GLoCALL 2010 @ Kota Kinabalu

puppypompIA et Robotique

14 nov. 2013 (il y a 5 années et 2 mois)

622 vue(s)

GLoCALL 2010 @ Kota Kinabalu

Wednesday, December 1, 2010

Workshop for Local Teachers

Introduction to CALL

Bae Son

10:00 ~ 11:30

Workshop: How to turn your daily work into research

and how to get it published

Jozef Colpaert

14:00 ~ 15:20

Workshop: Top Web 2.0 tools for L2 teaching

Leslie Opp

15:30 ~ 16:50

*** Virtual Sessions ***

Please view these presentations on the GLoCALL Websit

Virtual Session

Kulkarni Shefali :: freelance

Using the Internet for mixed ability
classes (#114)

A mixed ability class could be a mix of learning styles or a mix of language levels or both. Involving everyone in the class
always a challenge for the teacher. This workshop explores various ways in which the Internet can be used in the

language class
to cater to different needs. The Internet offers a rich resource bank that can be tapped into. We will look at various sites
and how
they can be exploited for the benefit of the class. The workshop will include reading activities that are v
ocabulary oriented for
different levels. The other activities will cater to language enrichment for the auditory and visual learners. We will conclu
de with
a reflection on how these can be adapted to suit other language areas like grammar, pronounciation e

Virtual Session

Byrne Jason :: Seigakuin University

Media literate support for self
organised EFL learning: YouTube video instructional (#24)

This presentation outlines an alternative approach to CALL localization and to training students in how

to be autonomous
technologically assisted EFL learners. Essentially, there is a conceptual twist in that the localization stems from localizin
g the
teacher within the Internet materials, whilst still retaining a physical presence in the classroom. Essenti
ally, the approach makes
the novel usage of YouTube relayed instructional videos that utilize the students' media literacy, complemented by simple and

clean website design. This approach allows the teacher to operate within three spatial domains; the class
room, the Internet and
the homework location. The approach provides a virtual bridge between conventional classroom study and self
study. The bridge
is built upon intuitive communicative tasks and makes use of the students' media literacy skills. Results o
f this approach suggest
that localizing the classroom component (the teacher), within the Internet domain increases learner autonomy as well as the
learners' willingness to interact with more challenging on
line tasks.

Virtual Session

Ho Mei
ching :: T
aipei Municipal University of Education

The effect of face
face and electronic peer review on Taiwanese EFL learners' writing (#66)

This study investigated the effect of face
face and electronic peer review on the revisions and writing quality of
EFL students. The students participated in a two
step peer review activity under two different peer review modes (i.e., written
comments followed by face
face discussions versus electronic comments followed by online chats). The design of elec
peer review involved an online collaborative writing interface, OnlineMeeting. This newly designed interface features a split

screen protocol and integrates document sharing, word editing, and synchronous chat functions to facilitate the electronic
review process. This paper addresses three issues: 1) the impacts of different peer review modes on the overall quality of
students' subsequent drafts, 2) the rate of students' incorporating peer feedback from different review modes into revisions,

3) students' reactions to different commenting and interaction modes. The data were collected from an intact college composit
course for English majors at a public university in northern Taiwan. In general, most students found OnlineMeeting to be very

helpful for peer review. Many of them felt typing comments directly on their peers' drafts was more efficient than giving
handwritten comments. However, they seemed to hold reserved attitudes toward replacing face
face discussion with online
chats. Tea
ching implications and directions for future research will also be discussed in the presentation.

Virtual Session

Chetchumlong Somboon :: Burapha University

Students' attitudes toward integration of online formative assessment in a large ESP course (

The study aims to explore students' perspectives toward the implementation of online formative assessment in their large Engl
for specific purposes or ESP class. The sample is approximately 170 second
year science students from diverse backgrounds

disciplines (i.e., applied physics, biochemistry, chemistry, computer science, geography, mathematics, and physics), who enro
in English for Sciences and Technology(222203) in a Thai university during the first semester (June
October) of the 2010
ademic year. The mixed methods procedure is employed to collect data through identical pre

and post
questionnaires which
are administered to the students before and after the intervention of the online formative assessment, respectively, to estab
r perceptions. The attitudinal questionnaire is in Liker
type scale, containing both closed
ended and open
ended items.

Virtual Session

Leather Jonathan :: Payap University

Learning English academic vocabulary via the mobile web (#78)

in the screen size and resolution of mobile phones make it possible now to run a good range of text
applications from the mobile web, with significant consequences for self
access language learning.

Virtual Session

Mamidi Radhika :: Prince Sultan University

Using computational linguistic techniques for language learning (#108)

One of the most useful methods for language learning is Computer Assisted Language Learning (CALL). It is a learner
method and an e
ffective alternative especially when the teachers are not available in the required numbers or within the budget
range [2]. An interdisciplinary subfield of CALL is Intelligent Computer
Assisted Language Learning (ICALL) which explores
the application of C
omputational Linguistics (CL) and Artificial Intelligence (AI). CALL, CL and AI developed independently
and have converged in ICALL. CL involves analysis of written and spoken texts, translation of texts into another language and

the use of natural languag
e for communicating with computers. By using CL applications along with AI techniques, the computer
can assess mistakes, provide feedback and recommend which tasks to complete [1]. The application of these different technique
for language learning in CALL

will help the language learner reach higher levels of proficiency.

In this presentation, the contribution of Computational Linguistics to CALL will be discussed. Also, currently available ICAL
systems will be reviewed. The focus will be on technologies
like concordancing, text alignment, morphological processing,
syntactic parsing, speech recognition and speech synthesis that help in illustrating linguistic structures, providing varied
material and identifying and correcting errors of f
cond language learners.

Virtual Session

Mohd Nihra Haruzuan Bin Mohamad Said :: Universiti Teknologi Malaysia

Mike Forret :: Universiti Teknologi Malaysia

Chris Eames :: Universiti Teknologi Malaysia

Malaysian undergraduate pre
service teachers'
perceptions of learning online through the implementation of an online
collaborative learning environment (#121)

The study reported in this paper presents the preliminary findings of a research aimed to understand the extent the
implementation of an onlin
e collaborative learning environment promotes effective online learning in a Malaysian university.
The research involves the use of e
learning (Moodle) forum discussions on two problem
based case studies of ICT contents in a
computer education course. The
research was undertaken among nine groups of Malaysian undergraduate pre
service teachers of
Science and Computer Education Programme (Chemistry, Physics & Mathematics) who were working in groups of 4
6 persons.
The data were collected using questionnaire
and focus group interviews and analysed using descriptive and non
statistical tests. Overall, the findings point to positive view of learning online and its support of collaborative work amon

Virtual Session

Noor Azlinda Zainal Abidin :: University Malaysia Pahang

The use of instant messaging in the language classroom in a completing group project (#122)

The use of Instant Messaging (IM) in language classroom is seen as one of the ways for educators to attr
act students in learning
as well sustaining their interest in acquiring a target language. Moreover, this will also help to keep the educators up to d
ate with
the latest technology used in education. Yahoo Messenger (YM), Skype, Gtalk and Ovoo are some of
the instant messaging tools
for online chatting. A quasi experimental study was carried out on a class of 27 undergraduate students in an English course
Universiti Malaysia Pahang. A Technical Writing course was taught throughout the 14 weeks and studen
ts had to communicate
virtually in order to complete their final group work. Result showed that IM helps students to perform better in completing t
final group project. Not only that, their work became more structured and organized. IM also provided mo
re room and
opportunity for quiet and shy students to express themselves better and communicate more without any fear.

Thursday, December 2, 2010

8:00 ~ 9:00


9:00 ~ 9:20

Opening Ceremony

9:20 ~ 10:10

Plenary Session #1: Local content,
local taste of CALL

Supyan Hussi

10:10 ~ 10:30

Tea Break

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 1

Kripps Anthony

:: Dhurakij Pundit University

Antonio Carlos


Korean for Thais: An experiment in blended
learning (#2)

In Thailand at the secondary and tertiary levels foreign language learners can choose from Chinese, Japanese and French, as w
as English. During the last decade public universities have begun offering Korean. Also during the last decade b
lended learning
has been introduced at many Thai universities. In these blended foreign language programs an e
learning component is generally
weighted at 10% of the course content or less. According to the results of a questionnaire about 268 Thai undergr
aduates' interest
in Languages Other Than English (LOTE), an e
learning course was organized for the LOTE with the highest demand, in this
case Korean. Twenty
three participants in the LOTE e
learning project joined voluntarily, mainly from the English dep
Those who completed the course (June to October 2009)would receive a certificate of achievement, but no academic credit. This

presentation will have two aims. Firstly, it will discuss the findings of this blended learning experiment, including att
rition and
proficiency gains. Secondly, it will consider feasibility of e
learning in terms such variables as personal learning style, learner
preferences and socio
cultural background of Thai learners.

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 2

Tseng Ming
i Lydia
:: Chung Yuan Christian University, Taiwan

Mediating and recontextualising multimodal resources in EFL students' online writing practices (#83)

This paper aims to explore how EFL students mediate and recon
textualise multimodal resources to make meaning, and negotiate
identities in online writing practices in the specific socio
cultural context. The research is taken place in one e
environment, which allows students to participate in synchronous and

asynchronous interactions. Socio
cultural theory of
learning (e.g. Lantolf & Thorne, 2006), the notion of multimodality in New Literacy Studies (e.g. Barton & Lee 2009; Gee,
2008), and the concept of recontextualisation (Bernstein, 1996) frame the design
of this study, providing a lens for the researcher
to discuss the socially
situated and ideologically laden nature of on
line interactions, and the learner's agency in associating and
drawing upon multimodal resources in their on
line writing practices. Th
is study adopts a case study research design, collecting
several data sources: on
line writing records, observation, reflective journals, individual interviews and focus
group discussion.
The analysis reveals that while most of students embraced the techno
logical innovations to express their thoughts and feelings
through the use of multimodal resources, some felt overwhelmed by the digital environment and restricted for not only peers b
also the institutional gatekeeper were present. Relevant implications

are also drawn for those who wish to employ technology in
EFL writing classes.

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 3

Mohd Nazri Bin Latiff Azmi
:: Universiti Darul Iman Malaysia

The failure in Etems (#211)

is study is carried out due to the reversal of the ETeMS policy (English in the Teaching of Mathematics and Science) which
has been practiced by teachers in Malaysia since 2003. The Ministry of Education took a drastic approach in gradually phasing

out thi
s controversial policy due to several related reasons, namely the poor performance of students and teachers in applying the
policy and also political pressure by Malay language activists. The objectives of the study are to find out whether or not th
cation of CALL (in this case in the application of teaching courseware) is one of the causes of the failures of ETeMS and
also to investigate teachers' perception of the implementation of the teaching courseware in ETeMS. Twenty primary school key


nel teachers of Mathematics and Science were involved in answering the questionnaire because they were experienced
and fully involved in the policy. The findings show that the teaching courseware was not the only reason for the failure of t
ETeMS. Teache
rs were not committed to use the courseware due to several reasons.

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 4

Ng Shi Ing
:: Politeknik Kota Kinabalu Sabah

life through Facebooking (#213)

Facebook has become

an important tool in creating, building and maintaining social ties by blurring the lines between virtual and
actual environment. With Facebook, one can perform a variety of functions which include instantly updated with friends' statu
on the wall, is
able to chat with a colleague from a different institution, can form and join similar interest groups or fan pages, can
send messages, post pictures, videos and links from the Internet, or cultivate one's farm or develop one's restaurant in 'Far
'Restaurant City' respectively. Due to its versatility, Facebook is viewed as a suitable platform for language learners to pr
English Language. "Under One Roof" is a project utilizing Facebook group to help semester one learners to practice the langu
skills in A 1003

English for Technical Purposes though more importantly, to be comfortable in using the English Language.
This idea was taken and adapted from Nicole A. Mills

Global Simulation and Facebook: The use of social networking tools
enhances language learner motivation and engagement (2009). For this project, learners have to assume an occupation and
live in a virtual apartment. Learners are allowed to discuss any topic, post opinions, ideas, and thoughts on the wall. Learn
ers are
uired to participate in discussion topics given by the teacher i.e. creating a newsletter or organizing a trip. Learners
participated in this project for at least 3 months and feedback was collected in a form of an interview. Overall, Facebook ca
become a

potential platform to incorporate all forms of multimedia towards encouraging English Language learning.

