001.
Andrew Johnson is an associate professor at Future University Hakodate in northern Japan. He
teaches freshman Communication courses and helps manage the university's Virtual English Program. His
primary interest is in the use of technology for intercultural communication and self-access learning. He
is a supporting member of the IVEProject (iveproject.org) and the International Summer Design Workshop
(isdw.org), both of which allow students from various countries to interact.
Adam Jenkins is a lecturer at the Shizuoka Institute of Science and Technology where he created and
administers the iLearn@SIST e-learning system based on Moodle. In his role as system administrator,
Adam oversees nearly 200 online courses taught by more than 60 professors and delivered to over 1,500
students university-wide. Adam is the system administrator for the IVE Project and also participates in the
project with his own classes of Japanese students.

Paper (25 minutes)

Dec 18th (Sat) 10:30 - 10:55   (Stream 2)

[305-P] Preservice Teachers' Motivation and Adoption of 21st Century
Skills
Sian-Hoon TEOH Universiti Teknologi MARA (Malaysia)
Parmjit Singh APERAPAR SINGH Universiti Teknologi MARA
 Nurfarah Kam MOHD ZARUL KAM Universiti Teknologi MARA
Ah-Choo KOO Multimedia University Malaysia
Priyadarshini MUTHUKRISHNAN HELP University, Selangor

Abstract
Universities are urged to transform their education to produce quality education and up-to-date
curriculum in line with the demand of with 21st-century skills. Teaching training are preparing preservice
teachers for the cultivation of 21st century skills. The system holds prime responsibility to equip
themselves with 21st-century skills. Nevertheless, recent research evidence shows the essential of
examining factors related to motivation among preservice teachers in adopting 21st century skills in their
teaching practice, especially through technology. Hence, this study aims to investigate Malaysian
preservice teachers’ motivation in adopting 21st-century skills. Specifically, the results highlight the
relationship between the two concepts of research, namely the motivation and the adoption towards 21st
century skills. This study employed a sequential exploratory research design to gather data from 150
preservice teachers from two public universities and interviewed 10 participants. The findings revealed a
positive relationship between the preservice teachers’ motivation and the adoption of 21st-century skills in
teaching. In addition, they expressed the school mentors pitched in for the guidance of adoption of 21st-
century skills. The findings imply that the schools learning community can oblige preservice teachers in
furnishing 21st-century skills. They can be the catalyst of change for greater promotion of 21st century
skills.

Bio-data
Sian-Hoon Teoh is currently a mathematics education lecturer at Universiti Teknologi MARA,
Malaysia
Prof. Parmjit is a mathematics education lecturer at Universiti Teknologi MARA
Nurfarah Kam Binti Mohd Zarul Kam is a master student at Universiti Teknologi MARA
Assoc. Prof. Dr. Koo Ah Choo is a lecturer at Multimedia University Malaysia
Dr Priyadarshini is a lecturer at HELP University

Dec 18th (Sat) 10:30 - 10:55   (Stream 3)

[306-P] Student-content interaction in online learning
Van Thinh LE Banking Academy of Vietnam (Viet Nam)
TRAN Le Nghi Tran Banking Academy of Vietnam, Phu Yen Campus
HOANG Thinh Banking Academy of Vietnam
HOANG Diem Thi Ngoc Thai Nguyen University

Abstract
Student-content interaction is crucial for the learning process. It is even more important when online
teaching is conducted during the pandemic because students are supposed to be more independent and
autonomous in online learning. However, few studies have been conducted to examine how students
interact with their materials outside the classroom. The current study explored student-materials
interactions through a survey at a university in Vietnam. Materials were classified into three different
types: compulsory, recommended but not compulsory by teachers, or self-selected materials. Participants
were 62 tertiary students who studied English as a major subject at the selected institution in the North of
Vietnam in semester 1, 2021. The study found that a major of students interacted with compulsory and
recommended materials by reading them, doing suggested activities, and discussing with friends. They
also reported that they could understand and apply materials to do exercise but not remember the content.
Based on the findings, practical implications and suggestions for future research were also provided.

Bio-data
Thinh Van Le is an English lecturer at Banking Academy, Vietnam. He holds a PhD degree from the
University of Canterbury. He has 14-year experience in teaching English. His research interest is CALL
and second language acquisition.
 Dr. Tran Le Nghi Tran holds a PhD degree from the University of Queensland, Australia and was
awarded a GLoCALL Conference full scholarship in 2019. Her research interests include technology-
enhanced language learning (TELL), computer-assisted language learning (CALL), mobile-assisted
language learning (MALL), and teaching English to speakers of other languages (TESOL).

Dec 18th (Sat) 10:30 - 10:55   (Stream 4)

A case study of community service project: the online teaching
[307-P]
and learning in Rohingya community preschool
Rosalind AHJU Help University, Malaysia (Malaysia)

Abstract
Covid-19 pandemic has caused all the Rohingya community preschool’s volunteer teachers to return to
their respective country and shifted the preschool curriculum running its lessons online. Many Rohingya
parents believed that their children would not learn from a classroom without the physical presence of a
teacher and redrawn their children from attending preschool. This study aims to investigate the challenges
faced by online preservice teachers. The knowledge gained in planning and implementation the online
lessons will improve the quality of online learning. Seven diploma preservice teachers from a private
university whose community project is teaching the Rohingya preschoolers online have undertaken this
study. Data over a ten-week community service of 22 hours derived from video recordings, weekly
discussions, and post-project reports. Findings showed that this project provided the preservice teachers
with pedagogy and methodology knowledge of online teaching. The study has identified the problems
related to internet connectivity issues, language barriers, and conflict between the preservice teachers and
onsite facilitators.

Keynote (55 minutes)

Dec 18th (Sat) 11: 00 - 11: 55   (Stream 1)

Social Media and the Innovations in Research: Opportunities
[308-K]
and Challenges
Pramela KRISH Universiti Kebangsaan Malaysia (Malasia)

Abstract
While research in communication patterns, collaboration, and discussion in the digital platform is
ongoing, there are new trends in linguistic research is to understand and study the e-discourse and the
digital lingo. Such research has open new pathways for educators and linguistic researchers globally. With
more people today actively engaging, communicating and reflecting on all aspects of life via Social
Networking Sites (SNSs), this has surely open avenues for accessibility to a wealth of naturally occurring
data for researchers to tap and to understand the broader areas of linguistic research. There are
opportunities to study new words as well as the early phase of the establishment of the words, via the
popular social media platforms such as Twitter, WhatsApp, Telegram and Facebook. I will share some
insights in the current areas of research in applied linguistics in the digital era with focus on studies done
in the Malaysian context. The challenges that come along with this innovation in research interest and the
need to understand the digital lingo will be discussed. The presentation will end with some ethical
challenges as each social media research context is unique.

Bio-data
Dr Pramela Krish is an Associate Professor at the Centre for Research in Language and Linguistics,
Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. She specialises in Applied
Linguistics and has researched and published works on online language learning, mobile learning and
teacher professional development. Dr Pramela is on Editorial Board of 3L Southeast Asian Journal of
English Language and CALL–EJ. She has been appointed as external reviewer for numerous teacher
education programmes by the Malaysian Ministry and has served on review panels for funding. She is also
an active reviewer for academic journals locally and internationally.
Paper (25 minutes)

Dec 18th (Sat) 12:00 - 12:25   (Stream 1)

Parents as tutors: How to navigate through remote learning
[309-P]
during lockdowns
Le Nghi Tran TRAN Banking Academy of Vietnam, Phu Yen Campus (Australia)
Thao Thi Thu NGUYEN University of Foreign Languages and International Studies (ULIS) – Vietnam
National University, Hanoi, Vietnam
LE Van Thinh Vietnam Banking Academy
NGUYEN Thanh Luan Ho Chi Minh City Open University
Yen Ho Hai PHAM Hoa Sen University – Ho Chi Minh City, Vietnam

Abstract
While countries across the world grapple with continuous lockdowns due to COVID-19 outbreaks, the
education sector has adapted and moved on, with technology-enhanced learning becoming the norm in the
new normalities. The pandemic has pushed parents to the front line of the learning-at-home battlefield,
where the spotlight was traditionally focussed on teachers and students. The current study aimed to further
understanding on the role and involvement of parents in their children’s learning at home, an important but
under-researched area of the literature on teaching and learning. Mixed methods were adopted as the
research design to collect quantitative and qualitative data from 183 parents of school-aged children in
Vietnam in 2020. Results revealed that many parents become tutors who spent time: 1/ setting goals, 2/
supervising their children’s learning, 3/ assisting them with using technologies and solving problems, and
4/ making learning more engaging for their children. The study also identified advantages and challenges
for parents while they involved in their children’s learning. The results indicates that only under 15% of
the participants found remote learning ineffective or highly ineffective. The study offers practical
implications for parents, students, teachers, and schools on how to navigate through remote learning
during the pandemic.

Bio-data
Dr. Tran Le Nghi Tran holds a PhD degree from the University of Queensland, Australia and was
awarded a GLoCALL Conference full scholarship in 2019. Her research interests include technology-
enhanced language learning (TELL), computer-assisted language learning (CALL), mobile-assisted
language learning (MALL), and teaching English to speakers of other languages (TESOL).
https://orcid.org/ 0- 1-6526-1269
Thao Nguyen Thi Thu is currently working as a teacher trainer in ULIS, VNU, Vietnam with 10-year
experience. Her research interests include teacher education, teaching English as a foreign language
(TEFL), intercultural communicative competence (ICC), and student teachers’ employability.
Thinh Van Le is an English lecturer at Banking Academy, Vietnam. He holds a PhD degree from the
University of Canterbury, New Zealand. He has 14-year experience in teaching English. His research
interest is CALL and second language acquisition. https://orcid.org/ 0- 1-6856-9883
Dr. Thanh Luan Nguyen is currently a lecturer at Ho Chi Minh City Open University, Vietnam and a
casual academic in the School of Education at the University of Newcastle and the University of New
South Wales, Australia. His research interests include initial teacher education, professional development,
CALL and educational technologies. https://orcid.org/ 0- 2-2247-3226
Yen Ho Hai Pham is an English teacher with 3 years of experience in Academic English and General
English. She is currently pursuing her master’s degree in Applied Linguistics at Hoa Sen University. Her
research interests include Computer-assisted language learning (CALL), classroom engagement and
online teaching.

Dec 18th (Sat) 12:00 - 12:25   (Stream 2)

[310-P]Investigating prereaders’ visual attention and story
comprehension ability with a congruent/incongruent paradigm: An
eye-tracking study
Hoo Keat WONG University of Nottingham Malaysia (Malaysia)
THANG Thang Siew Ming HELP University, Kuala Lumpur
Rosalind A/K Ahju AHJU HELP University, Malaysia
LOO Loo Foo Lan HELP University, Kuala Lumpur
SUE Chee Hao HELP University Malaysia

Abstract
Sharing picture storybooks with young children is one of the useful sources of developing literacy
skills. Due to the cross-channel connections between auditory representations and pictorial
representations, it is generally belief that the presentation of narration that is coherent with the picture and
text content may add to children’s story comprehension. In this presentation we will present an eye
tracking study conducted on 22 four–five-year-old Malaysian prereaders. They were tested for story
comprehension ability while their eye movements were being recorded to find out to what extent the
inclusion of pictures facilitates understanding of the narration and influence looking pattern. Each of the
children listened to brief stories in four conditions: (a) only static text with narration, (b) oral narration and
a picture that was congruent with the narration, (c) oral narration and an incongruent picture, and (d) only
picture with text but no oral narration. To test if children make an association between narration and visual
images during storybook reading, their recorded eye movements, which could reflect processing of
relevant/irrelevant visual depictions, were statistically analysed. Based on the associations between
looking strategies, story comprehension scores, and vocabulary skills, in this paper presentation, we will
discuss the implications for creating digital picture storybooks (e.g., implementing additional stimulus
manipulations to promote the integration of the narrative and nonverbal information when listening to
storybooks).

Bio-data
Dr. Wong Hoo Keat is currently an Assistant Professor in the School of Psychology at the University of
Nottingham Malaysia (UNM). Prior to his recent appointment at the UNM, he was a lecturer in Cognitive
Neuroscience at HELP University. He obtained his Bsc (Hons) and PhD in Psychology from UNM. Dr.
Hoo Keat's cognitive research focuses on cross-cultural visual cognition, specifically looking at cross-
racial face recognition and body size perception. Currently, he also applies eye-tracking and
encephalography techniques to further investigate the underlying developmental mechanisms of face
perception and reading comprehension in young children.
Dr. Thang Siew Ming is a Professor at HELP University, Kuala Lumpur. She is also an Honorary
Professor at the Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. Her areas
of interest are CALL, Learner Autonomy, Motivation, and Eye-tracking research. She is President of
PacCALL and Co-chair of GLoCALL series of conferences. She has published extensively and is on the
editorial boards of numerous well-known CALL and Language Education journals.
Rosalind A/K Ahju worked as a preschool teacher for more than 15 years. She specialises in the
setting of the learning environment and teaching methodology for young children. She has been involved
in providing consultation for preschool centres, training new early childhood teachers, developing
curriculum and educational books for preschool centres since 2 . She graduated with a Bachelor of Early
Childhood Studies from Edith Cowan University and obtained a Master of Education in Teaching and
Learning at HELP University. Currently, she is a DECE Programme Leader, lecturer, and a PHD
undergraduate at Help University.
Dr Loo was the founder cum Principal of a private kindergarten from 2006 to 2018 and then joined
the Department of Education, HELP University, Kuala Lumpur. Currently she is a lecturer at Open
University Malaysia. Her areas of research include early literacy, second language acquisition in young
children. She has a Master in Education in Preschool Education from Universiti Kebangsaan Malaysia
and a PhD in Early Childhood Education from Universiti Malaya.
Sue Chee Hao is a research assistant for the FRGS Eye-tracking research project. He is currently
studying for a Masters in Education in Teaching and Learning. His interests include using technology, the
internet and games for teaching and learning. He is currently working on his thesis entitled “An
investigation of the effects of preschool students' understanding of narration in the presence or absence of
accompanying pictures: A probe into cognitive processing through eyetracking”.
Dec 18th (Sat) 12:00 - 12:25   (Stream 3)
[311-P] A Template for Integrating Technology into Teaching Writing
Skills in Emergency Distance Education
DAO Nguyen Anh Duc Banking University Ho Chi Minh City (Viet Nam)

Abstract
The coronavirus pandemic has caused schools to shut down and emergency remote teaching (ERT)
and learning has become a typical situation that language teachers and learners around the world have
found themselves dealing with. The shift from the traditional classroom to a digital educational setting in
response to the crisis is never an easy and smooth procedure due to the lack of resources and facilities,
inadequate planning, and ineffective pedagogical approaches. Besides, teaching writing skills requires
sufficient amounts of learner engagement and interaction for expected outcomes to be achieved, which
may expose the L2 teacher to even greater challenges in the virtual environment. This reflective paper
aims to provide a template for integrating educational technology into teaching academic writing as a
process in the current emergency context. It first identifies the challenges that might occur in each stage of
the writing process in this novel context as well as reviews technologies available to the L2 writing
teacher. Then, in the reflection section, the author discusses her application of various technological tools
in her research paper writing classes. Implications for more effective use of the tools in the future are
provided toward the end of the paper.

Bio-data
Duc Dao has been teaching English for more than fifteen years and is currently a lecturer at Banking
University of Ho Chi Minh City, Vietnam. She earned her Ph.D. from the University of Nottingham,
Malaysia campus. She also holds an MA in TESOL Studies from the University of Queensland, Australia,
and an MBA from Bolton University, UK. Her research interests are pronunciation, phonetics, phonology,
and teaching methodology. She has presented papers at local and international conferences and published
in journals as well as conference proceedings.

Dec 18th (Sat) 12:00 - 12:25   (Stream 4)

Liveworksheet: An Effective Tool to Improve Foreign
[312-P]
Language Enjoyment in Online Learning
Van LE Van Lang University (Viet Nam)

Abstract
Foreign language enjoyment (FLE) has brought a lot of benefits to foreign language (FL) learners in
their FL acquisition process. During this Coved-19 pandemic, it is really challenging to maintain the FLE
in a virtual class. This research aims to investigate whether the Liveworksheet website brings about
junior’s enjoyment in English speaking. Eighty juniors at Van Lang University (VLU), Ho Chi Minh City,
Vietnam participated in this project for twelve weeks. A mixed method was used in combination with
three data collection instruments: The Foreign Language Enjoyment Scale (FLES) and a semi-structured
interview. The results indicate that Liveworksheet results in FLE. The findings contribute to research on
FLE in practice and on CALL by demonstrating how to generate freshmen’s FLE in integrated skill online
English classrooms in Vietnam context and offering strategies for learners to reach FLE with
Liveworksheet.

Bio-data
Her name is Le Huynh Ha Van. She has a Master's Degree in TESOL and a great interest in scientific
research. Finding solutions to students’ motivation is her major concern. She has presented at some
national and international conferences.

Dec 18th (Sat) 12:30 - 12:55   (Stream 2)

 Using Kahoot! to Teach English Vocabulary: Benefits, Actual
[313-P]
Impacts, and Influencing Factors from Students’ Perspective.
My TRUONG Hanoi University (Viet Nam)
Ha DINH University of Fire Prevention and Fighting

Abstract
Kahoot!, a game-based student response system (GSRS), has recently emerged as one popular
teaching tool with the participation of seven million teachers worldwide to date (Kahoot!, 2021). In the
field of English language teaching, Kahoot! is commonly used in vocabulary lessons because of its user-
friendliness, and its potentials in boosting students’ motivation, engagement, and learning outcome (Wang,
2015). While the actual effectiveness of a teaching approach depends to a large extent on students’
perceptions, such conclusions on the benefits of Kahoot!, however, have been mostly generated from
experts’ and teachers’ voices. This mixed-methods study, therefore, aims to explore (i) what students
generally think about, (ii) what they perceive as the actual impacts, and (iii) what they believe as the
factors affecting teacher’ use of Kahoot! in English vocabulary teaching. Based on data from 49 university
students, collected via questionnaires and follow-up interviews, the findings revealed some interesting
discrepancies between participating students’ perceptions and the common beliefs of experts and teachers
in the literature about the benefits of Kahoot! and the factors influencing teachers’ use of this game. Such
mismatch guarantees useful implications for educators who plan to use Kahoot! in English vocabulary
lessons, and gamification approach in teaching more broadly.