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 5

Tsai Juimin

:: Tamkang University

Empowering non
native English te
aching professionals through Moodle discussions (#86)

This study investigates nonnative MA TESOL students' participation in whole
class, face
face discussions and in Moodle
discussions in a seminar titled Native and Non
Native English Teaching Professi
onals. The patterns, content, and attitudes of
participation in whole
class discussions and in Moodle discussions are analyzed through a data collection of the instructor's
teaching diary, face
face discussion audiotapes, Moodle discussion postings, and

a focus group interview. The results of the
study show that when the students engaged in online discussions, they not only contributed more critical and reflective comme
on issues of non
native English teachers, but also established a collaborative and

encouraging learning community in which they
provided their peers with psychological support and shared electronic teaching materials online. In comparison, in whole
discussions, the instructor played a major role while the students' participation w
as more in the form of responses to the
instructor's questions and comments. Finally, the students generally held positive attitudes toward Moodle discussions as a
means of having a second chance to think through key issues that were covered in class and t
o engage in reflective thinking
through particiating in online discussion in addition to the fact that the instructor's encouragement and monitoring play a k
ey role
in facilating the online discussions.

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 6

Azmi Abdul Latiff
:: Universiti Tun Hussein Onn Malaysia

Zainal Abidin Sayadi
:: Universiti Tun Hussein Onn Malaysia

Google documents as an e
writing collaborative tool (#204)

The most obvious advantage of a collaborative w
riting process is summed up well in the old saying, "two heads are better than
one." In the Web 2.0 environment where collaborations can take place on various platforms, Google Doc is an application that
enabled online collaborative writing. This paper att
empts to share the writers' experience in using Google Doc in English as a
Second Language (ESL) writing class at Universiti Tun Hussein Onn Malaysia (UTHM) Johor. Furthermore, it also aims to
obtain the ESL students' perception of using the platform for t
heir writing assignments. A total of 94 second
year Engineering
students who registered for the UMB 1042 Technical Writing subject were involved in the research. In one of the assignments,
the students, who were divided into several groups, were asked to c
onduct research. Therefore, they needed to prepare their
research proposal and final report by using Google Doc instead of the normal MS Word. At the end of the semester, the student
were asked to answer a self
administered questionnaire that sought their

responses on a) their experience in using Google Doc, b)
the beneficial role of Google Doc in helping them to write the proposal and final report and c) how the collaborative writing

them to acquire English language. Overall, majority of the responde
nts were fully supportive of using Google Doc as a platform
in writing their assignments collaboratively. They strongly agreed that they application was very useful in helping them to d
o the
assignments and that corrections by their peers have helped them
to acquire the correct English language structures and

Thursday, December 2, 2010 :: Concurrent Session 1

(10:35 ~ 11:10) :: Room 7

Obari Hiroyuki

:: Aoyama Gakuin University

Transformative types of language education with ICT (#48)

Some of the benefits of blended learning will be discussed by reporting on my empirical study by taking advantage of the cybe
community. The cyber community includes: Cyber Campus System (CCS), e
learning and m
learning (mobile learning), on
ized Assessment System for English Communication (CASEC), CaLabo EX computer
assisted language learning
system(CALL), and digital storytelling. This presentation is to investigate the effectiveness of integrating blended e
with digital storytellin
g. The empirical study was carried out for two years from April 14 of 2008 to January 18 of 2010. An
empirical study among 63 students was carried out from April 14, 2008 to January 19, 2009. The 2008 study concluded that the
average score of CASEC improve
d from 539.3(SD93) in April 2008 to 585.8(SD75.5) in January 2009 after integrating
learning with PowerPoint presentation. In 2009, exactly the same learning materials were used with the same teaching methods
except with a particular emphasis on digital
storytelling. Students were required to make three or four digital storytelling
recordings whenever they gave a presentation as a group or individually. The 2009 concluded that the average score of CASEC
improved from 524.8(SD88.5) in April 2009 to 604.5(S
D65.2) in January 2010 after integrating blended learning with digital
storytelling. The differences of parameters between pre and post
recorded readings indicated that integration of blended learning
with digital storytelling helped students to improve En
glish pronunciation and overall English proficiency. The results indicated
that students made more progress with the help of digital storytelling in 2009.

Thursday, December 2, 2010 :: Concurrent Session 2

(11:15 ~ 11:50) :: Room 1

Hayashi La

:: Kanda University of International Studies

Student technology proficiency and its effects on language learning in a blended learning environment (#35)

A number of studies in CALL focus on teachers' technology proficiency and how it affects the use
of technology in language
teaching yet there are few studies looking at students' technology proficiency and how it affects their language learning,
especially in blended learning environments. The English Language Institute (ELI) at Kanda University of In
ternational Studies
(KUIS) supports blended learning and encourages the use of technology in the classroom. Students' technology ability and
motivation can sometimes pose challenges in the classroom and it has been observed that KUIS students' levels of te
proficiency vary widely. In order to investigate to what extent student technology proficiency and motivation affect their
technology use in blended learning, surveys, observations and interviews were conducted across two freshman English classes.

This presentation will discuss the gaps in technology proficiency and what types of activities motivate students so that teac
are able to incorporate them in curricula.

Thursday, December 2, 2010 :: Concurrent Session 2

(11:15 ~ 11:50) :: Room 2

Chen Chien
:: National Tsing Hua University

Liou Hsien

:: National Tsing Hua University

How do students' academic words develop in writing throughout a year? Sources of learning and online referencing tool
use (#38)

Vocabulary knowledge plays

a pivotal role in developing L2 writing, as is evidenced by substantial studies, and the Academic
Word List (Coxhead, 2000) has been considered to be one crucial learning target for L2 learners' academic literacy. However,
there is limited longitudinal re
search concerning the topics of academic vocabulary development in writing, or the effect of
online referencing tools on student's vocabulary learning. The current year
long case study thus aimed at investigating (a) how
students' academic vocabulary devel
ops in writing, and (b) to what extent online referencing tools, among other resources, have
effect on students' development of academic words. The data involved three third
year college students' writing assignments
sampled at seven time points of the aca
demic year, and their responses to follow
up interviews after each assignment. It was
found that the three learners exhibited different patterns of development in academic word use in writing with the increase o
frequency and accuracy. It is argued that,
among other input sources, online referencing tools facilitated students' learning both in
academic word use and during the writing process. Pedagogical implications are drawn based on our findings. (183 words)

Thursday, December 2, 2010 :: Concurrent Se
ssions 2 & 3

(11:15 ~ 12:30) :: Room 3

Lee Kean Wah
:: Universiti Sabah Malaysia

Radha Nambiar
:: Universiti Kebangsaan Malaysia

Puvaneswary Murugaiah
:: Universiti Sains Malaysia

Thang Siew Ming
:: Universiti Kebangsaan Malaysia

Pramela Krish
:: Un
iversiti Kebangsaan Malaysia

Hazita Azman
:: Universiti Kebangsaan Malaysia

Fariza Khalid
:: Universiti Kebangsaan Malaysia

Lee Yit Sim
:: Universiti Kebangsaan Malaysia

Azizah Ya'acob
:: Universiti Kebangsaan Malaysia

Symposium: Sharing findings of
a continuing professional development research project (#250)

Paper 1:

Teaching and learning methods have evolved with the current developments in Information Communication Technologies
(ICTs). ICT is not only seen as a provider of knowledge but a creator

for professional development of teachers. Hence ICT has
become an integral part of a teacher’s life and this article is based on the findings of a research undertaken to study the
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Paper 2:

Blogging experiences of smart school teachers: looking at level of involvement This paper reports on the blogging experiences

teachers teaching 3 subjects Maths, English and Science from 5 Smart schools in the

Klang Valley to investigate their
perceptions of their involvement in the blogs. These teachers participated in 3 different blogs

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Paper 3:

The potentiality of online communities of practice (CoPs) as a means of improving teacher professional development has been
widely proclaimed. With the affordances provided by Web technologies, online CoPs have become increasingly popular;
iding teachers opportunities to engage in continued professional growth. Such communities offer teachers an avenue to
discuss ideas, seek support, engage in professional discussions and connect with a wider peer group. The Online Continuing
Professional De
velopment for Teachers (eCPDelT) project features the development of online CoPs. A central conviction
underlying the design of the project is that teacher collaboration in CoPs can help teachers grow professionally. Three onlin
CoPs were constructed amon
g twenty Malaysian Smart School teachers who participated in the eCPDelT project. Using a
qualitative approach, this paper attempts to examine the presence of key CoP dimensions, as expounded in Wenger’s (1998) CoP
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Paper 4:

The e
CPDelT: Vision 2020 project is aligned with the key objectives of V
ision 2020 that seeks to implement learner
approaches to e
learning within all schools by the year 2020. The first part of the project attempts to establish three online
Communities of Practice (CoPs) among Mathematics, Science and English teachers

from five Smart schools. The findings
revealed that the controlled sharing via blogs and an online interactive platform was not very successful in promoting online

CoPs among the three groups of teachers (Thang et al., 2009; Thang et al 2010). In view of
that for the second part of the project,
the e
CPDelT Learning System was developed. This system offers online modules and online resources to help teachers develop
professionally and improve their ICT skills through online sharing of experiences, knowledg
e and skills. This system operates
using the moodle learning management system and is available free
charge to all Malaysian secondary school teachers. This
paper first describes the learning system. Then it shares our experiences in promoting the syste
m by mapping out our trials and
tribulations, and methods undertaken to overcome the setbacks faced.

Thursday, December 2, 2010 :: Concurrent Session 2

(11:15 ~ 11:50) :: Room 4

Nackeeran Sivapunniam
:: Universiti Kebangsaan Malaysia

Changing the
face of learning with Facebook (#225)

This paper examines the possibilities of using the Facebook, a socializing web environment, as an effective language learning

tool. With 43 million users, the facebook is the most popular social network on the web. Th
ough the users range from 80 to 8
years of age, it is more popular with the younger generation. The paper will examine the various applications of the facebook

such as face book notes, booktag, Webinaria, Screencast Recorder, SlideShare, Teach the People,
Dojo Learning,
KnowledgeBook, Podclass and Teach and Learn from an educational perspective.

Thursday, December 2, 2010 :: Concurrent Session 2

(11:15 ~ 11:50) :: Room 5

Scully James

:: Sultan Qaboos University

Using the Moodle database activity to
develop writing skills (#91)

The database activity in Moodle is a simple tool which allows teachers to structure a writing task very precisely, leaving th
student room to express themselves while acquiring specific language skills. Students use specific
formats and structures in a
framework which leads to a very professional looking output of which the students can be proud. The paper will show examples
of databases used with my students and show teachers how to set up this kind of activity themselves for

their students.

Thursday, December 2, 2010 :: Concurrent Session 2

(11:15 ~ 11:50) :: Room 6

Nor Fariza Mohd. Nor
:: Universiti Kebangsaan Malaysia

Noraini Ibrahim, Radha Nambiar
:: Universiti Kebangsaan Malaysia

Tan Kim Hua
:: Universiti Kebangsaan Malaysia

Patterns of discourse in online interaction: Examining collaborative learning process (#215)

Asynchronous communication by means of discussion forum plays an essential role in supporting collaborative learning among
rners. The online forum allows learners to ask questions, express their thoughts, share resources and justify their opinions
beyond the classroom four walls. Proponents of collaborative learning claim that collaborative learning can lead to enhanced
ng outcome for students. This paper examines data of an online discussion forum of a group of students in a course at
Masters level, in order to understand how the students interacted and collaborated in the process of learning about the topic
discussed i
n class tutorials. A combination of quantitative and qualitative methodology was used to examine the data. The
postings in the forum, based on two topics was examined qualitatively, using two analysis tools namely, Johnson and Johnson's

(1996) categories o
f collaborative learning situations and Fahy's Transcript Analysis tool (2001). The findings indicate that there
was collaborative behavior among the students in terms of contributing, exploring and providing information and feedback
which displayed eviden
ce of reflective thinking and reasoning. Another interesting finding is that there was minimal intervention
from the lecturer, and yet the students were actively participating in the online discussion.