Bio-data
Truong Thi My is currently a lecturer of English at Hanoi University, Vietnam. She holds a PhD
degree in Applied Linguistics (Macquarie University, Australia), a Master of Research (Macquarie
University, Australia), and a Master of Educational Studies (KULeuven, Belgium). My’s research interests
include teacher professional development, L2 motivation, teacher cognition, and educational research
methodology. Email: truongthimy@hanu.edu.vn
Dinh Ngoc Ha is a lecturer of English at the University of Fire Prevention and Fighting, Vietnam. She
has completed a master degree in English studies at Hanoi University. Her research interest include
applying ICTs in English language teaching, and English language teaching methodologies. Email:
dnha.vn@gmail.com

Dec 18th (Sat) 12:30 - 12:55   (Stream 3)

Speaking self-efficacy and L2 motivational self system in Online
[314-P]
EFL Emergency TBLT and TSLT Classes: A counter-balanced
measures experimental study
Nhat Quang NGUYEN HQT Education Ltd, Ho Chi Minh City, Vietnam (Viet Nam)
PHAM Nhat Linh HQT Education Ltd, Ho Chi Minh City, Vietnam
NGUYEN Thi Thu Hien Hanoi University of Industry, Hanoi, Vietnam

Abstract
Since 2020, many EFL emergency classes have been set up globally due to the outbreak of COVID-
19. However, online education, especially emergency remote teaching or online emergency learning, is
still in its infancy in Vietnam, with only limited studies on learner psychology. This research examined the
effects of task-based language teaching and task-assisted language teaching, on EFL learners' L2
motivating self-system and speaking self-efficacy in online emergency classrooms. The researchers
recruited two intermediate EFL non-English-majored first-year university student groups (n1=n2=30) at
HQT Education, Hochiminh City. The participants alternatingly joined three TBLT and TSLT
counterbalanced treatments about three different topics via ZOOM, a synchronous online meeting
platform, in two months. After each lesson, an immediate test was conducted to investigate the students'
perceived self-efficacy and L2 motivational self-system. Then, there was a two-week washout period to
avoid sequencing interferences. Results of the between-groups and in-group t-tests and ANOVA tests with
SPSS 20 suggested that the TBLT approach is more effective in motivating students' L2 motivational self
 system and their speaking efficacy in all alternating online emergency speaking lessons. This study is
intended to aid teachers, policymakers, and educational researchers in developing future emergency
teaching curricula with justifiable teaching methods.

Bio-data
Orcid: https://orcid.org/ 0- 2-9149-5066 Quang Nhat Nguyen is currently the Director of HQT
Education Ltd., which is based in Ho Chi Minh city. He was Head of Academics of The IELTS Workshop
Ho Chi Minh city and also a lecturer at Ho Chi Minh city University of Education. Despite being a young
researcher, right after graduation, he was invited to be a curriculum developer and author of several
coursebooks for English and IELTS training at the University of Technology, Ho Chi Minh city. His scope
of research interests includes Teacher Education, CALL, Sociolinguistics, English Language Teaching
Methodology, Dogme ELT, and Liberal Education.
Linh Nhat Pham is an English teacher of IELTS at HQT education Ltd., HCMC. She is also a post-
graduate student of the M.A. TESOL program at The University of Social Sciences and Humanities
Vietnam National University Ho Chi Minh City. Her current research interests cover English Language
teaching methodology and CALL.
Hien Nguyen Thi Thu is a lecturer of English at Hanoi University of Industry, Hanoi. She is currently
a post-graduate student of the Master of TESOL and FLT Program at the University of Canberra,
Australia, and Hanoi University. Her current research interests are English Language Teaching
Methodology and CALL.

Dec 18th (Sat) 12:30 - 12:55   (Stream 4)

Sink or Swim: An investigation in the implementation of online
[315-P]
learning by teacher trainees in the new norm
Alvin, Min Han AUH IPG KAMPUS GAYA (Malaysia)

Abstract
This is a case study conducted at a teacher training institution in Sabah, Malaysia. The study aims to
investigate the issues and different methods used by the teacher trainees to meaningfully integrate
technology in an online learning setting to increase engagement and improve the students’ learning
experience. This study was conducted because the teacher trainees had to adapt very quickly to the
transition from teaching in a physical class to teaching online as a result of the Covid-19 lockdown. The
study utilized the SAMR model to investigate how the teacher trainees integrated the use of technologies
in online learning during the pandemic. The study investigated three of the teacher trainees for 6 months.
This duration is the full duration of their practicum program. Data was collected via interviews and the
teacher trainees’ reflective journals. The data collected indicated a gap in the teacher trainees’ knowledge.
Specifically, the implementation of online tools to encourage engagement among the students. In addition,
the results also showed the process and constraints faced by the teacher trainees as they adapted current,
readily available applications into their teaching. These applications include enhancing the learning
experience on integrating third party applications into Google Meet sessions.

Keynote (55 minutes)

Dec 18th (Sat) 13: 30 - 14: 25   (Stream 1)

[316-K] Testing 4-skills online: What is possible
Gordon BATESON Kochi University of Technology (Japan)

Abstract
Whilst there are numerous online tools to test and assess the receptive skills of reading and listening, it
is only recently that tools have been developed to assess the production skills of writing and speaking
online. Internationally-recognized tests, including TOEFL, TOEIC, IELTS and Eiken, are all available
online nowadays and most include speaking and writing sections. However, the use of human assessors
means that the fees for taking these tests are high, and furthermore it takes several weeks the obtain
results. To overcome these issues, a new open-source test is proposed that is based around the Moodle
 LMS. The test features several new plugins to automatically grade speaking and writing. The presenter
will detail the development of the plugins, reveal the preliminary version of the test, and explain how the
reliability of the test is verified by comparing students' scores with human-ratings and widely used tests.

Bio-data
Gordon Bateson is Professor at Kochi University of Technology in Japan. His research interests
include developing Moodle plugins to support extensive reading, writing and speaking. He has a degree in
Software Engineering from Imperial College, London and an M.Sc. in Teaching English for Specific
Purposes (TESP) from Aston University, Birmingham, U.K. He has lived and worked in Japan since 1990.
Currently, he is researching technologies to facilitate the assessment of online speaking and writing
activities.

Paper (25 minutes)

Dec 18th (Sat) 14:30 - 14:55   (Stream 1)

The effectiveness of “writer” in enhancing peer editing among
[317-P]
non-English major students
Trang VO University of Foreign Language Studies, the University of Danang (Viet Nam)
Long NGUYEN University of Foreign Language Studies, the University of Danang
Hang NGUYEN University of Foreign Language Studies, the University of Danang

Abstract
It is undeniable that numerous collaborative web tools have been widely applied in English writing
teaching. Of all these tools, “Writer”, an application under Zoho platform, is designed to be highly
interactive and collaborative thanks to the presence of a virtual space that facilitates online editing with
enhanced collaboration. The purpose of this study is to examine the effects of “Writer” on enhancing peer
editing among non-English major students. The study uses both qualitative and quantitative research
method employing quasi-experimental design. Participants of the study were 120 non-English major
students (of the University of Da Nang, Vietnam) who participated in a 15-week English course. They
were required to complete writing assignments before paper-based peer editing in pairs. In the subsequent
stage, during the intervention, participants engaged in technology-assisted peer editing with the aid of
“Writer”. Notes from paper-based and technology-assisted conditions were analyzed and questionnaires
were then carried out with an aim of discovering students’ perspective on the impacts of “Writer” on their
peer editing. The findings reveal a significant enhancement in peer editing in the case of technology-
assisted condition. In addition, under students’ perspective, Writer is a beneficial tool for highly effective
peer editing among non-English major students.

Bio-data
Vo Nguyen Thuy Trang is a lecturer at University of Foreign Language Studies - the University of Da
Nang (UFLS-UD). Her thematic areas of interest include Teaching language skills, Applied Linguistics
and Technology Application in Teaching Foreign languages. She is taking a doctoral training course, and
working on some personal research. Email: vnttrang@ufl.udn.vn
Nguyen Van Long - An associate professor of Applied Linguistics, is working as a vice rector of
University of Foreign Language Studies - The University of DaNang (UFLS-UD), Viet Nam. He is also the
president of VietCALL. His research interests is related to Application of information technology in
research and teaching-learning foreign languages; research methods; and teaching methods. He was the
first Vietnamese teacher receiving the Microsoft Innovative Educator award in 2011. Email:
nvlong@ufl.udn.vn
Nguyen Thu Hang is currently a lecturer at University of Foreign Language Studies, the University of
Danang. She obtained her master degree from Griffith University, Australia. Her favorite research areas
include English language teaching methodologies and curriculum development. Email:
nthang@ufl.udn.vn.

Dec 18th (Sat) 14:30 - 14:55   (Stream 2)

 The Impact of Infographics on Saudi EFL Learners’
[318-P]
Vocabulary Learning
Amjaad ALWADEI Amjaad Alwadei (Saudi Arabia)

Abstract
Visual materials have been examined in L2 literature to see their affordances to aid second language
vocabulary acquisition. However, little is known about the impact of infographics on vocabulary learning.
The current study was designed to explore the impact of infographics on vocabulary learning and retention
among EFL learners. The study adopts a quasi-experimental two-group pretest-posttest design. To this
end, Saudi female college students took part in this study, in which the experimental group was taught
vocabulary using infographics while the control group was taught using the traditional way of instruction.
Inforgraphic materials were designed to teach the students' course. Recognition knowledge of vocabulary
was assessed using two tests: word definition and word grammatical measures which were administered
before intervention, immediately after the learning sessions completion, and at a delayed time. A n oral
interview was used to gauge the learners’ production knowledge. Moreover , questionnaire was utilized to
explore the learners’ perceptions toward using infographics for learning vocabulary. The findings of study
showed that the treatment group significantly outscored the control group in vocabulary recognition
knowledge and the vocabulary production knowledge over the immediate and long run. Further,
participants in the experimental group showed high perceived usefulness of learning with infographics.

Bio-data
Amjaad Alwadei received her Bachelor degree in the English Language from King Khalid University
and is pursuing her Master in Applied Linguistics at Najran University. She works as a teaching assistant
At the English Language Department at Najran University. Amjaad Alwadei Najran University, Najran,
Saudi Arabia

Dec 18th (Sat) 14:30 - 14:55   (Stream 3)

[319-P]Assessment feedback in remote teaching during COVID-19: A
case study of teacher beliefs and practices
Deliang MAN Guangdong University of Foreign Studies (China)
Meng Huat CHAU Universiti Malaya
Krishnavanie SHUNMUGAM Universiti Malaya

Abstract
Informed teaching consists of a coherent set of teacher beliefs and practices. However, it is not always
an easy task to put into practice one’s beliefs for reasons of real-life constraints and challenges in one’s
teaching context. This is particularly true when teachers have to adopt a completely unfamiliar way of
teaching in their transition from the traditional face-to-face mode to an abrupt remote teaching mode. This
paper reports on a study which aimed to explore teacher beliefs and practices regarding assessment
feedback in remote teaching during the COVID-19 pandemic. Based on interviews and feedback
comments of a university lecturer as a case study, the study showed how the lecturer prioritized the
motivational role of feedback in her teaching to provide the necessary emotional support for her students.
It was also found that while she had a strong belief in the value of different sources of feedback including
peer feedback, she did not implement peer feedback for practical reasons. The findings of the study
suggest how teacher beliefs might not always translate into practice and indicate factors that contributed to
that. Implications for feedback practices are considered.

Bio-data
Deliang Man (PhD) teaches at the School of Interpreting and Translation Studies, Guangdong
University of Foreign Studies. He is also an adjunct researcher in the Centre for Translation Studies at
this university. His research interests include translator education and assessment feedback.
Meng Huat Chau (PhD) is Senior Lecturer at Universiti Malaya, where he teaches and mentors
students conducting research in Applied Linguistics. His research, teaching and supervision focus on
 applied corpus linguistics, Global Englishes, language and ecology, language and writing development,
multilingualism and language education with an emphasis on agency.
Krishnavanie Shunmugam (PhD) is a senior lecturer at the Faculty of Languages and Linguistics,
Universiti Malaya. She has been with the English Department for the past 29 years and is involved in
teaching courses related to Translation Studies, Literary Stylistics and TESL.

Dec 18th (Sat) 14:30 - 14:55   (Stream 4)

[320-P] Student Collaboration with Miro
Suzan STAMPER Hong Kong University of Science and Technology (Hong Kong)

Abstract
After more than a year of experimenting with new tools in online lessons, educators should reflect on
what tools can be used to reimagine post-COVID classes. In this session, the presenter will introduce one
new tool - a free collaborative web-based whiteboard tool called Miro that can be used synchronously or
asynchronously. Similar to the graphic tools found in other whiteboards and presentation features found in
Prezi, Miro's tools can add text, shapes, sticky notes, documents, images, pdfs, videos, and URLs.
However, Miro also offers several unique features that are especially useful for language learners such as
templates for mind mapping, brainstorming, dot voting, Kanban workflows, Likert scales, ice breakers,
and reflections. Teachers can make use of a timer, voting, presentation mode, real-time video chat,
comments, board annotations, and reactions (similar to Zoom’s emoticons for raising hands, thumbs up,
applause). Everyone can see changes on the board in real-time. The possibilities appear to be endless as
content expands in the Miro board. This presentation will include a brief introduction to Miro and some
language classroom examples promoting collaboration (e.g., self-introductions, group writing/telling a
story, sorting/matching information, documenting a project). The presentation will end with benefits and
limitations.

Bio-data
Suzan has been

Dec 18th (Sat) 15:00 - 15:25   (Stream 1)

Exploring the Development of Professional Competency of
[321-P]
Early Childhood Pre-service Teachers Through Online Practicum
Experiences
Elis Johannes HENDRY SALIM HELP University, Malaysia (Malaysia)
Dr Priyadarshini MUTHUKRISHNAN HELP University, Malaysia
Sailajah Nair SUKUMARAN Malaysian Institute of Teacher Education, Negeri Sembilan, Malaysia

Abstract
Teaching practicum in Teacher Education programmes is considered a crucial part of said programmes
because it helps build the professional competency of pre-service teachers and prepare them to be
effective future teachers. Teaching practicum in early childhood education is usually carried out in
physical classrooms, where children can learn effectively by interacting with friends and teachers and
participating in hands-on experiences. Unfortunately, due to the COVID-19 pandemic, pre-service
teachers must shift to online teaching practicum. This poses a unique challenge for them and there is some
concern over whether their professional skills can be effectively developed through the online practicum.
The article focuses on the challenges and experiences faced by pre-service teachers during the online
practicum period, and how the online practicum experience facilitates the development of their
professional competency. This is a qualitative study that involves 8 pre-service teachers in in-depth semi-
structured interviews. The interview data is transcribed verbatim and then the thematic analysis is
performed to derive the themes that answer the research questions. Some implications on teacher
education programmes, especially the teaching practicum component, are discussed. The study provides
some recommendations in revamping the current teacher training curriculum, specifically to incorporate
online classroom management, digital resources and digital pedagogical skills.
Bio-data
Ms Elis Johannes holds a Masters in Education (Preschool Education) from National University of
Malaysia (UKM). She is currently pursuing her PhD in Early Childhood Education at Universiti
Pendidikan Sultan Idris, Malaysia. Ms Elis has 17 years of experience in the early childhood education
industry, during which she has played various roles as a teacher, principal, operator of kindergarten and
manager of an education centre. For the past ten years, she has been dedicated to lecturing in Early
Childhood Education for both conventional and online programmes, at diploma and degree levels. Her
research interests focus on parental involvement and science for young children.
Priya has a strong teaching background with over 11 years of experience as a teacher and a teacher
educator. She holds master's degrees in Science and Education. During her service as a Senior Secondary
Chemistry Teacher, her students excelled in district ranks in Chemistry. Her teaching expertise covers
Educational Psychology, Curriculum, Pedagogy, Assessment and Evaluation, and Research Methodology.
She has published many research articles in international peer-reviewed journals. Recently, she was
engaged in research to identify the factors that contribute to Growth Mindset Pedagogical Practices
among teachers. She is passionate about keeping herself updated in the field of Teaching and Learning
and Research Methodology.
Dr Sailajah has been an educator throughout her professional life. She has taught different groups of
students for more than 25 years, ranging from preschool children to postgraduates in the areas of Early
Childhood and Special Education. The diverse roles she has held as a teacher and teacher educator has
contributed to the extensive knowledge she possesses in fostering constructive and and effective
pedagogical skills among teachers/adult learners. Her core strengths are displayed in facilitating training
related to Early Childhood Education, and Inclusive and Special Education for parents and teachers. Her
scholarly efforts are devoted to Early Childhood and Special Education, namely Inclusive Education,
Integrated Service Delivery, Preschool Inclusion, and Best Practices in Early Childhood settings.