Thursday, December 2, 2010 :: Concurrent Session 2

(11:15 ~ 11:50) :: Room 7

Davey Iain
:: Kyoto University of Foreign Studies

Using CALL to bring biodiversity into the classroom (#104)

In this, the International Year of Biodiversity, this presentation offers a detailed look at a set of content
materials centred
on the topic of biodiversity. Using the materials as examples, it will illustrate a number of practical CALL ideas for genera
effective materials sourced from the Internet. It will also consider effective ways such content can be brou
ght into the classroom
or delivered through Moodle. All the examples will have the potential to be adapted and applied to other areas of content EFL


Thursday, December 2, 2010 :: Concurrent Session 3

(11:55 ~ 12:30) :: Room 1

MacKenzie Dirk

:: Kanda University of International Studies

Interaction and learner autonomy in blended learning spaces (#74)

Oliver and Trigwell (2005) argue that " . . . learning, from the perspective of the learner, is rarely, if ever, the subject
of blended
ng [research]. What is actually being addressed are forms of instruction, teaching, or at best, pedagogies. The implication o
this is that the term 'learning' should be abandoned" (p. 17). They go on to suggest the term 'blended teaching' as a more ap
scription of the existing literature. Before we abandon the term blended learning, however, we need to know whether or not
there is something to it

especially in terms of interaction and learner autonomy. To this end, we looked at a series of blended
arning space (BLS) lessons from the learners' perspectives. A BLS at our institution is a modern, versatile classroom equippe
with a range of technologies, including 30 laptop computers connected to the internet, and accommodating a variety of modes o
arning. Lessons incorporated a range of technologies, and often saw learners working together on laptops in class. We
recorded lessons and used video screen capture software on each laptop to capture large

and small
scale patterns of
interaction sim
ultaneously. Each video source was used in stimulated
recall interviews with learners to reveal factors influencing
their decision making. A variety of BLS lessons will be presented from the learners' perspectives.

Thursday, December 2, 2010 :: Concurren
t Session 3

(11:55 ~ 12:30) :: Room 2

Tan Neslie Carol

:: De La Salle University

Manila, Philippines

Bensal Edwina

:: De La Salle University

Manila, Philippines

Miraflores Edna
:: De La Salle University

Manila, Philippines

Misolas Carmina

:: De

La Salle University

Manila, Philippines

Common problems in the preparation of non
prose forms presentations among freshmen English for communication
students (#96)

In the advent of technology, visual literacy is no longer exclusive to the ability to
read texts or prose but now also requires the
effective reading of non
prose forms (graphs, charts, tables, and others). Hence, the creation of non
prose forms has become an
essential skill due to the need for more efficient and more precise presentation o
f ideas. Specifically in the course English for
Communication (ENGLCOM) students training to become future professionals are expected to prepare non
prose forms that
convey condense information based on elaborate texts. Again, with the onslaught of technol
ogy, it can be noted that students
have now changed their ways of preparing non
prose forms in their academic output. This study thus investigates the common
difficulties students encounter in the process of translating complex prose materials to non

forms such as insufficient
knowledge of the conventions of non
prose, poor comprehension of texts, low technological competence, and other problems.
Recommendations for further improvement in the teaching of non
prose forms are extracted from identified s
tudent weaknesses.

Thursday, December 2, 2010 :: Concurrent Session 3

(11:55 ~ 12:30) :: Room 4

Anna Lynn Abu Bakar
:: University Malaysia Sabah

Wan Huraini Osman
:: University Malaysia Sabah

Zuraiyni Yassin
:: University Malaysia Sabah

Learning E
nglish as a second language through social network (#235)

A market research conducted by the British Council in 2007 discovered that the Internet has affected the preferred learning s
of young people wanting to learn English around the world. Hence,
the objective of this paper is to discover and reconfirm the
results of the prior research mentioned

with specific focus on how a social network can assist the teaching of Oral
Communication in English offered by the Centre for the Promotion of Knowledge

and Language Learning, Universiti Malaysia
Sabah (UMS) among ESL learners. In this study, the researchers adapted the art of 'blended learning' with a touch of technolo
to solve the problem of students' lack of knowledge and interests on both language a
nd content of the themes which are often
challenging tasks for certain educators and students to achieve. A total of 100 students were involved in this research where
'Facebook' was integrated as a supplement in the UB00202 course. The outcome of this r
esearch highlights the positive results on
how social networking through technology can improve communication in English among second language learners.

Thursday, December 2, 2010 :: Concurrent Session 3

(11:55 ~ 12:30) :: Room 5

Robb Thomas

:: Kyoto Sangyo University

Maximizing student learning with MoodleReader (#70)

MoodleReader is a free add
on for Moodle which allows teachers to track their students' reading. Using the module, students can
be required to read outside of class and the
teacher can relatively painlessly track how much they have done without requiring
written proof such as summaries or reports. The module is currently being used by over 10,000 students on four continents. Th
presentation will outline the major features o
f the module and present positive proof of its effectiveness.

Thursday, December 2, 2010 :: Concurrent Session 3

(11:55 ~ 12:30) :: Room 6

Manizheh Alami
:: University Science Malaysia

female discourse difference in terms of lexical density

Gender differences manifest themselves in every aspect of our lives. There is an abundance of studies conducted on the
differences between men's and women's styles of speech which indicates the significance of this issue. The present study is a
tempt to investigate whether the speaker's gender (being a male or female) contributes to the Lexical Density (hereafter LD)
spoken discourse or not. Our main aim is to examine whether the LD of discourse is sensitive to the gender of the speaker (ma
vs. female). Our hypothesis is that the difference in LD percentage is attributable to the gender of the speaker. According t
o Yates
(1996:37) LD is "a measure of information density within a text. Defining LD as "a number of lexical items as the proportio
n of
running words"(1985:64), Halliday (1994) argues that the written language is not only more complex in terms of lexical densit
than spoken language but they construe reality in different ways. The present study is a data
driven, empirical analysis bas
ed on
the transcribed recordings of interactions between men and women. To measure the lexical density of male or female speakers,
the Text Content Analysis Tool (TCAT) was used to measure lexical density and to count the total number of words used by male

or female speakers. The results of the study show that there is not a statistically significant difference between LD of male

female oral discourse. However, there is a quite opposite relationship between the LD and the number of words employed by
h speaker regardless of their gender.

Thursday, December 2, 2010 :: Concurrent Session 3

(11:55 ~ 12:30) :: Room 7

Son Jeong

:: University of Southern Queensland

assisted language learning: An introduction (#54)

Robots have recently attr
acted many educators' attention and interest. In the areas of early childhood and primary education, in
particular, robots are being considered as an innovative educational tool, which has a friendly appearance and makes interact
movements. They seem to

lower learners' affective filters and generate human
like relationships with learners. This paper
provides the theoretical background to the use of educational robots and explores how teaching assistant robots can be used i
n the
language classroom. The fo
cus of the paper is given to the roles and functions of teaching assistant robots and the possibility of
using the robots in the English as a foreign language classroom.

12:35 ~ 13:25


Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Fadzel Wong Chee Ping
:: University Malaysia Sabah

Stephanie Binti Justinus
:: University Malaysia Sabah

Lim Hwei Jin
:: University Malaysia Sabah

Effect of using 'Interactive CD' towards students' achievement and interest in learning Physics (#238)

The purpose of this research was to examine the effect of using 'Interactive
CD' towards students' achievement and interest in
Physics. 200 respondents were chosen for this research which was divided into 100 respondents for the treatment group and 100

pondents for the control group. The treatment group and the control group had been taught by using an 'Interactive
CD" and a
traditional teaching method respectively. The instruments in this research were a demography form, pre and post Physics
knowledge t
est and questionnaire on interest. The collected data were analyzed by using Statistical Package for Social Science
(SPSS) version 17.0. Paired t
test indicated that there was a significant difference (p<0.05) between the mean score of Physics
knowledge in

the pre and posttest for the treatment and control group. However, the different means score physics knowledge
between pre and post test for the treatment group (31.7+ 4.3) was reported higher than the control group (24.9 +1.6).
Whitney U test indica
ted that there was a significant difference (p<0.05) in interest towards the using of 'Interactive
compared to the traditional teaching method in the teaching and learning process. It is concluded that the usage of
CD' in teaching and lear
ning process is more effective compared to the traditional teaching method.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Salina Sulaiman
:: Universiti Malaysia Sabah

Zaturrawiah Ali Omar
:: Universiti Malaysia Sabah

Secondary Mathematics Teachers' Perceptions of Google Sketchup (#301)

Mathematics classrooms must be technological
rich. Knowing how to use technology is the not the same as being able to instruct
students effectively on the use of that technology. In th
is study, we aim to find out the perceptions of preservice secondary
Mathematics teachers, who enrolled in Mathematics III as part of their undergraduate course program, towards the use of Googl
SketchUp (GSU). At the end of the course, a semi
interview was conducted on all participants. In general, it is found
that participants agreed on the effectiveness of GSU on the teaching coordinate geometry. They also gave their views on usage

and features of GSU.

Thursday, December 2, 2010 :: Poster S
ession (13:00 ~ 13:25)

Siti Zuraiyni Yassin
:: University Malaysia Sabah

Anna Lynn Abu Bakar
:: University Malaysia Sabah

Wan Huraini Osman
:: University Malaysia Sabah

Based Mode vs Conventional Mode: Enhancing English Language Skills Among

ESL Learners (#302)

Enhancing English reading skills has become a persistent problem amongst many second language learners in Malaysia, where
the act of reading itself is not a common cultural practice. A possible solution to this problem is for language

teachers to
implement current trends in language learning. New reading modes could be used rather than relying solely on printed material
in the language classrooms. In rural Sabah, encouraging adult learners of English to use the Internet to read Englis
h materials can
be considered as going far beyond their ordinary limits, simultaneously creating a greater challenge. This study was based on

survey conducted among a group of adult learners, focusing on their attitude and perception towards reading in a

new mode,
which is the Internet (computer
based mode), in comparison to reading traditional printed materials (conventional mode). The
adult learners selected in this study were those who fulfill all of the following requirements, which are: (i) minimal e
xposure to
the web
based reading approach, (ii) living in any rural area of Sabah, (iii) belonging to the age group of 40 to 60 years old, and
(iv) having been identified as belonging to the lower English proficiency group. The outcome of the survey showed

that the adult
learners from rural areas were willing to accept a new mode of reading to improve their English Language skills. The learners
positive feedback and high motivation portrayed their interest in reading English materials on the Internet in th
e language
classroom. However, there was still a great difference among the learners' preferences when reading either in the traditional

the new technological mode.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Hamzah Asyrani Sulaima
:: Universiti Teknikal Malaysia Melaka

Riduan Ahmad,
:: Universiti Teknikal Malaysia Melaka

Mohd Fauzi Ab Rahman
:: Universiti Teknikal Malaysia Melaka

Fakhrul Radzi Idris
:: Universiti Teknikal Malaysia Melaka

Social and Gaming Network in Education
al Technology (#303)

Social and gaming network (SGN) or often called social gaming network is considered as an efficient form of communication
between web communities with no boundaries. Facebook, MySpace, Friendster and Twitter are a few of the most popu
lar social
network applications that exist in the web currently for communities to socialize with other people. The growth of social net
technology has increased from a simple application of connecting people to a gaming network to networks that succes
connect people from various parts of the world to each other. In this paper, we would like to address the potential of social

gaming network (SGN) as educational technology tools for a community based on today experiences in order to handle future

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Baharom Mohamad
:: University Of Malaysia Sabah

Abdul Said Ambotang
:: University Of Malaysia Sabah

Shukri Zain
:: University Of Malaysia Sabah

Mohd Yusof Abdullah
:: University Of Malaysia Sabah

The Influence of Computer And Internet Usage Among Students Towards ICT Culture in UMS (#304)

This paper reports on a study conducted to investigate the relationship between computer and internet usage and attitudes amo

students of different faculties towards the ICT culture in Universiti Malaysia Sabah (UMS). It is a survey research based on
quantitative data using random sampling involving XXX respondents. Data was collected via a questionnaire and were analysed
ptively and inferentially. In overall terms, findings showed that UMS students had moderate computer anxiety, neutral
attitudes toward the Internet and high computer ability or self capability. Students were found to have a high frequency use
ICT in the
ir learning process and a moderate frequency use of ICT for entertainment purpose. Students in different faculties were
found to have different attitudes toward the ICT culture.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Supli Effendi

Bin Hj A Rahim
:: Universiti Pendidikan Sultan Idris

Ahmad Bin Mohd Shariff
:: Universiti Pendidikan Sultan Idris

Lessons Learnt From the Uses of Blog Multiply.Com As A Computer
Assisted Language Teaching Tool (#305)