Dec 18th (Sat) 15:00 - 15:25   (Stream 2)

Effectiveness of Digital Technology Tools in Teaching
[322-P]
Pronunciation to Saudi EFL Learners (1)
Saleem MOHD NASIM Prince Sattam bin Abdul Aziz University (Saudi Arabia)
Jamal MOHAMMAD AHMED ALI Prince Sattam bin Abdul Aziz University

Abstract
The use of digital technology has become ubiquitous in every walk of our lives. It has impacted upon
not only social and technological aspects, but also educational areas, including (English) language
teaching. Digital tools, the gift of new technologies, have proved to be an essential component of English
Language Teaching (ELT). This study focused on finding out the efficacy of teaching pronunciation via
digital tools (CDs, digital books, projectors, smart boards, and synchronous and asynchronous online
materials) as opposed to traditional methods (printed material, drilling and imitating the teacher) to Saudi
male EFL undergraduates. To investigate the differences, a quasi-experimental, pre-posttests design
(between-subjects) was used. The experimental and control groups (n=25 in each group) were tested
before and after the treatment on similar intra-sentential pronunciation activities at segmental (minimal
pairs, word recognition, and consonant and vowel identification) and supra-segmental (stress patterns)
levels. The results revealed that the participants in the experimental group learned pronunciation
significantly better than the participants in the control group. This means that if students are exposed to
digital technology tools, they will learn pronunciation better in comparison to the conventional method of
teaching. The study was significant for both teachers and learners as it may help them to make use of
digital technology tools to improve students’ pronunciation as well as improve their speaking skills.

Bio-data
Dr Saleem is currently an assistant professor in the English Language Unit, the Deanship of
Preparatory Year, Prince Sattam Bin Abdul-Aziz University, AlKharj, Saudi Arabia. He holds a PhD in
English from India. He has been teaching undergraduates for more than fifteen years in India and Saudi
Arabia. His research interests are action research, testing and evaluation, issues in ELT, language and
literature and educational technology
Jamal is currently an assistant professor in the English Language Unit, the Deanship of Preparatory
Year, Prince Sattam Bin Abdul-Aziz University, AlKharj, Saudi Arabia. He has a PhD in CALL . He has
 been teaching undergraduates for more than fifteen years in India and Saudi Arabia. His research
interests are action research, testing and evaluation, issues in ELT, language and literature and
educational technology

Dec 18th (Sat) 15:00 - 15:25   (Stream 3)

To what extent do pictures support Malaysian children’s
[323-P]
comprehension of stories: An eye-tracking experiment
Chee Hao SUE HELP University (Malaysia)
THANG Siew Ming HELP University
Jennifer TAN HELP University
WONG Hoo Keat University of Nottingham Malaysia

Abstract
There is a dearth of studies investigating the cognitive process behind the development of literacy
skills among young children. This research attempts to address this in a Malaysian context using an
experimental procedure created with eye-tracking technology. The children were exposed to four
conditions: (a) listening to a narration and viewing a congruent picture with text, (b) listening to a
narration and viewing a incongruent picture with text, (c) viewing a picture with text without narration and
(d) listening to a narration and viewing a text. The main objectives of this project are to test which content
of pictures helps the students understand the narration and the text, and also to test whether children try to
create a coherent mental representation from the oral narration and the pictures. The 22 children (age 5 to
6) for this study came from a kindergarten in Kuala Lumpur. An eye tracker was used to identify areas of
interest of each picture and calculate number of fixations and total time spent on the pictures and written
texts. The findings revealed that children strongly preferred pictures to texts but when narration was not
present, they spent more time looking at the text, reflecting a greater amount of mental effort in processing
words when the verbal information was unavailable.

Bio-data
Sue Chee Hao is a research assistant for the FRGS Eye-tracking research project. He is currently
studying for a Masters in Education in Teaching and Learning. His interests include using technology, the
internet and games for teaching and learning.
Dr. Thang Siew Ming is a Professor at HELP University, Kuala Lumpur. She is also an Honorary
Professor at the Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia. Her areas
of interest are CALL, Learner Autonomy, Motivation, and Eye-tracking research.
Dr Jennifer Tan is a Senior Lecturer with the Department of Education, HELP University, Kuala
Lumpur with expertise in qualitative approach to research, especially ethnography and case studies. Her
research interests include teacher professional development, reflective practices in teaching and learning
and out of school literacy practices of children in marginalised communities.
Dr. Wong Hoo Keat is currently an Assistant Professor in the School of Psychology at the University of
Nottingham Malaysia (UNM). Dr. Hoo Keat's cognitive research focuses on cross-cultural visual
cognition, specifically looking at cross-racial face recognition and body size perception.

Dec 18th (Sat) 15:30 - 15:55   (Stream 1)

The implementation of electronic European Language Portfolio
[324-P]
(eELP) in a university English class and the effect on Learner
Autonomy
Takanori OMURA Soka University (Japan)

Abstract
The research that successful learning can be achieved by self-management skills or high learner
autonomy has drawn the attention of many researchers. Due to the development of technology in recent
 years, the effect of an electronic form of portfolio called e-portfolio towards language learning has been
further expected. The purpose of the present study was to investigate how the implementation of e-
portfolio can improve the students’ learner autonomy and how the students’ perception on e-portfolio can
change over the academic year. The study participants were 37 first-year university students who took a
general English course at a private university in Tokyo. The online surveys were administered at the start
and end of one academic semester in order to compare the score in their learner autonomy and inspect
their perception on e-portfolio. The results showed that the students’ learner autonomy slightly increased
while the perception on e-portfolio was overall positive. By being able to manage their own learning, the
present study revealed that the use of e-portfolio was substantially helpful for students to become more
autonomous in language learning. The findings of the present study could also be applicable to a variety of
instructional settings.

Bio-data
Omura Takanori has been teaching English at Soka University in Tokyo since April 2020. Before
teaching at the university, he has taught English as a Japanese full-time teacher in public junior high
schools for more than 10 years. His current research area is self-esteem, self-affirmation, and learner
autonomy.

Dec 18th (Sat) 15:30 - 15:55   (Stream 2)

The feasibility of asynchronous peer assessment in Covid time:
[325-P]
Teachers’ belief and practice in academic writing
Tri Minh NGUYEN Edith Cowan University, Australia ; The V Language (Viet Nam)
Huy Ngoc NGUYEN Van Lang University, Vietnam

Abstract
The spread of Covid 19 pandemic has shifted the physical classroom into the online learning to
maintain the continuous acquisition among learners, especially in writing class. In the context of Vietnam,
the use of peer assessment has been applied to to foster the learners’ reflection and autonomy as an
alternative forms of formative assessment; however, the success of this method is not ensured in certain
pedagogical contexts. This paper aims to explore teachers’ perceptions towards the importance and
practicality of asynchronous peer assessment in online writing classes in the pandemic and investigate
how teachers apply asynchronous peer assessment in their classroom practice. The data in this mixed
method design were collected via a questionnaire and in-depth interview with 15 university lecturers . The
findings reveal the misalignment in the belief and practice of these participants. Although they
acknowledge the benefits of asynchronous peer assessment in online writing class for self-reflection,
autonomy enhancement, and improvement of overall performance, just roughly over a half apply this
method because of the challenges in terms of learners’ proficiency, profound assessment training, and time
constraint for personalised revision.

Bio-data
Tri Minh Nguyen is currently a Master Candidate in TESOL at Edith Cowan University, Australia. He
is also an Academic Director at The V Language. His research interests cover academic writing,
discourse analysis, and intercultural communication.
Huy Ngoc Nguyen is currently a lecturer of English at Faculty of Foreign Languages, Van Lang
University Vietnam. His research interest covers CALL and assessment.

Dec 18th (Sat) 15:30 - 15:55   (Stream 3)

[326-P] Online Games and Language Learning - Connecting the Dots
Rino Shafierul Azizie SHAHRIR RAGHBIR Universiti Malaya (Malaysia)
Lee Luan NG Universiti Malaya

Abstract
 The study explores the compatibility of existing theoretical models related to the implementation of
online games in language learning. The paper attempts to systematically review past studies in terms of
theories, conceptual frameworks, and models that measure and analyse the effectiveness of online games
as means of language learning. Specifically, the paper looks into selected latest studies that focus on
investigating the use of online gaming and language learning in terms of variables/factors, methodologies,
and results/findings. The primary search is conducted using the following databases: Web of Science
(WoS), ScienceDirect, IEEE Xplore, JSTOR Archive, Scopus, and SAGE Journals. The inclusion criteria
consist of research articles published between January 2015 to June 2021, full text must be available,
research articles are to be written in English language, and conference abstract papers are excluded. In
order to project a systematic account reflecting the progression of online gaming and language learning
related studies, the implications and recommendations by past studies will also be delineated.

Virtual Presentations
Poster (60 mins)

Virtual Presentations 00: 00 - 00: 00   (Virtual Presentation)

Effects of online writing-up-research courses on English-
[408-P]
majored students’ motivation: a survey at a university
Hong Nhung NGUYEN Ho Chi Minh City Open University (Viet Nam)

Abstract
It is an indisputable fact that conducting scientific research requires a great deal of effort. Besides,
research writing skills are compulsory for undergraduate students to master so that they are competitive in
labor market. Recently, due to social distancing, which learners have been exposed to distance learning in
hundreds of countries, the undergraduates have found acquiring in-depth knowledge of how to undertake
scientific papers in online classes more challenging than in traditional ones. This study aims to determine
how juniors’ and seniors’ motivation were affected when they anticipated virtual courses of research
writing in a foreign languages department at a university. The study commenced when the impacts of
distance learning on students’ impetus were theoretically classified into two groups, external group and the
internal. Six factors including assessment practices, social influences, instructional materials, anxiety, goal
orientation, and attitudes towards such a learning approach were taken into our considerations. Then, a
survey was conducted with the participation of approximately 100 English-majored students. According to
the findings, assessment practices and instructional materials gained no influences upon the students’
motivation because they remained unchanged regardless of which kind of learning approaches. The
undergraduates’ inclination was externally affected by social factors such as former students’ beliefs, peer
influences, and home supports. Regarding internal factors, goal orientation had a profound impact on
students’ impetus.

Bio-data
Nguyen Hong Nhung is currently an MA student in TESOL at HCMC Open University. She obtained a
BA degree in TESOL at Saigon University in 2021 and had 2-year teaching experience at a language
center. Her keen research interests cover learner autonomy, language learning strategies, and
comparative linguistics.

Virtual presentation

Virtual Presentations (Virtual Presentation)

An Investigation into Effectiveness of Online Learning Media
[403-V]
in Promoting Learners’ Autonomy: A Case study in an Online
Writing Course of EFL students at a private Vietnamese university
Thuy NGO Vanlang University (Viet Nam)
Abstract
During the Covid – 19 epidemic, online courses were utilized at all levels of schooling. Enhancing
students' autonomy has also become one of the most pressing concerns in these online courses as there is
no direct connection between teachers and students during this period. To tackle with the issue, it is
believed that teachers should use effective online learning tools to engage students and foster their self-
study process. However, there may be a fact that no matter how many tools have been used, their
effectiveness may not be examined thoroughly. As a result, the research was done in an online Writing
class to model how one teacher used online learning media in her classroom and assess how effective
online learning media were through both quantitative and qualitative methods with academic results
(pretest, post-test), questionnaires, interviews, and observation. One hundred and thirty-four 2nd year EFL
students (4 classes) of Van Lang University participated in the study. The findings revealed that some used
strategies were quite beneficial in enhancing student autonomy, while others were severely constrained.
Moreover, the study results are simultaneously beneficial to reading, speaking, and listening skills to keep
the students on track of self-improvement and well-prepared for a career after graduation.

Bio-data
Ms. Ngo Thi Cam Thuy, M.A. and doctoral candidate in TESOL, is a lecturer of Van Lang University,
Ho Chi Minh City. She has had more than 25 years teaching English- majoring students. She presented
her Research at GloCALL 2019, AALA 2019, CAMTESOL 2020, OPENTESOL 2020, VIETTESOL 2020
and Asia CALL 2021. Her main interests include Professional Development, Methodology, Learner
Autonomy, Language Assessment, and Emotion Regulation.

Virtual Presentations (Virtual Presentation)

Speaking Performance and Anxiety Levels of Chinese EFL
[404-V]
Learners in Face-to-Face and Synchoronous Voice-Based Chat
Yanqiu CHEN Sichuan Winshare Education Group (China)
CHEW Shin Yi Universiti Malaya

Abstract
With the advanced development in mobile technology, there is a need to explore the potential of
synchronous voice chats (SVC) operated within a mobile-assisted environment using mobile instant
messaging apps. This study aimed to compare the speaking performance of Chinese EFL learners in both
synchronous voice-based chat and face-to-face chat modes and explore the relationship between learners’
speaking performance and anxiety levels in these two chat modes which allow real-time communication.
In this mixed methods study, WeChat instant messaging was used as the platform for synchronous voice-
based chat (SVC). Forty students from a public university in China participated in 4 chat sessions in SVC
and F2F chat modes over 4 weeks. Quantitative data were collected through the oral scores of the
participants’ performance in the chat sessions and anxiety questionnaires. Then, qualitative data were
obtained from a focus group interview. The findings revealed a significant difference in learners’ speaking
performance in SVC and F2F chat. Students’ speaking performance outperformed in SVC chat compared
to F2F chat. This could be linked to students’ anxiety levels which were slightly higher in F2F chat.
Despite that, most of the students preferred F2F chat to SVC chat due to the practicality of F2F chat.

Bio-data
Chen Yanqiu is a lecture with exerience in teaching both Chinese and English. She is also an
experienced program officer in international affairs. Her reasearch interest is mainly in mobile-learning,
language teaching methods, and foreign language learning anxiety.
Dr. Chew Shin Yi is a senior lecturer at the Faculty of Languages and Linguistics, Universiti Malaya,
Malaysia. She graduated with a B.Ed TESOL (Teaching English to Speakers of Other Languages) degree
from the University of Auckland, New Zealand and obtained her Ph.D. from the Universiti Malaya under a
fast-track programme. She is an experienced English teacher who has taught students from pre-school up
to university level. Her interests include language learning & development, 21st-century learning,
computer-mediated communication and computer-assisted language learning.

Virtual Presentations (Virtual Presentation)

[405-V]The Impact of the Podcast (BBC Sounds) to Raise
Metacognitive Awareness in Developing L2 Listening Comprehension
among Bangladeshi Undergraduate Learners
Azran AZMEE KAFIA Islamic University, Kushtia, Bangladesh (Bangladesh)

Abstract
Drawing on Vandergrift’s (2006) metacognitive awareness raising listening questionnaire and using
podcast technology to expedite undergraduate L2 listening comprehension this study was to explore if
podcast helped learners develop listening comprehension and metacognitive awareness. The purpose of
this study examined i) does a podcast, BBC sounds, play role in improving learners’ listening
comprehension, ii) to what extent does the relationship between listening comprehension and
metacognitive awareness help learners improve learning? To apprehend the research objectives, twenty
Bangladeshi undergraduate EFL learners in the experimental group (n = 10) and the control group (n = 10)
attended the intervention for five weeks during the pandemic. Participants of the experimental group
received metacognitive instruction attending five transactional listening texts from the podcast, BBC
Sounds, and performed on the worksheets designed on the pedagogical sequence (Vandergrift and Goh,
2012). Simultaneously, participants of the control group attended the same podcasts texts but the
traditional product-based approach and performed the worksheets with comprehension questions. Both
groups attended pre-test, post-test and two metacognitive awareness listening questionnaires (MALQ)
before and after the intervention. The quantitative method research embodied the notion of triangulation
for this study. Using one-way within-subjects ANOVA, the result revealed that there was a positive
correlation (r= 0.63) between metacognitive awareness and L2 listening comprehension accounted for the
total variance in the data. This study implied that podcasts could help learners to develop and be used by
teachers to guide them systematically.

Bio-data
Azran Azmee Kafia is an Assistant Professor, Department of English, Islamic University, Bangladesh
and is a Research Scholar at The English and Foreign Languages University, Hyderabad, India. Her
research interests include metacognition, self-regulation, listening skill; learners’ autonomy and Ed-techs
in align with learning pedagogies. She has both nationally and internationally over 10 research
publications on various genres of literature and language.

Virtual Presentations (Virtual Presentation)

An Exploratory Descriptive study on Primary School Teachers
[402-V]
Perception of Online Teaching
SHARON VIJAYA BALAKRISHNAN SEKOLAH KEBANGSAAN TANAH HITAM (Malaysia)

Abstract
The Covid-19 pandemic has caused unprecedented changes in the teaching and learning process
resulting in the shift from face-to-face to online instructions. The shift to online teaching has raised
concerns on the teachers’ digital competency and their challenges in online instructions. The current study
explored English language teachers' perceptions and challenges faced during the sudden shift to online
teaching mode. The study used exploratory descriptive approach and employed both survey and interview
methods to collect data. A sample of 102 primary school English language teachers from government
schools in Perak, Malaysia participated in the survey and 10 teachers were interviewed. The results
revealed that teachers’ perceived ease of use of online teaching using Google Classroom, WhatsApp, and
Telegram Groups in terms of utility and simplicity of the online teaching mode was high. The ease of use
of the online tools suggests that teachers perceived the online teaching mode effective. Further, teachers
who are not prepared to accommodate the changes, faced challenges in implementing online learning.
Aspects such as online teaching strategies, psychological qualities, and technological competence among
English language teachers confirmed as influential factors in online teaching practices. The research
recommends the need for continuous professional development training programme for in-service teachers
to improve their digital competency for effective online teaching experiences.

Bio-data
 I am Sharon Vijaya Balakrishnan. I am an English teacher in Sekolah Kebangsaan Tanah Hitam,
Chemor, Perak. 22 years of experience. I have worked with the Education Department of Perak in
building English UPSR modules for Year 6 pupils and teachers between 2013-2017. I was a state level
CEFR trainer in 2019. Currently I’m pursuing PhD in Education at Help University, Kuala Lumpur.