The uses of blog in t
eaching is new to our university but quite interesting and help improve the motivation and
performance of students taking subjects that were designed under the system of learning. A number of blogs were set up based
subjects taught for examples: www.mek and Students were
then instructed to form their own groups and apply to join the blogs. The uses of blogs are aimed to supplement the face
classes. In the blogs lecturer posted various

things such as lectures notes, assignments' guidance, videos, etc. Students were asked
to put their assignments and lectures' reviews in their blog. When there were public holidays or when the lecturer was not in

campus, distance learning was conducted. T
he lessons learnt from the use of Blog Multiply.Com as a computer assisted language
teaching tool are: first, students were active in learning and had two
way communication among themselves and with lecturer;
second, a continuous assessment for the student
s became easy and possible; third, this system of teaching helped to reduce the
burdens of students and is also environmentally friendly as it is a paperless system of teaching.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Rosli Bin Ab. Rahman
:: IPG Sultan Mizan Campus

Muhammad Sidek Bin Said
:: IPG Sultan Mizan Campus

Mohd.Jalani Bin Hasan
:: IPG Sultan Mizan Campus

The Use of E
Learning in the Teaching Process Among the Bahasa Melayu Lecturers of Ipg Sultan Mizan Camp
Besut, Terengganu. (#306)

The use of e
learning in lecturers' teaching process in teaching institutes is essential in upgrading the quality of teaching and also
in providing various techniques of teaching among pre
service teachers. Effective e
ng application among lecturers will
give benefits in producing excellent future teachers accompanied with the literacy of information and communication technolog
(ICT) and communication skills. This study is carried out in order to identify the level of e
learning awareness among selected
lecturers in IPG Sultan Mizan Campus, Besut, Trengganu to investigate the most popular forms of e
learning used by their
lecturers and finally to discover the effects of e
learning usage among the students or the teacher
trainees in the same campus.
The methods of inquiry of this study are both quantitative and qualitative in nature. The subjects of this study are selected

lecturers and teacher trainees from the Campus. The instruments used for this study are a questionnai
re and an interview. All the
data collected will be analysed through descriptive analysis and also through the analysis of the interview.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Salfarah Abdullah
:: University Malaysia Sabah

h Fattah
:: University Malaysia Sabah

Hasnah Tanalol
:: University Malaysia Sabah

Tan Choon Keong
:: University Malaysia Sabah

Learning Issues And Challenges: UMS (#307)

Learning is categorized as one of the critical agenda projects in the Nationa
l Higher Education Strategic Plan by the Minister
of Higher Education Malaysia. It is also identified by International Society for Technology in Education (ISTE) as the type o
skill necessary to retrieve information easily and extensively by students of t
he 21st century. To ensure that e
learning is relevant
and beneficial to UMS teaching and learning needs, the university has embarked on a university
wide initiative to encourage and
enhance the use of e
learning in all faculties. This article discusses va
rious factors contributing to the successes, challenges and
constraints during the implementation of e
learning in UMS.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Zaini Amir
:: Universiti Kebangsaan Malaysia

Online Learning Communi
ty: Language Learning Strategies Employed by ESL Learners (#308)

Online learning community has been considered as one of the most important learning concepts in technology
instructions. From a social learning aspect, a learning community is defined
as a common place where people learn through
group activity to define problems affecting them, to decide upon a solution, and to act to achieve the solution. All of these

activities and interactions occur in an online environment, called Online Learning Co
mmunity (OLC), or online learning network
(Hiltz, 1998). Thus, this learning network emphasizes active and interactive learning and thereby encourages students to adap
their learning strategies in order to control their own learning. This paper discusses
findings of language learning strategies
employed by ESL learners using the online learning mode. Interviews and direct observations revealed that the learners employ

appropriate learning strategies while learning online. The employment of appropriate lear
ning strategies is believed to be a key
element of successful learning. Findings from the paper may aid online facilitators to better understand the learning strateg
students employ and may help them to take these strategies into account.

Thursday, De
cember 2, 2010 :: Poster Session (13:00 ~ 13:25)

Leila Haddadi
:: Universiti Malaya

Abdolmajid Jafari Saray
:: Universiti Malaya

Language Acquisition Through Visualization of the Situations (#309)

It has not been long time since computers have been i
ntroduced into the world of education. Internet and Multimedia facilities
have already brought about a learning revolution by making it unimaginably easier to gain the required data and information i
n a
more visual and tangible manner through access to mor
e resources, such as human senses and different kinds of learning
methodologies. Information technology applying High
Tech facilities to help raise the efficiency of the educational purposes is
usually referred to as e
learning. As a result of this, myriad

numbers of researches in this area have taken place and resulted in
striking outcomes (Fernández
Manjón, 2007). One of the outstanding facilities is the virtual real environment which, through the
application of the standards of the reality, endeavours to

create a simulation of the real being experienced through the human
senses and conscious perception. The authors of this article will share their experience in dealing directly with the languag
learning problems in classes of foreign/second language stud
ents in Iran and Malaysia with the use of Computer Aided
Instruments (CAI) and the visually enticed tools. Since learning and teaching grammar of a new language seems to be the
commonest struggle among language learners and teachers, the lecturers will try

to concentrate on this aspect to test and analyze
the methods which can lead to an effective learning and teaching approach.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Maslin Binti Masrom
:: UTM Razak School Of Engineering And Advanc
ed Technology

Zuraini Ismail
:: UTM Razak School Of Engineering And Advanced Technology

Rashidah Nural Anuar
:: UTM Razak School Of Engineering And Advanced Technology

The Impact of Active Learning Effectiveness on Students' Learning Quality (#310)

tive learning refers to techniques where students do more than simply listen to a lecture. Students are doing something
including discovering, processing, and applying information. This research examines the quality of student learning through t
s' involvement in active learning that is implemented in an undergraduate program at the University Technology
Malaysia, International Campus, Kuala Lumpur. The effectiveness of activities in the class such as problem solving, discussio
and case study was

investigated using one
one, in
depth semi
structured interview method to gauge lecturers' views regarding
active learning activities. Research in active learning made a valuable contribution to the development of independent learni
skills and the abi
lity to apply knowledge. Besides, it also could create interest in the curriculum and to prepare students for their
future careers too. Research also indicates that problem solving is the most effective activity for quality student learning
as it
shapes th
e way that students study and meets desired learning outcomes.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Noemi Linus
:: University Malaysia Sabah

Sabariah Sharif
:: University Malaysia Sabah

Aishah Tamby Omar
:: University Malaysia Sabah

Teacher Professional Development System Kit (#311)

Teachers are typically seen to be burdened with heavy workload, ranging from doing clerical duties to planning, implementing
and managing a host of curricular and co
lar activites. An unfortunate outcome of that is teachers fail to keep abreast of
the latest development in their field, resulting in the neglect of their own professional development and career advancement.

order to help teachers to search for latest i
nformation related to their profession, ICT could be used to manage and store
significant information. A Professional Development (PD) system kit is thus designed and developed in order to assist teacher
s to
maintain their professional growth while at the
same time reduce their workload. The contents in the PD system include the
compilation of teachers' courses materials, research templates, PD skills enhancement strategy, PD methodology, and PD
enhancement modules. The course materials will comprise video
and learning modules. The research template will include a
research framework template such as action research template. Other materials that are in the PD Kit are self
learning materials
consisting of a compilation of strategies and techiques on effective

teaching. Professional Development Modules is ICT
and its aims is to assist teachers in their Professional Development and minimise their heavy workload. The advantage of this

system is that teachers could access it at anytime and in any place.

Thursday, December 2, 2010 :: Poster Session (13:00 ~ 13:25)

Amy Elanie Matin Sabariah Sharif
:: University Malaysia Sabah

Sabariah Sharif
:: University Malaysia Sabah

Aishah Tamby Omar
:: University Malaysia Sabah

Digital Storytelling: Enhancing L
anguage Learning (#312)

The aims of the study is to investigate the students' perceptions of Digital Storytelling in English classroom as well as to
the impact it has on the learning of English among ESL learner in Malaysia. In addition, it also a
ims to refine the Digital
Storytelling program so it will be more conducive to language learning. This study utilized the Qualitative research design i
order to conduct the study. However, to gain explicit understanding of the current study, the researche
rs used both qualitative and
quantitative method to collect the intended data. The quantitative data were collected using the Constructivist Multimedia
Learning Environment Survey (CMLES) designed by Moar in 2000. Whereas, the qualitative data were collect
ed using the
ended questionnaire. Qualitative data was collected to support and refute the finding of CMLES. This study had its own
value in way that it was a program specially designed to investigate the impact of Digital Storytelling toward language

in the district of Membakut, Sabah.

13:30~ 14:20

Plenary Session #2: E
teachers, e
presence, and e
volving practices

Leslie Opp

Thursday, December 2, 2010 :: Concurrent Sessions 4 & 5

(14:25 ~ 15:40) :: Room 1

Kimura Midori

:: Tokyo Women's Medical University

Agawa Toshie
:: Keisen University

Koyama Miyuki

:: Kyoei
Gakuen Junior College

Digital storytelling for creative learning (#94)

Three speakers will discuss the effectiveness of Digital Storytelling (DST) in educati
on.DST integrates the art of telling stories
with various multimedia tools, such as text, still images, audio, and video. DST has the potential to provide many benefits f
education. The first speaker will show how digital storytelling can promote coopera
tion and motivation in university EFL
classes. Following a theoretical overview, she will show how a DST project can be designed to encourage cooperation among
students. In addition, designs and products in actual use will be introduced and discussed. The
second speaker will report on how
her students, who are care work majors with low English proficiency, improved their vocabulary test scores by practicing DST.

The last speaker will focus on the benefits of DST in reading classes and provide details regard
ing how DST enabled the students
to learn to read deeply and visualize the stories, resulting in improved comprehension. We concluded that DST enabled student
to gain first
hand experience in the performing arts through opportunities to create stories usi
ng various multimedia tools, and
that it enhanced their autonomy, self
esteem, and cooperation, allowing them to enjoy the process of oral language development.

Thursday, December 2, 2010 :: Concurrent Session 4

(14:25 ~ 15:00) :: Room 2

Brine John

:: University of Aizu

Vocabulary support for reading computer science texts on eReaders (#109)

According to the literature on first language acquisition, reading for meaning contributes to learning vocabulary and is like
ly to
improve academic success.
Furthermore, research on second language acquisition has shown that deficiencies in vocabulary
knowledge can cause difficulties for ESL students who are reading for meaning in academic areas of study. Considering that EF
university students may have even
more difficulty with reading technical texts, this open source software development project
will support EFL students' learning of computer science vocabulary by creating a mobile eReader tool to assist word recogniti
Research indicates that ESL student
s acquire more vocabulary when they have access to computer
mediated glosses and
dictionaries. Similar outcomes are anticipated in this project where EFL computer science students regularly encounter new
vocabulary during extensive reading of technical tex
ts. We are developing program specifications and designing implementation
procedures for a new method that employs text glosses on an eReader.

Thursday, December 2, 2010 :: Concurrent Session 4

(14:25 ~ 15:00) :: Room 3

Nazatul Shima Abdul Rani
:: Sch
ool of Business, Curtin University, Sarawak, Malaysia

Localizing Internet Materials to the Classroom: A Case of Small Business Growth Unit in Offshore Campus (#261)

This paper discusses the practice by the author in delivering Small Business courses to
students in offshore campus by integrating
internet materials in order to localize the courses to Malaysians’ perspectives. This is crucial in order to assist students
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Thursday, December 2, 2010 :: Concurrent Session 4

(14:25 ~ 15:00) :: Room

Vincent Pang
:: University Malaysia Sabah

Emily Akang
:: University Malaysia Sabah

Facebooking for learning and teaching in higher education (#237)

Facebook is a popular social networking website launched in 2004. It is widely used today for extensi
on of communication as
well as for sharing of digital materials, ideas and even emotions among users. This paper shares the experience and effects o
f the
voluntary use of Facebook to support the learning and teaching of the undergraduates' Evaluation in Ed
ucation course, which was
conducted using traditional face
face approach as well as a Learning Management System based on MOODLE. It also reports
on the difficulties faced by learners who did not opt to use Facebook for the course. It was found that the

use of Facebook for the
course has enriched the experience of learning and teaching in many aspects. The main difficulties faced by non
users of
Facebook are technical factors which required enhancement of technical infrastructure.