Virtual Presentations (Virtual Presentation)

[406-V]Schoology as an Online Learning Platform to Enhance English
Abilities for Undergraduate Students
Duy Linh NGUYEN HUTECH University, Roi Et Rajabhat Unviersity (Thailand)
NGUYEN Vu Long Da Lat University, Vietnam

Abstract
Social networking media have become an indispensable part of language education that educators can
apply in their teaching to effectively improve their student’s language ability. Among them, Schoology
offers a social networking environment providing effective tools in promoting learners’ self-regulated
learning (SRL). In this study, Schoology was applied as a learning channel for learners to work together
with their teachers and their peers. Schoology – based self-regulated learning on non – English major
undergraduates to enhance their English abilities was examined via pre-test and post-test, and their
attitudes toward Schoology – based self-regulated learning (SBRL) were investigated through the
questionnaire and semi-structured interviews. This mixed-method study was conducted during 8 weeks
with 60 non-English majors including 30 students in an experimental group and 30 students in a controlled
group. The results from the pretest and posttest showed that SBRL increased participants’ English abilities
significantly. The data from the questionnaire and interviews indicated that students had positive attitudes
toward SBRL. The findings of this study have confirmed that Schoology could possibly become an
alternative online learning platform to support students’ learning process.

Bio-data
NGUYEN, Duy Linh obtained his doctoral degree from Suranaree University of Technology, Thailand.
He is a full time lecturer, guest lecturer, and program director of MA in ELT at Roi Et Rajabhat University,
Thailand, HUTECH University, Vietnam. He serves as track director of abstract reviewing for VietTESOL
Convention 2018, 2019, 2020, 2021, a reviewer for several Scopus-indexed journals. His academic
interests include language teaching and learning, technology based language teaching and learning,
teaching and learning of language skills and academic skills, soft skills in ELT.
Mr. Nguyen Van Long got his MA in English from HUTECH University, Vietnam. He is now a lecturer
at Da Lat University. His areas of interest are English language teaching and learning, technology-
enhanced language teaching and learning

Virtual Presentations (Virtual Presentation)

[401-V]Teaching academic word pairs through COCA: Does it affect
the academic writing competence of medical students
Mohsen SHIRAZIZADEH Alzahra University (Iran, Islamic Republic Of)

Abstract
Academic writing has long been a challenge for non-native students. It is well established that
knowledge of academic words is a pre-requisite for writing appropriate academic texts. While words are
key to success in academic writing, the most effective method for their instruction is underexplored. To fill
this gap, this study compared the effect of teaching academic words, with and without their collocates, on
the academic writing competence of Iranian medical students. To this aim, 32 Iranian students were
divided into two groups. For both the pretest and post-test, students were required to write on an academic
writing topic within the area of medicine. As for the treatment, learners in one group were presented to a
sample of academic words from the Academic Vocabulary List (AVL) and asked to explore their use by
checking concordance lines in the academic section of COCA. The other group was however asked to
explore the same set of words by searching for their collocates and then exploring the concordance lines
where the words have appeared with their collocates. While both groups improved in the post-tests, no
 significant difference was found between them. Implications of these findings for CALL and EAP are
discussed.

Virtual Presentations (Virtual Presentation)

Exploring EFL Students’ Perceptions of Zoom Breakout Room
[407-V]
Experiences
Andrea RAKUSHIN LEE Austin Peay State University (USA)

Abstract
As a result of the COVID-19 pandemic, many educators had to transition from face-to-face to online
classes. Zoom has become a popular platform for live, online classes in different educational contexts
including English language learning. This phenomenological study sought to gain insight into South
Korean students’ satisfaction with Zoom breakout rooms in English communication classes. Participants
included 25 undergraduate students attending English communication classes at a university in central
South Korea. Data collection comprised an open-ended survey, a focus group, and individual interviews.
Data analysis centered on examining significant statements and developing themes. The results of this
study indicate that most students were satisfied with using Zoom breakout rooms for EFL classes.
Furthermore, students expanded on various benefits of using Zoom breakout rooms and provided
recommendations for improvement. This paper concludes with practical implications and suggestions for
future research pertaining to the use of Zoom breakout rooms in EFL classes. There were different
activities carried out in the breakout rooms. Some examples of these will also be discussed.

List of Presenters

Name Affiliation Email address Presentations

Rosalind AHJU HELP University rosalind.a@help.edu.my 208-P, 220-P,

307-P

Rosalind A/K Ahju AHJU HELP University, rosalind.a@helpliveedu.onmicrosoft.com 310-P

Malaysia

AHMAD TARMIZI Siti Universiti Malaysia amirah@umk.edu.my 214-P

Amirah Kelantan

Amjaad ALWADEI Amjaad Alwadei amjaadalamer1414@gmail.com 318-P

(Saudi Arabia)

Parmjit Singh APERAPAR Universiti parmj378@uitm.edu.my 305-P

SINGH Teknologi MARA

Nurul Iman ARSHAD Taylors University NurulIman.Arshad@taylors.edu.my 208-P, 217-P

College

Alvin, Min Han AUH IPG KAMPUS gamingdadphd86@gmail.com 315-P

GAYA (Malaysia)

Hazita AZMAN Universiti hazita@ukm.edu.my 302-P

Kebangsaan
Malaysia

Azran AZMEE KAFIA Islamic University, akafia1007@yahoo.com 405-V

Kushtia,
Bangladesh
(Bangladesh)

SHARON VIJAYA SEKOLAH sharonv78@gmail.com 402-V

BALAKRISHNAN KEBANGSAAN
 TANAH HITAM
(Malaysia)

Gordon BATESON Kochi University of gordonbateson@gmail.com 103-W, 316-K

Technology (Japan)

John BLAKE University of Aizu jblake@u-aizu.ac.jp 225-P

(Japan)

Sakunthala Help University c.sakunthala@help.edu.my 229-P

C.SIVAPALASANMUGAM (Malaysia)

Meng Huat CHAU Universiti Malaya chaumenghuat@yahoo.co.uk 211-P, 319-P

(Malaysia)

Chien Chih CHEN National ChengChi chineseulysses@gmail.com 304-P

University
(Taiwan)

Yanqiu CHEN Sichuan Winshare chrischenyanq@outlook.com 404-V

Education Group
(China)

CHEW Shin Yi Universiti Malaya chewshinyi@um.edu.my 404-V

Wee Ling CHOO Universiti Malaya weeling@um.edu.my 237-P

(Malaysia)

Matthew COTTER Hokusei Gakuen m-cotter@hokusei.ac.jp 301-W

University Junior
College

Jasmin COWIN Touro College, drcowinj@locationindependentteach.org 202-P

Graduate School of
Education (USA)

DAO Nguyen Anh Duc Banking University tiquauvn@yahoo.com.au, 311-P

Ho Chi Minh City ducdna@buh.edu.vn
(Viet Nam)

Ha DINH University of Fire dnha.vn@gmail.com 313-P

Prevention and
Fighting

Ma FEI FAN University of lilboy392@yahoo.com 206-P

Malaya

Paige GARDNER West Chester JG967307@wcupa.edu 211-P

University, USA

Peter GOBEL Kyoto Sangyo pgobel@cc.kyoto-su.ac.jp 216-P

University (Japan)

LayHuah GOH HELP University lh.goh@help.edu.my 220-P

(Malaysia)

Myung Jeong HA Sangmyung mjha@smu.ac.kr 224-P

University (Korea,
Republic Of)

Eric HAGLEY Hosei University apveachair@gmail.com 301-W

(Japan)

HASSAN Ariezal Afzan Universiti Malaysia ariezal@umk.edu.my 214-P

 Kelantan

Deborah HEALEY University of dhealey@uoregon.edu 101-W, 239-K

Oregon (USA)

Elis Johannes HENDRY HELP University, elisj@help.edu.my 321-P

SALIM Malaysia
(Malaysia)

HOANG Diem Thi Ngoc Thai Nguyen ngocdiemvn@gmail.com 306-P

University

HOANG Thinh Banking Academy thinhhq@hvnh.edu.vn 306-P

of Vietnam

Ping-Yu HUANG Ming Chi alanhuang25@hotmail.com 210-P

University of
Technology
(Taiwan R.o.c.)

Takehiko ITO Wako University shimoebi@gmail.com 227-P

Adam JENKINS Shizuoka Institute adam.jenkins@sist.ac.jp 301-W

of Science and
Technology

Andrew JOHNSON Future University andy@fun.ac.jp 301-W

Hakodate

Gyoomi KIM Semyung gyookim@semyung.ac.kr 232-P

University (Korea,
Republic Of)

Ah-Choo KOO Multimedia ackoo@mmu.edu.my 305-P

University
Malaysia

Pramela KRISH Universiti pramela@ukm.edu.my 308-K

Kebangsaan
Malaysia (Malasia)

Linh LE Ho Chi Minh City linh.lvp@ou.edu.vn 207-P

Open University

Van LE Van Lang van.lhh@vlu.edu.vn 230-P, 312-P

University (Viet
Nam)

LE Van Thinh Banking Academy lethinhpy@yahoo.com 212-P, 306-P,

of Vietnam, Phu 309-P
Yen Campus

KeanWah LEE School of KeanWah.Lee@nottingham.edu.my 234-P

Education,
University of
Nottingham
Malaysia
(Malaysia)

Kok Yueh LEE Universiti kokyueh.lee@utb.edu.bn 236-P

Teknologi Brunei
(Brunei)

LOO Loo Foo Lan HELP University, funglan.l@help.edu.my 310-P

 Kuala Lumpur

Najihah MAHMUD Universiti Malaysia najihah.m@umk.edu.my 213-P, 214-P

Kelantan

MAHMUD Nazirah Universiti Sultan nazeerah@usas.edu.my 214-P

Azlan Shah

Tien MAI Ho Chi Minh City tien.mm@ou.edu.vn 207-P

Open University
(Vietnam)