Thursday, December 2,

2010 :: Concurrent Session 4

(14:25 ~ 15:00) :: Room 5

Kaya Tadayoshi

:: Gakushuin Women's College

Hiroyuki Obari

:: Aoyama Gakuin University

applicable CALL technologies and benefits of blended learning (#100)

The presenters will (1)
explore various types of technologies that can be easily applied to the classroom, and (2) discuss some of
the benefits of blended learning. In 2009, TESOL published Technology Standards (Healey et al., 2009) for language teachers,
and it is highly likely
that CALL skills will be imposed on all language teachers in the near future. Therefore, it is mandatory for
language teachers to share their knowledge of new technologies and understand the benefits. In the first part of our presenta
technologies tha
t could be easily used by language instructors will be introduced: Online language learning websites
driven approach Video
conferencing Language learning by MP3 players Online video
sharing websites Text
(TTS) Electronic dictionaries Blogg
ing. Secondly, the presenters will discuss some of the benefits of blended learning, reporting
on some empirical studies conducted in the cyber community where Cyber Campus System (CCS), e
learning and m
(mobile learning), on
line Computerized Ass
essment System for English Communication (CASEC), CaLabo EX CALL system,
and English pronunciation training software are available to teach EFL students. After considering the above
mentioned points,
we will also explore the problems related to these issue
s. Constructive opinions and suggestions from the audience will be

Thursday, December 2, 2010 :: Concurrent Session 4

(14:25 ~ 15:00) :: Room 6

Dahlan Bin Abdul Ghani
:: Universiti Kuala Lumpur

Mohd Yusoff Tafri
:: Universiti Kuala Lumpur

Interactive e
Novel: A model and prototype design interactive solution for novel readers in Malaysia (#205)

Novel is a long narrative in literary prose. The genre has historical roots both in the fields of the medieval and early mode
romance and in the

tradition of the novella. To become part of the literary production novels have to address the discussion of art.
The construction of the narrative, the plot, the way reality is created in the work of fiction, the fascination of the charac
studied, an
d the use of language are usually discussed to show a novel's artistic merits. In Malaysia, only 50% of the population
likes to read and this percentage is low compared to developed countries. There are various reasons for this. First, readers
novels in

Malaysia are mostly female. In addition, novels usually come in thick book collections with hundreds of pages and they
are also quite costly especially for students. Even interest in the study of literature is slowly losing popularity in Malays
ia due to
odernization, Computer Graphic Imaginary (CGI), mobile solutions, ICT and etc. The aim of this paper is to demonstrate that
an interactive prototype model can provide an e
novel solution to overcome the problems identified. The model comes equipped
with so
und effects, animations and other modern features.

Thursday, December 2, 2010 :: Concurrent Session 4

(14:25 ~ 15:00) :: Room 7

Koizumi Takashi

:: Nagoya University

Matsubara Midori
:: Nagoya University

Sato Takehiro

:: Nagoya University


:: Nagoya University

Sugiura Masatoshi

:: Nagoya University

Development and enhancement of CALL materials for learning academic English skills (#89)

This presentation introduces Computer
Assisted Language Learning (CALL) materials developed at Na
goya University, reports
on the expertise involved in developing the materials, and discusses the results of a questionnaire survey conducted to impro
the materials. Nagoya University developed CALL materials for advanced English students to coincide wit
h its introduction of a
new English curriculum in academic year 2009 and began utilizing the materials in out
class studies in academic year 2010.
The materials developed comprise a total of 12 units that aim to foster the basic Academic English skills
required to understand
lectures and give presentations at universities in English
speaking countries. Along with the demonstration of these materials, the
presentation summarizes the highlights of the actual development processes and reports on the experti
se and points that may be
helpful to other institutions thinking of developing their own CALL materials. Two months after the University began utilizat
we surveyed students about the usability of the materials through a questionnaire. While the questio
nnaire aimed to improve the
University's CALL materials in particular, it also contained questions that might help improve CALL materials in general. The

presentation discusses how CALL materials can be improved, which became evident through the questionna
ire results.

15:45 ~ 16:05

Tea Break

Thursday, December 2, 2010 :: Concurrent Session 5

(15:05 ~ 15:40) :: Room 2

Gorjian Bahman

:: Islamic Azad University, Abadan Branch

Pazhakh Abdolreza

:: Islamic Azad University, Dezful Branch

Sharafi Katayoon
:: slamic Azad University, Dezful Branch

The effect of online textual, pictorial and textual
pictorial glosses on vocabulary learning (#13)

Abstract This study measured up the effect of online textual, pictorial and textual
pictorial gl
osses on developing English
language learners' vocabulary. The research population comprised of 120 female pre
university students who were selected
through convenience sampling. They took a proficiency test (i.e., extracted from Nelson English Language Te
sts, Fowler & Coe,
1976) which indicated 90 students were at the homogeneous level. They were randomly divided to three groups of textual (A),
pictorial (B) and textual
pictorial (C) through systematic random sampling. During 8 sessions of instruction 40 m
inutes each, 4
texts of pre
university course book were covered. The participants read the texts and consult the glosses attached to the target
words by placing the mouse pointer on the highlighted words synchronously. Data were analyzed through One
way AN
OVA to
depict the probable mean differences among the groups. Findings showed that multimedia glossing affected learners'
development of English vocabulary. The experimental group A significantly outperformed groups B and C in learning
vocabulary (p<0.05).

hoc Scheffe test revealed online textual
pictorial glosses were more effective than textual and
pictorial glosses. Thus this study proposed a hierarchy of using online glosses as textual, pictorial and textual

December 2, 2010 :: Concurrent Session 5

(15:05 ~ 15:40) :: Room 3

Anuratha Kanniah
:: University College of Technology And Innovation (UCTI)

Stimulating critical thinking in online discussion forum (#202)

The use of online discussion forum in
distance learning and online mode learning is common. However, it is also widely used to
support classroom learning. Amalgamation of online forum has emerged as a common tool to encourage richness in discussion.
Using online forum in fostering students' cr
itical thinking is a principle issue in the realm of online teaching (Stein, 2007). It not
only allows students to extend learning outside the classroom, but it stimulates in
depth thinking and formulates collaborative
learning. The present ongoing study c
ontributes to gauge the students' ability to think critically in online discussion. The study
also contributes in understanding the effectiveness of using media in online discussion forums. The online discussion will be

for 4 weeks involving a group o
f students from an Intensive English Programme (IEP). The postings will be analysed by using
Bloom's taxonomy to measure the quality of the postings. As mentioned by many previous researches, it is perceived that onlin
discussion has significant positive
effect on student participation. Implications of these findings will be discussed as they provide
substantial guidelines for educators.

Thursday, December 2, 2010 :: Concurrent Session 5

(15:05 ~ 15:40) :: Room 4

Salehi Omran Ebrahim

:: University of

Content analysis of elementary textbooks based on global education components (#115)

The main purpose of this study is to analyze the content of elementary textbooks, based on global education components. The
components considered in this stu
dy are peace education, environment education, and health education. These components are
necessary for instructing global citizenship in the third millennium. And also they are pursued continually by such organizat
as UNESCO and UNISEF. Actually, taki
ng into consideration the conditions of globalization era, ignoring the global change in
the field of curriculum has led the school environment to be far away from students' real life. Consequently, this study anal
elementary textbooks to clarify how m
uch they are along with global education components. The analysis was based on Shannon
Entropy technique and it was a qualitative one too. The pages (texts, questions, exercises, and pictures) were considered as
analysis unit. The research population was a
ll elementary textbooks (36 volumes, in seven topics including reading, writing,
science, religious instructions (spiritual gifts), quran, math and social instructions) in 2008
2009 educational year; 6 textbook
topics, except math, were the sample. The res
ults of analysis indicate that all three global education components, i.e. peace
education, environment education and health education, were equally dealt with; however, taking into consideration the number

of textbooks, i.e. 3349 pages, that dealing was i
n low level. In addition, every sub
component of each considered education was
not equally tackled; and also each textbook didn't equally deal with the given components.

Thursday, December 2, 2010 :: Concurrent Session 5

(15:05 ~ 15:40) :: Room 5

i Nobuyuki

:: Hiroshima City University

Watanabe Tomoe

:: Hiroshima City University

An English e
learning program: Focusing on the task completion rates and the number of study hours (#95)

learning has a lot of benefits. Flexibility is one obvious be
nefit of e
learning. Students can study anytime anywhere. It also
provides students the flexibility to study at their own pace. No matter how flexible and convenient an e
learning program is,
however, no favorable effects can be expected if learners do not

work on it in earnest. How much and how well learners learn is
one of the key determinant factors for the overall success or failure of any e
learning programs. This presentation will report on
an English e
learning program that the authors have developed

and carried out for their university students for more than ten
years. Following a brief description of what the program looks like, the authors will discuss how the students' task completi
rates and the number of study hours in the program affect the l
earning results, measured by score gains on a standardized English
proficiency test (TOEIC).

Thursday, December 2, 2010 :: Concurrent Session 5

(15:05 ~ 15:40) :: Room 6

Hazita Azman
:: School of Language Studies and Linguisitcs, FSSK, UKM

Nor Fariza

Mohd Nor
:: School of Language Studies and Linguisitcs, FSSK, UKM

Afendi Hamat
:: School of Language Studies and Linguisitcs, FSSK, UKM

Nadzrah Abu Bakar
:: School of Language Studies and Linguisitcs, FSSK, UKM

Noorizah Mohd Noor
:: School of Language
Studies and Linguisitcs, FSSK, UKM

Online reading process: Feedback from postgraduate students reading academic texts on the Interactive English
Language Literacy System IELLS (#206)

ELLS (intelligent English Language Literacy System) is a prototype t
hat is developed based on empirical evidence of online
literacy processes and reading strategies used by postgraduate ESL/EFL readers reading for academic purposes. Based on
empirical findings, several technological features such as discussion tools, real
time audio
visual chat, personal knowledge
construction and annotation tools were developed for the prototype in order for the system to cater to the reading strategies

identified. It presents a novel way for readers to interact with online textual materia
ls that can be personalized and interacted with
in order to assist with literacy and comprehension processes. It is also designed for collaborative activities in order to ma
the benefits of online environments. It is currently being used in a postgra
duate teaching and learning context at a public
university (UKM). This paper reports on the postgraduate students' feedback on using the i
ELLS online academic literacy
system and expounds the extent to which the types and design of online technology tools

are truly useful and applicable in an
online environment as well as facilitate in their understanding of content written in the English language and more important
enable uptake of content knowledge for their coursework. Findings from the study have imp
lications for online academic reading
strategies, e
learning pedagogy in tertiary learning environments, and the development of relevant technology tools for online
reading processes.

Thursday, December 2, 2010 :: Concurrent Session 5

(15:05 ~ 15:40) :
: Room 7

Vahabi Mehri

:: University of Guilan

Hassaskhah Jaleh

:: University of Guilan

Sadeh Nima

:: University of Guilan

The impact of Web 2.0 on EFL writing (#12)

Writing, as a challenging skill, has always motivated educators and researchers to se
ek new ways to facilitate its instruction and
learning. Accordingly, blogging, an application of Web 2.0, has been reported by various ESL researchers to have great
implications for improving writing performance. To validate such findings for EFL context t
oo, this study explored the impact of
weblog integrated writing on the argumentative writing ability of Iranian EFL students. To this end, 24 intermediate level
students of both genders, studying at a language institute in Rasht

Iran participated in thi
s study. Due to the curriculum and
administrative limitations, convenience sampling procedures were applied in drawing a sample of two intact intermediate level

classes for the study. One of the classes served as the experimental blogging group, and the ot
her as non
blogging control group.
The data collected for the study came from the students' journaling activities, in
class essays, out
class essays, and in
exercises and homework. All the writing samples were scored according to a validated rubri
c developed by Weigle (2004) and
the quantitative results obtained via a 2

Thursday, December 2, 2010 :: Concurrent Session 6

(16:10 ~ 16:45) :: Room 1

Kitao Kenji

:: Doshisha University

Kitao S. Kathleen

:: Doshisha Women's College

and vocabulary level of reading passages in Japanese university entrance exams (#103)

The validity and reliability of a reading comprehension test is based on a variety of factors, but the foundation is the leve
l of
difficulty of the vocabulary level and
the readability of the passages used for reading comprehension. This is an important issue
in Japan, where the majority of students enter universities through written exams that include an English section which prima
tests reading comprehension and kno
wledge of grammar and vocabulary. These exams are written by individual universities, and
in addition, there is a national exam offered by The National Center for University Admissions (Center Exam). In a previous
study, we used corpus linguistics tools to

look at the vocabulary level and readability of the entrance exams of tests of four major
private universities in the Kansai region of Japan as well as the Center Exam in both 2005 and 2008. We found that the level
difficulty of the university entrance

exams may have been a problem, although the Center Exam was easier. In this paper, we
compared the previous results with those for 2010 exams for the same universities to examine whether they have been improved.

Thursday, December 2, 2010 :: Concurrent
Session 6

(16:10 ~ 16:45) :: Room 2

Ross Andrew

:: Arizona State University

Charitos Stephane
:: Columbia University

Google apps for education: Moving beyond course management systems, supporting the Conversational framework

Andrew Ross of Bro
wn University/Arizona State University and Stéphane Charitos of Columbia University would like to
organize a small symposium in the form of a hands
on workshop that would help participants not only better understand the
overall pedagogical objectives relat
ed to the use of digital storytelling in the language classroom, but would also show them how
to adapt digital storytelling to their local situation both in terms of available technology and in terms of adapting the dig
storytelling model to meet their

own particular goals and objectives. The workshop would introduce participants to a number of
techniques and approaches to storytelling, and offer them a variety of technological and non
technological tools for
incorporating storytelling, whether digital
or analog, into their curricula. Moreover, the workshop would empower workshop
participants to think of their particular setting and help them come up with solutions tailored to their own teaching context

Given the limited availability of technology at s
ome of the local settings, participants would be particularly encouraged to
explore how either non
technological or low
technology alternative solutions could help them achieve locally the same
pedagogical results that we have achieved at our institutions
with the introduction of digital storytelling into our curricula.

Thursday, December 2, 2010 :: Concurrent Session 6

(16:10 ~ 16:45) :: Room 3

Zaini Amir
:: Universiti Kebangsaan Malaysia

Kemboja Ismail
:: Universiti Kebangsaan Malaysia

Supyan Hussi
:: Universiti Kebangsaan Malaysia

Utilizing blogs to develop students language skills in language learning (#231)

Educators have engaged with Web 2.0 technologies such as blogs or podcasts, to make learning more personalized, more
interactive and more

dynamic. Blogging has emerged as one of the most popular forms of online discourse. Blogging is seen as a
learning platform in providing opportunities for learning English ((Kavaliaukiene et al. 2006) which can improve the students
knowledge about their
language performance in writing. The unique nature of blog architecture and the low cost have not only
affected how students can publish and distribute their work to a wider audience but also how the students see themselves as
authors. This paper focuses o
n the use of blogs in a language and IT course which can help to develop students' language skills.
Findings from the blogs include the perceptions of ESL students of how blogging can contribute to the development of the
students' writing.

Thursday, Dece
mber 2, 2010 :: Concurrent Session 6

(16:10 ~ 16:45) :: Room 4

Amreet Kaur Jageer Singh
:: Universiti Pendidikan Sultan Idris

Raja Nor Safinas Raja Harun
:: Universiti Pendidikan Sultan Idris

Using peer editing through Wikispaces to foster revision
in ESL students' writing (#201)

Due to the emergence of Web 2.0 applications such as blogs, wikis, and podcasts in recent years, the new generation are no
longer passive recipients of the featured content, but actively engaged in constructing it. They are

empowered with technological
tools as a means of promoting a student
centred approach, which contributes to their being less dependent on their teachers and
this helps to foster autonomous learning. Thus, the purpose of this study is to investigate a crea
tive way of enabling students to
profit from online writing, which is the use of peer editing through Wikispaces by Form Four students in a Smart School in Pe
Data collected through questionnaire, interviews, and students' essays will be analyzed by me
ans of qualitative methods. The aim
of this study is primarily to determine whether students' writing will be improved if peer editing is applied into the digita
l context,
namely through Wikispaces. The study is expected to provide a deeper understanding o
f the usability of peer editing through
Wikispaces in fostering revision in ESL students' writing.

Thursday, December 2, 2010 :: Concurrent Session 6

(16:10 ~ 16:45) :: Room 5

Colpaert Jozef

:: Universiteit Antwerpen

Cucchiarini Catia

:: Radboud Univ
ersiteit Nijmegen

Strik Helmer

:: Radboud Universiteit Nijmegen

Oberhofer Margret

:: Universiteit Antwerpen


The role of personal goals in designing ASR
based courseware for speaking proficiency (#92)

The DISCO project, which is part of t
he STEVIN programme funded by the Dutch and Flemish Governments
(, focuses on the implementation of speech recognition routines in systems

practicing speaking proficiency. The project requirements, set

out from the beginning, included a.o. that a/ speaking proficiency
should address pronunciation, morphology and syntax in communicative situations; b/ the learning process of Dutch as a second

language should be embedded

or at least linked to

the inte
gration process of immigrants, and c/ that the design of the prototype
should not be limited to testing technological feasibility, but that it should include real
world use. After a brief introduction on
computer assisted training of oral proficiency based

on automatic speech recognition (ASR), we will report on the project results.
We will focus on the design process, and show how the Distributed Language Learning, a methodological and conceptual
framework for designing language learning environments, has
been applied. We will detail our analysis of personal goals and
their progressive impact on the final design.

Thursday, December 2, 2010 :: Concurrent Session 6

(16:10 ~ 16:45) :: Room 6

Sepideh Mirzaei Fard
:: Universiti Kebangsaan Malaysia

Hazita Azman
:: Universiti Kebangsaan Malaysia

Zaini Amir
:: Universiti Kebangsaan Malaysia

Perceptual learning preferences in academic hypermedia reading texts (#218)

In recent years the use of hypermedia environments has gained significant attention
in language classrooms. These environments
and programs have been used mostly for general English classes. However, it seems vital to utilize hypermedia reading texts i
an academic EFL postgraduate level. On the other hand, considering the principle of du
al presentation of information in
cognitive theory of multimedia learning (Meyer, 1997), there is a need to find out the perceptual learning strategies of
postgraduate EFL learners to provide the appropriate form of presenting information based on their ne
eds. This paper discusses
the perceptual learning preferences of EFL postgraduate learners and their sensory pathways while reading academic hypermedia

texts. Thus, it is important to develop better reading materials in the future. A sample of five postgra
duate students majoring in
English Language Studies was chosen to answer an adapted version of Perceptual Learning Strategy questionnaire (Reid, 1987).
Following that, they read two academic hypermedia reading texts to gain enough information regarding the
ir choices of sensory
pathway they went through. Then, they were interviewed further to find out their perceptual preferences. The findings will be

discussed in this paper. To conclude, the paper will discuss the implications of the findings and some pedag
ogical considerations
that will help the teachers and hypermedia designers to develop appropriate hypermedia academic texts based on the perceptual

learning preferences of postgraduate foreign language learners.

Thursday, December 2, 2010 :: Concurrent S
ession 6

(16:10 ~ 16:45) :: Room 7

Charismiadji Indra

:: Higher Learning

Guidelines for effectively implementing large
scale computer
assisted language learning (#45)

In the last few years the number of teachers using Computer
Assisted Language Learn
ing (CALL) has increased markedly and
numerous articles have been written about the role of technology in education in the 21st century. Despite this dramatic grow
research on computer
assisted language learning and learning theories suggest that many c
based courses are poorly
designed; the implementation of computer
based education is a great challenge; and there are many educators and policymakers
remain unaware of the basics of how computer
based education programs operate, what a computer
ed course looks like, etc.
Despite these great challenges in the implementation of computer
based learning, the Ministry of National Education supported
by provincial and city governments in Indonesia has been able to successfully implement a nationwide co
based program
aimed at raising the level of English proficiency among Indonesian students. Using blended learning approach with a
sophisticated computer
based platform and a range of automatic and self
study tools, over 300,000 students from 600 sch
supported by 3,000 teachers learn English in a new way, using computer technology. Through this nationwide project, the
presenter will outline guidelines for successfully implementing a large
scale computer
assisted language learning project, and

explain how similar projects can be implemented anywhere.

16:50 ~ 17:35

Panel Discussion: Getting published in international journals

17:40 ~ 17:55

APACALL Annual General Meeting (Room 1)

18:30 ~ 21:00

Conference Dinner

Friday, December 3, 2010

8:00 ~ 8:10

Welcome & Housekeeping

8:10 ~ 9:00

Plenary Session #3: Designing for motivation in CALL: What do
language learners have in common?

Jozef Colpaert

9:05 ~ 9:20

Tea Break

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
:: Room 1

Koyama Toshiko

:: Osaka Ohtani University

Implementing metacognitive tasks for an effective use of handheld electronic dictionaries (#107)

A wide range of studies focused on the relationship between L2 vocabulary strategies and vocabulary acq
uisition, in which the
importance of dictionary strategies was emphasized. Also, the need to teach dictionary strategies has been advocated in sever
studies. As a result of technological innovation during the last two decades, a new type of electronic di
ctionary, namely, a
handheld electronic dictionary (henceforth E
dictionary) has been rapidly replaced a traditional printed dictionary (henceforth
dictionary) in Japanese L2 environment. Thus, teaching strategies for making good use of E
dictionary is n
eeded. Koyama
(2007; 2009) attempted to clarify how these strategy training was successful in English reading class. The results of those s
suggested that while reading task with dictionary strategy training for eight weeks might positively affect th
e participants'
comprehension of the texts, it did not seem that dictionary strategies and reference skills taught in English reading class w
mastered by them. Therefore, dictionary strategy instruction should be provided L2 learners with: 1) an explici
t presentation of
the strategies; 2) guided practice with feedback, for a longer period. Based on these findings, the dictionary strategy train
ing for
vocabulary acquisition was focused in the present study. The participants of the present study were consc
ious of these steps
which they took to internalize, adopted, and actually used strategies at the same time.

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
) :: Room 2

Benny Kong Tze Loong
:: IPG Kent, Tuaran

Kok Boon Shiong
:: IPG Kent, Tuaran

Tiong Hong Keong
:: IPG Kent, Tuaran

Teh Ah Huat
:: IPG Kent, Tuaran

ePracticuum (#236)

With the advance of Educational Technology, higher education and Teacher Training Institute are utilizing technology to
enhance teaching and le
arning. Practicum is embedded in Insitut Pendidikan Guru (IPG) curriculum to facilitate students'
teaching practices in school. Throughout the practicum, proper and continual guidance was given by lecturer to support the
students. In order to provide real
time guidance to students, a system namely e
Practicum has been developed for the students.
The main purpose of this research is to study the effectiveness of e
Practicum in engaging students undergoing intensive
practicum while under the guidance of a lec
turer. 39 Kursus Perguruan Lepasan Ijazah (KPLI)(Post
degree teacher training
course) students from the Linguistics department took part in this research. This research is descriptive and analytical in n
and has hence adopted both quantitative and qua
litative methods. The qualitative part consisted of a structured interview and the
quantitative part consisted of a questionnaire and self
directed learning readiness (SDLRS) inventory. Result showed that
students preferred to use e
Practicum during their
practical session in the school.

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
) :: Room 3

Terhune Noel (Mitch)

:: Ryukoku University

Internet resources for English language learners and teachers (#29)

The Internet can be a great re
source for language learners and teachers of English with opportunities for learning listening,
reading, speaking and writing. But it is a vast resource

so where to start? How can a language learner use the Internet to his or
her advantage? What sites a
nd resources are at the correct levels? How can a learner or educator adapt materials on the Internet
for language learning? This paper will attempt to answer these questions and explain how an individual can use the Internet t
learn English for free. The

author will present opportunities on the net to learn English that are not specifically for language
learners. He will explain how an instructor can modify materials and guide students through the maze of resources on the
Internet. Many sites such as Nati
onal Public Radio, VOA, This I Believe and others will be explored. These are not sites
specifically for students of English but respected locations that can be brought with in reach of learners. Emphasis will be
on sites that offer opportunities fo
r listening practice that also include a transcript.