Deliang MAN Guangdong mandeliang@hotmail.com 319-P

University of
Foreign Studies
(China)

Shana MAT SALLEH Universiti shana.salleh@utb.edu.bn 231-P

Teknologi Brunei
(Brunei)

Sofwah MD. NAWI UiTM Segamat sofwahsofwah@uitm.edu.my 204-P

Warid MIHAT Universiti warid.mihat@gmail.com 213-P, 302-P

Kebangsaan
Malaysia

MOHAMED Amaal Universiti Malaysia fadhlini@umk.edu.my 214-P

Fadhlini Kelantan

Jamal MOHAMMAD Prince Sattam bin jamal.gimsct@gmail.com 322-P

AHMED ALI Abdul Aziz
University

Nurjanah MOHD JAAFAR Universiti nurjanah@ukm.edu.my 213-P

Kebangsaan
Malaysia
(Malaysia)

Saleem MOHD NASIM Prince Sattam bin SALEEMKKU@YAHOO.COM 322-P

Abdul Aziz
University (Saudi
Arabia)

Nurfarah Kam MOHD Universiti 305-P

ZARUL KAM Teknologi MARA

Dr Priyadarshini HELP University, priyadarshini.m@help.edu.my 321-P

MUTHUKRISHNAN Malaysia

Priyadarshini HELP University, priyadarshini.m@help.edu.my 217-P, 220-P,

MUTHUKRISHNAN Kuala Lumpur 305-P

Lay Shi NG Universiti lizng@ukm.edu.my 213-P, 233-P

Kebangsaan
Malaysia

NG Lee Luan Universiti Malaya ngleeluan@um.edu.my 237-P, 326-P

Thuy NGO Vanlang University ngothicamthuy@vanlanguni.edu.vn 403-V

(Viet Nam)

Duy Linh NGUYEN HUTECH nd.linh78@hutech.edu.vn; 406-V

University, Roi Et linhdnguyen@reru.ac.th
 Rajabhat Unviersity
(Thailand)

Hang NGUYEN University of nthang@ufl.udn.vn 317-P

Foreign Language
Studies, the
University of
Danang

Hong Nhung NGUYEN Ho Chi Minh City nguyenhongnhung.spa99@gmail.com 408-P

Open University
(Viet Nam)

Huy Ngoc NGUYEN Van Lang huy.nn@vlu.edu.vn 325-P

University, Vietnam

Long NGUYEN University of nvlong@ufl.udn.vn 317-P

Foreign Language
Studies, the
University of
Danang

Mai NGUYEN Ho Chi Minh City mai.ntx@ou.edu.vn 207-P

Open University

Nhat Quang NGUYEN HQT Education nhatquang.ed@gmail.com 314-P

Ltd, Ho Chi Minh
City, Vietnam (Viet
Nam)

NGUYEN Thanh Luan Ho Chi Minh City luan.nguyen@ou.edu.vn 309-P

Open University

Thao Thi Thu NGUYEN University of nguyenthithuthao@vnu.edu.vn 309-P

Foreign Languages
and International
Studies (ULIS) –
Vietnam National
University, Hanoi,
Vietnam

NGUYEN Thi Thu Hien Hanoi University of hiennnguyen1211@gmail.com 314-P

Industry, Hanoi,
Vietnam

Tri Minh NGUYEN Edith Cowan mtnguye3@our.ecu.edu.au 325-P

University,
Australia ; The V
Language (Viet
Nam)

NGUYEN Vu Long Da Lat University, longnv@dlu.edu.vn 406-V

Vietnam

Yasuko OKADA Seisen University okada92025@gmail.com 227-P

(Japan)

Takanori OMURA Soka University mvttaka@gmail.com 324-P

(Japan)

Eunjeong PARK Sunchon National parkej@scnu.ac.kr 219-P

University (South
Korea)
Mark PEGRUM The University of mark.pegrum@uwa.edu.au 226-K
Western Australia
(Australia)

PHAM Nhat Linh HQT Education nhatlinhpham2017@gmail.com 314-P

Ltd, Ho Chi Minh
City, Vietnam

Yen Ho Hai PHAM Hoa Sen University phamhohaiyen@gmail.com 309-P

– Ho Chi Minh
City, Vietnam

Monse PÉREZ BARRIOS Gustavus Adolphus monsep@gustavus.edu 203-W

College

Andrea RAKUSHIN LEE Austin Peay State andrealee1216@gmail.com 407-V

University (USA)

Kamalanathan SEGi University kamalanathanramakrishnan@segi.edu.my 204-P

RAMAKRISHNAN

Revati RAMAKRISHNAN HELP University r.revati@help.edu.my 208-P, 220-P

(Malaysia)

Thom RAWSON Nagasaki thomw@niu.ac.jp 301-W

International
University

Thomas ROBB Kyoto Sangyo trobb@cc.kyoto-su.ac.jp 102-W

University
(Emeritus) (Japan)

Jeremy ROBINSON Gustavus Adolphus jeremyrobinson@gustavus.edu 203-W

College (USA)

Arieff Shamida SAMSUL SEGi University arieffshamida95@gmail.com 204-P

KAMIL

Takafumi SAWAUMI Ryutsu Keizai t.sawaumi@gmail.com 227-P

University

Rino Shafierul Azizie Universiti Malaya rinoshafierul@gmail.com 326-P

SHAHRIR RAGHBIR (Malaysia)

Mohsen SHIRAZIZADEH Alzahra University mohsenshirazizadeh@gmail.com 401-V

(Iran, Islamic
Republic Of)

Krishnavanie Universiti Malaya krishnav@um.edu.my 319-P

SHUNMUGAM

GURNAM KAUR SIDHU SEGI University gurnamgurdial@segi.edu.my 204-P

(Malaysia)

SHARINA SILVARAJ HELP sharinas@help.edu.my 303-P

UNIVERSITY
(Malaysia)

Esther SMIDT West Chester csmidt@wcupa.edu 211-P

University, USA

Or Kan SOH Universiti sok@ukm.edu.my 302-P

Kebangsaan
Malaysia
Seng Thah SOON HELP University sengthah.s@help.edu.my 223-P
(Malaysia)

Suzan STAMPER Hong Kong suzanstamper@gmail.com 320-P

University of
Science and
Technology (Hong
Kong)

Vance STEVENS Learning2gether.net vancestev@gmail.com 222-W

(Malaysia)

Frankie SUBON HELP frankie.s@help.edu.my 205-P

UNIVERSITY
(Malaysia)

SUE Chee Hao HELP University suecheehao@gmail.com 310-P, 323-P

Malaysia

Sailajah Nair Malaysian Institute sailajahnair@yahoo.co.uk 321-P

SUKUMARAN of Teacher
Education, Negeri
Sembilan, Malaysia

Jennifer TAN Help University jennifer.tan@help.edu.my 218-P, 323-P

(Malaysia)

Jennifer, Poh Sim TAN HELP University, Jennifer.tan@help.edu,my 217-P, 220-P

Kuala Lumpur

Sian-Hoon TEOH Universiti teoh.faculty.education.uitm@gmail.com 305-P

Teknologi MARA
(Malaysia)

Siew Ming THANG HELP University thangsm29@hotmail.com 213-P, 217-P,

323-P

THANG Thang Siew Ming HELP University, siewming.t@help.edu.my 310-P

Kuala Lumpur

baiju THOMAS Research Scholar rtobaiju@gmail.com 238-P

(India)

TON My Nhat Ton Nu Duy Tan University tonnmynhat@dtu.edu.vn 212-P

(Viet Nam)

TRAN Le Nghi Tran Banking Academy tt15121980@gmail.com 306-P, 309-P

of Vietnam, Phu
Yen Campus

Long TRAN Ho Chi Minh City long.ttd@ou.edu.vn 207-P

Open University

My TRUONG Hanoi University truongthimy85@gmail.com 313-P

(Viet Nam)

Ngan VO Ho Chi Minh City ngan.vhk@ou.edu.vn 207-P

Open University

Trang VO University of vnttrang@ufl.udn.vn 317-P

Foreign Language
Studies, the
 University of
Danang (Viet Nam)

Hoo Keat WONG University of khzwhk@nottingham.edu.my 310-P, 323-P

Nottingham
Malaysia
(Malaysia)

Hooi Keat WONG University of Hookeat.Wong@nottingham.edu.my 217-P

Nottingham in
Malaysia

Shin Pyng WONG HELP University shinpyng.w@help.edu.my 209-P

(Malaysia)

Su Luan WONG Universiti Putra suluan@upm.edu.my 215-K

Malaysia
(Malaysia)

Junjie Gavin WU Shenzhen gavinjunjiewu@163.com 228-P

Technology
University (China)

Sook Jhee YOON SEGi University yoonsookjhee@segi.edu.my 221-P

(Malaysia)

Azlin Zaiti ZAINAL University of azlinzainal@um.edu.my 206-P

Malaya (Malaysia)