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
) :: Room 4

Siti Rosni Bt Mohamad Yusoff
:: Technical Teachers Training College (IPGM Kampus Pendidikanteknik)

The usability of open
content in computer support collaborative learning (#223)

The ability for our net generation to quickly adapt and adopt internet application is a great challenge for educators to para
llel the
momentum. The aggressiveness of internet social networking appl
ication intrusion challenges our social norms of keeping our
thoughts to ourselves in online journal writing which are opened to sharing of ideas and criticism. This paper is an initial
study of
the usability of open content which is the backbone of the we
b 2.0 application of the read and write web. The study will focus on
the analysis of open content awareness among teachers trainee and trainers, study the literature review of open content and
discusses the usability of open content in Computer Support Col
laborative Learning (CSCL) (mainly in language learning). Web
learning environment of content management needs to make use of collaborative effort to enable students communicate literally
construct innovative ideas and share knowledge. Educators of web le
arning provide the scaffolding to motivate, validate ideas
and instil collaborative skill among their learners. Open Content has great potential in language learning because it enables

collaboration of ideas in essay writing, peer evaluation of book re
view , prepublication, editing and initiating journal writing

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
) :: Room 5

Ward Dale

:: Doshisha University, Kyoto, Japan

Using computer
assisted language learning to explore and
strengthen critical thinking skills (#20)

Everything you know is wrong is a phrase which is commonly heard nowadays. It reminds us that we should constantly be on our
guard against beliefs which are unsupported by evidence. Critical thinking

and, indeed
, the academic process

cannot function
properly unless we question the assumptions which support our most cherished beliefs. Computer Assisted Language Learning
(CALL) presents students with the opportunity to explore a wide variety of media and resource
s which address and strengthen
critical thinking skills and student autonomy. These include watching videos, listening to audio files, internet research, re
and writing. This presentation will address the following topics: 1. Why is critical thinking
an important skill for students to
acquire and what is its validity in a language
learning environment? (It opens a whole new world of learning and awareness in
students' minds and also helps them to participate in global communication.) 2. How can teacher
s utilize various aspects of
CALL to introduce and explore critical thinking with their students? (Teachers can take advantage of students' enthusiasm for

centered classes by encouraging students to find their own answers through internet research
.) 3. How can teachers
adapt authentic resources for use with students of varied language abilities? 4. How can students use internet resources such

YouTube to explore critical thinking, avoiding traditional "question and answer" techniques? (There is a

wealth of information
on any and every topic which is available to learners, who can engage with the resources by writing reports at their own leve
creating questionnaires and presentations, etc.) 5. How can students conduct research and present it to t
heir peers in a
comprehensible and engaging form? (Students enjoy honing their presentation skills, especially through 'Power Point' and 'Pec
Kucha' style presentations.) What issues of cultural sensitivity should teachers be aware of when tackling this
topic in the
classroom? (Are we imposing our cultural assumptions onto our students, might we be in any way offending their own

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
) :: Room 6

Azlan Mohamed Zain
:: Internation
al Islamic University Malaysia

Faculty's adoption of learning management systems for e
Learning: An extended technology acceptance model (#203)

Learning Management Systems (LMS) have become a common platform for institution of higher education to suppor
t e
or blended learning. In this study, the Technology Acceptance Model (TAM) was extended to include computer self
organizational support and organizational characteristics. The extended model, called LMS Adoption Model (LAM) was used t
investigate faculty members' adoption of a LMS in a higher education setting. The first aim of the present study was to valid
LAM, based on an extended technology acceptance model (TAM) on the data derived from the faculty members of a university
g LMS for e
learning and blended learning. The second purpose of the study was to evaluate gender

and age
invariant of the
causal structure of LAM to determine whether these variables moderated the causal structure of the model, and thus the
generality of

LAM. The data were collected from a self
reported questionnaire administered to 288 faculty members of a public
university in Malaysia. The results of structural equation modelling supported the adequacy of LAM. Although the LAM's causal

structure was app
licable to different age groups (young and old), gender (male and female) appeared to moderate the structural
relationships among the constructs of interest.

Friday, December 3, 2010 :: Concurrent Session 7

(9:25 ~ 10:0
) :: Room 7

Kim Jungtae

:: Pai Chai University

Craig Daniel A

:: Sangmyung University

Effect of anxiety on face
face and videoconferenced oral interview performance (#93)

Anxiety has long been considered a hindrance to both language learning and performance. To address th
is issue in oral language
testing, it has been suggested that the use of information and communication technologies (ICT) to distance the test
taker from
the interviewer could reduce anxiety levels and, thus, improve performance. Some research has found th
at the use of
synchronous and asynchronous text chat can lower anxiety and increase production. However, the effect of using
videoconferencing is largely unknown since little research has been conducted to better understand the benefits and drawbacks

sting at a distance in this manner. This study explores the effect that anxiety has on Korean learners of English oral interv
performance in both face
face and video
conferenced conditions. 40 students at a private, mid
sized, Korean university were
interviewed and rated by two interviewers under both face
face and video conference conditions, as well as surveyed for both
trait and specific anxiety. The findings in this study will be used to guide the design of future distance assessment instrum
s as
well as inform educational policies in this field of research.

Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Room 1

Gobel Peter

:: Kyoto Sangyo University

Creating and publishing digital stories for classroom use (#58)

gital stories are short multimedia presentations that allow people to share their feelings and experiences with others, in a
and meaningful way. The best of these stories are both personal and universal. Everyone has a story to tell, and everyone ha
s a
story to share. This is what makes on
line digital stories ideal for fostering community and communication in the language
classroom. This paper expands on previous GloCALL presentations by directly teaching participants how to create digital stori
sing tools available in any CALL classroom. In a step
step format, using the audience as instigators for a story, participants
will learn how to: craft and record first
person narratives; responsibly collect still images and music with which to illustra
te their
pieces; and publish the finished piece (using Voicethread, an online web 2.0 application), all in a creative and fun environm
Using audience participation, we will then see how these stories can be used to create community, and act as a cataly
st for
communication in the language classroom.

Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Room 2

Salmah Fattah
:: University Malaysia Sabah

Siti Hasnah Tanalol
:: University Malaysia Sabah

Tan Choon Keong
:: University Mala
ysia Sabah

Asni Tahir
:: University Malaysia Sabah

Lecturers' perception to e
Learning: the case of UMS (#234)

The use of educational technologies as a blended strategy in teaching and learning has been implemented in many higher
education programs. Un
iversiti Malaysia Sabah is no exception as e
learning has been adopted as one of its academic priorities.
Every lecturer needs to have their courses on SmartUMS which is the delivery channel for digital course in the university. He
this study is concer
ned with investigating the lecturers' perceptions towards SmartUMS usage at the Universiti Malaysia Sabah.
A set of questionnaires were developed and distributed during the SmartUMS training sessions. Around 86 participants
responded to the questionnaire.
The study revealed that 66.3 percent of the lecturers have a positive perception of their
experience using the SmartUMS.

Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Room 3

Kitao S. Kathleen

:: Doshisha Women's College

Kitao Ke
:: Doshisha University

Vocabulary teaching/learning resources on the Internet (#101)

In keeping with the increasing emphasis on teaching and learning vocabulary in English as second language education, there ar
many useful resources on the Internet

that English language teachers and students can use. Among the types of resources are: 1.
Lesson Plans, Worksheets, and Teaching Ideas. Many websites provide lesson plans, worksheets, or teaching ideas which
teachers can use directly or adapt. These are o
ften organized by content area or part of speech. 2. Vocabulary Games and Puzzles.
Games and puzzles are useful in introducing or reinforcing vocabulary. Some puzzles are pre
made and can be used as they are;
others can be customized for a particular lesso
n. 3. Vocabulary Learning Strategies. Students need to learn how to learn
vocabulary as well as learning specific words. Papers and articles online provide information and advice about vocabulary
learning strategies. 4. Vocabulary Notebooks. Vocabulary lea
rning notebooks can be used in effective ways. Various webpages
have suggestions for how to do this. 5. Word Lists and Word Frequency Resources. Word frequency lists that are available onli
can help teachers make judgments about which words students may
need help with. In this presentation, we will discuss these
resources and how they can be used.

Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Room 4

Nuraihan Mat Daud
:: International Islamic Univeristy Malaysia

Ainol Haryati Ib
:: Universiti Malaysia Pahang

Public speaking anxiety in Podcast aided language classes (#216)

This paper presents a study on learners' level of anxiety when a podcast was used in developing their public speaking skills.

study employs a quasi
experimental, pretest
posttest nonequivalent control group design where the control group was taught
using the traditional method whilst a podcast was used as a teaching aid on the treatment group. The podcast makes it possibl
e for
the learners to have an

authentic audience for their speaking activities. The knowledge that anyone may be listening to their
speeches may make students more nervous when speaking. On the other hand, the fact that the speakers can remain anonymous
may also help to reduce their l
evel of anxiety. This study was thus conducted to see what would be the effect of using this facility
on the learners. Richmond and McCroskey's (1998) Personal Report of Public Speaking Anxiety was the instrument used to
measure the language learners' leve
l of anxiety. The study found that there was no significant difference between the control and
the treatment groups. A reduction in the level of anxiety was observed in all groups.

Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Roo
m 5

Chen Chi

:: National Kaohsiung First University of Science and Technology

EFL students' critical thinking performance in online asynchronous debates (#105)

This study aims to provide a better understanding of EFL students' critical thinking per
formance by analyzing and evaluating
their use of debating strategies in online asynchronous debates. It investigated what discourse strategies Taiwanese EFL coll
students employed in the three stages of debating

arguing, challenging, and defending

and how effectively these strategies
were used in online debates. Drawing on Toulmin's model of argument (1958), each argument, challenge, and defense was first
segmented into "claim" and "support" and then "warrant" was examined. The effectiveness of de
bating strategies was thus
investigated in terms of 1) relevance of claim, 2) multiplicity of perspective, 3) strength of support, and 4) logic of warra
nt. The
findings show that EFL students have made relevant claims and often presented arguments with mul
tiple perspectives in doing
online debates, but they need to use strong supports, such as facts and authoritative information, more frequently in all the

debating stages. Moreover, they also need to learn to make their arguments, challenges, and defe
nses more logically to enhance
their reasoning performance. It is crucial for students to develop their awareness of the importance of providing strong supp
for their claims and familiarize themselves with common reasoning flaws. To improve students' c
ritical thinking performance in
doing online debates, more explicit teaching of debating strategies and reasoning skills is recommended.

Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Room 6

Siti Rafizah Fatimah Osman
:: Universiti Teknologi Mara (Perlis Campus)

Aminar Rashid Murat
:: Universiti Teknologi Mara (Perlis Campus)

Noriza Abd Razak
:: Universiti Teknologi Mara (Perlis Campus)

Evaluating the effectiveness of e
Learning in distance education (#222)

In rece
nt years, there has been an ever
increasing demand for innovative ways of delivering education. This is to enable more
people to learn new knowledge and skills in a timely and effective manner. In view of the advancement of computer and
networking technolo
gies it is possible to offer e
Learning which can accommodate people who are just too busy, are unable to
commit to regular times, and are not willing to travel to classes or simply want to be able to learn a course at home. Though

mode of learning is

widely practised in distance education, the effectiveness of its implementation has frequently been
questioned due to problems such as a lack of a firm framework for learning, insufficient direct and interpersonal interaction

among students and teachers,
and inefficiency of the learning process. Learners’ dissatisfaction has further led to a high attrition
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Friday, December 3, 2010 :: Concurrent Session 8

(10:05 ~ 10:40) :: Room 7

Ko Chao Jung

:: National University of Tainan

level FFL learners' oral proficiency development in synchronous CMC


The possibilities that language learners develop oral proficiency through synchronous CMC have been debated by CALL
researchers for a while. The possibilities may be more dubious as learners are initial
level since "speaking in a foreign language
ften does not come easily, especially to beginning and intermediate
level students" (Kern, 1995:462). This study investigated
the possibility that beginner level foreign language learners may acquire oral skills through synchronous CMC and how differe
nchronous CMC modes affect their oral proficiency development. A case study was carried out with a group of beginner

FFL (French as a foreign language) learners in a Taiwanese university. They were invited to conduct some tasks in different
ous CMC situations. Data were collected from the participants' performance in three oral tests, their online chat records,
interview transcriptions, learning journals and the instructor's observation journal. The results of the study suggested that

all the

CMC environments created in this study seem to possess potentialities to help different types of students to develop their or
skills. The presenter will report how the learners developed their oral skills in different synchronous CMC modes and discuss

hose positive and negative factors that affected the learners' learning processes in this presentation.

Friday, December 3, 2010 :: Concurrent Sessions 9 & 10

(10:45 ~ 12:00) :: Room 1

Ross Andrew

:: Arizona State University

Charitos Stephane
:: Colu
mbia University

Digital storytelling: Tools and techniques for language and culture learning (#81)

Andrew Ross of Arizona State University and Stéphane Charitos of Columbia University would like to organize a small
symposium in the form of a hands
on wo
rkshop that would help participants not only better understand the overall pedagogical
objectives related to the use of digital storytelling in the language classroom, but would also show them how to adapt digita
storytelling to their local situation both

in terms of available technology and in terms of adapting the digital storytelling model to
meet their own particular goals and objectives.

The workshop would introduce participants to a number of techniques and approaches to storytelling, and offer them

a variety of
technological and non
technological tools for incorporating storytelling, whether digital or analog, into their curricula.
Moreover, the workshop would empower workshop participants to think of their particular setting and help them come up w
solutions tailored to their own teaching context.

Given the limited availability of technology at some of the local settings, participants would be particularly encouraged to
explore how either non
technological or low
technology alternative solutions

could help them achieve locally the same
pedagogical results that we have achieved at our institutions with the introduction of digital storytelling into our curricul

Friday, December 3, 2010 :: Concurrent Session 9

(10:45 ~ 11:20) :: Room 2

a Othman
:: IPG Kampus Perempuan Melayu

Pramela Krish
:: IPG Kampus Perempuan Melayu

Supyan Hussin
:: IPG Kampus Perempuan Melayu

Student teachers' experience with Computer
Enhanced English Language Learning CELL at IPG KPM (#210)

It is not uncommon t
o find many non
TESL pre
service teachers who are weak in English. It is quite a challenge for teacher
trainers to motivate these pre
service teachers to master the language. As rich and continuous language inputs are necessary to
enhance their linguistic
competence, one particular course at IPG KPM (Institut Pendidikan Guru, Kampus Perempuan Melayu)
Malaysia is integrating Computer
enhanced Language Learning (CeLL) programme that requires these student teachers to go
over the lessons on their own. This pap
er will share the initial experiences faced by a group of pre
service teachers who had
CeLL (consists of interactive lessons, offered off
line, using CDs) to help them improve their understanding of the language as
well as their linguistic competence. Data

were collected based on their reflective writings and responses from a semi
interview. This paper will also describe the findings of the study and discuss some implications on teaching and learning of
English language using CeLL.

Friday, Dece
mber 3, 2010 :: Concurrent Session 9

(10:45 ~ 11:20) :: Room 4

Siew Pei Hwa
:: Universiti Tunku Abdul Rahman

Pang Set Weei
:: Universiti Tunku Abdul Rahman

Lew Hoi Len
:: Universiti Tunku Abdul Rahman

Is SLA interaction theory relevant to CALL in Ma
laysia? A study on language input and pushed output in
undergraduate language classes (#220)

Successful implementation of Computer Mediated Communication (CMC) often takes into consideration interactive,
constructive and task based activities. Task based
research has also continuously examined the effect of negotiation of meaning
and the role of pushed output in language learning. This study investigates the immediate and delayed effect of learning from

three different modes of language learning sites used

in undergraduate classes to teach report writing. Analysis was performed on
data obtained from task participation activities and from their immediate and delayed assessment performances. Current
cognitive views about language learning will be used to expl
ain the findings.

Friday, December 3, 2010 :: Concurrent Session 9

(10:45 ~ 11:20) :: Room 5

:: Universitas Pelita Harapan (UPH)

VIBE: A data
based approach to creating computer
based exercises (#17)

The workshop describes how to create

based vocabulary exercises using ATM
VIBE. The software was developed by
the writer at Unika Atma Jaya as a dissertation project and has continuously been improved at Universitas Pelita Harapan.
ATM_VIBE offers many advantages. Among others are:
(a) it is a freeware program; (b) it can be used for teaching, testing, and
research purposes; (c) it can be used for listening, reading, structure, and vocabulary exercises; (d) it offers various obje
ctive test
formats; (e) it can generate paper
based tes
ts/exercises; and most importantly (f) it employs a data
based approach to creating
vocabulary e
exercises. Unlike other similar (quiz
maker) programs that require the user to type the question one by one,
ATM_VIBE is able to generate the questions automat
ically using various objective test formats such as True/False,
choice, and gap
filling. ATM_VIBE only requires the user to have rudimentary knowledge of Microsoft Excel to type
the data consisting of (at least) two columns: (1) the target words a
nd (2) the hints or clues. It is a stand alone computer program
that requires Windows Operating System (Windows 98 or newer).

Friday, December 3, 2010 :: Concurrent Session 9

(10:45 ~ 11:20) :: Room 6

Zainal Abidin Bin Sayad
:: Universiti Tun Hussein
Onn Malaysia

Azmi Bin Abd Latiff
:: Universiti Tun Hussein Onn Malaysia

Windows Movie Maker as a language learning tool: What can be achieved? (#230)

The on
line multimedia resources allow teachers to easily integrate multimedia materials into the clas
sroom. However, these
materials are often used in ways that leave ultimate control over content with the instructor, thus diminishing student agenc
y in
the process of learning (Gromik, 2008). To make learning meaningful and authentic, learners should be gi
ven the opportunity to
produce the materials. This study, involving two classes of first year engineering undergraduates in a Malaysian public
university, tries to see how production of video documentaries could enrich the learners' learning experience as
well as improve
their English language proficiency. The video documentary production requires the learners to incorporate the topics covered
the UMB1052 Effective Communication course syllabus; conducting meetings, giving presentations and soliciting in
through interviews. Each group of learners is asked to produce a 10
minute video documentary on a given theme. Using the
video camera provided by the institution, each group collects the relevant materials and then edits them using Windows Movie
Maker in which a documentary is produced. The results of the study suggest that the process of producing video documentaries
helps the learners to enhance their communication as well as their interpersonal skills. The study also indicates that learne
rs are

able to improve their English proficiency. This video documentary project also enables the learners to produce original piece

work instead of 'copy and paste' work which is too common among learners nowadays.

Friday, December 3, 2010 :: Concurrent Se
ssion 9

(10:45 ~ 11:20) :: Room 7

Beckman Leslie

:: University of Oregon

Scholz George

:: Regional English Language Office, US Embassy Jakarta

teacher scholarship program, professional development opportunities (#37)

This session will give an
overview of the E
Teacher Scholarship Program, which is sponsored through the Office of English
Language Programs in the Bureau of Educational and Cultural Affairs at the U. S. Department of State, along with related
opportunities for online professional d
evelopment. See:

Friday, December 3, 2010 :: Concurrent Session 10

(11:25 ~ 12:00) :: Room 2

Leong Ying Heng
:: Universiti Teknologi Mara Perak, Malaysia

Mohamad Ali Yusuf
:: Universiti Teknologi Mara Perak, Malaysia

Learn the click way to learning? Language lecturers' responses (#208)

With the advent of computer technology, many institutions of higher learning have implemented the use of technology in their
teaching an
d learning. The implementation can be undertaken in several forms. The more common methods are to give students
and teachers access to computers and the internet, while another is to have a standard platform where students can access cou
materials to fa
cilitate learning. In Universiti Teknologi MARA (UiTM) Perak, Malaysia, the system used is i
learn where
lecturers are able to upload their teaching and learning materials for their students. The uptake of using this medium for te
and learning from t
he language lecturers has not been encouraging. Therefore, this paper sets out to find out the reasons for this
poor response. A questionnaire was designed to elicit responses from all lecturers in the Language Department at UiTM Perak
about their use of i
learn. It was found out that the lecturers provided wide
ranging responses towards the use of i
Although almost all lecturers acknowledged the positive aspects of using i
learn, more than half of the lecturers in the study
responded that the infra
structure for its use was inadequate. The lecturers' lack of knowledge on the use of i
learn also hindered
the use of i
learn. The lecturers felt more training should be provided not only on how to use the i
learn but also more precursor
support training s
hould be in place before its actual utilisation.

Friday, December 3, 2010 :: Concurrent Session 10

(11:25 ~ 12:00) :: Room 3

Yamauchi Mari

:: Chiba University of Commerse

Teachers' roles in an ICT
enhanced classroom (#77)

This presentation discusse
s different roles teachers that should be played in a blended learning setting, based on the author's
experience using Moodle in order to help accommodate different skill levels of the students in an EFL classroom. First, the
teacher as designer/planner sh
ould differentiate instruction according to the students' skill levels, where Moodle allows her to
easily provide sets of optional tasks using its interactive Quizzes, and explanations/demonstrations as its Resources. Learni
activities with Moodle alone,

however, may not benefit weaker students, mainly because they are not able to use self
learning strategies, including rehearsing and reviewing (cognitive), and planning and self
monitoring (metacognitive). Here the
teacher should play a role of
facilitator/mentor and reach those less independent learners and give personalized advice on the
spot. She can use Moodle's Journals and Forums to promote their reflections. Also, as trainer/demonstrator, she can instruct
learning strategies in face
face sessions. If the teacher as designer/planner, with the help of the LMS, can successfully
organize activities with/without Moodle in easy
follow manners, both stronger and weaker students will keep engaged in
activities, and even the weakest can
improve their English and become better learners.

Friday, December 3, 2010 :: Concurrent Session 10

(11:25 ~ 12:00) :: Room 4

Rafidah Binti Abd Karim
:: Universiti Teknologi Mara

Nor Baiti Binti Tukiman
:: Universiti Teknologi Mara

Comparing the
effectiveness Of a Computer
based English courseware to conventional classroom instruction In
teaching vocabulary sets (#217)

A suitable method for English language learning is important to determine the effectiveness of mastering this language. Thus,

s study investigated the effectiveness of using English Computer
based Courseware towards the learning of basic vocabulary
sets among sixty Form One students at a selected secondary school in Malaysia. The aim of the study was to investigate the
extent of
the use of an English Computer
based Courseware in helping students to learn the English basic vocabulary sets in the
classroom. This study also determined the students' attitude towards the development of basic English vocabulary sets by usin
the compute
r courseware approach. This study also determined whether there was a significant relationship between the students'
attitude toward the use of computer courseware and their English vocabulary skills performance. The experimental design and
survey design w
ere utilized to carry out this study. T
test results showed that the use of computer courseware approach was more
effective than the use of conventional classroom instructions in enhancing students' vocabulary skills performance. The resul
ts of
the questio
nnaire also showed that the students generally had positive attitudes toward the use of English Computer
Courseware in learning vocabulary sets in the classroom. The study concluded that there was a statistically significant
relationship between the
students' attitudes toward the use of computer
based courseware and their vocabulary skills

Friday, December 3, 2010 :: Concurrent Session 10

(11:25 ~ 12:00) :: Room 5

Chang Heejin
:: Newcastle University

That's a rip
off or "a match ma
de in heaven"? : The development of a learning community in an e
learning environment

This study focuses on an E
learning course which focuses on sharing the information and exchanging knowledge rather than
learning form, especially grammatical acc
uracy. The aim was to observe how a learning community created and developed as the
course progressed and what factors affected learners to create a learning community. The course lasted a semester, 15 weeks,
the subjects were 47 Korean university stud
ents learning EFL at a university in Korea. The course was delivered using a
Language Management System as a Virtual Learning Environment (VLE), and consisted of 15 units to be completed at the rate
of one a week. Each unit focused on a different topic and

consisted of a reading passage and listening activities followed by some
writing activities including a weekly written and recording assignment. The main feature of this assignment was that students

were encouraged to post their work on the web so that th
ey could share and comment on it. For observing the process of building
a learning community development, this study employed the grounded theory to analyze the collected data from learners' journa
assignment, feedback on the web board. A record from LMS

was also kept of their usage of different components of the course.
The results showed that learners had a belonging feeling in the course by creating rapport via sharing their works and exchan
comments. In particular, social interaction and feedback
in a collaborative learning environment was a crucial role to create and
maintain a learning community.

Friday, December 3, 2010 :: Concurrent Session 10

(11:25 ~ 12:00) :: Room 6

Nozawa Kazunori

:: Ritsumeikan University

Creating economical e
ing materials using PDF (#28)

PDF files are considered to be ideal for exchanging without having to change fonts or layout of the document on any operating

system. However, the use of PDF is not limited to such purposes. Creating multimedia materials for
foreign language education,
oriented teachers can use Adobe Acrobat 9 Pro because they only have to insert model audio files and students can
record and save their own voices, as well as listen to them using PDF. There are no programming skills
required for teachers and
they can simply click
on the necessary links from the menu. Students can freely use Adobe Reader to open PDFs and record their
own voices. Teachers can use Adobe Presenter that is included in MS
PowerPoint and Adobe Acrobat 9 Pro
Extended (AA9PE),
and can use it to make quizzes with grading capabilities, and export it to PDF. The presenter will demonstrate how to impleme
the basics for producing economical multimedia materials. Participants with their laptops may be able to exper
ience sample
materials created with AA9PE.

Friday, December 3, 2010 :: Concurrent Session 10

(11:25 ~ 12:00) :: Room 7

Hagley Eric

:: Muroran Institute of Technology

Meadows Martin

:: Nayoro City University

A framework for cross
cultural computer
ediated collaboration (#50)

English as a Foreign Language (EFL) classrooms generally have students from only one cultural background. This results in
students often not seeing the immediacy of the language they are learning. Studies have shown that intera
ction is useful in
regards to second language acquisition (Long, 1996; Gass, 1997). With the use of Computer Mediated Communication (CMC),
classrooms from different countries, and the individuals therein, can be linked, thus overcoming the problem of a lac
k of
immediacy in language learning. CMC has been shown to be a beneficial conduit for balanced and equitable interaction to take
place (Warschauer, 1997; Chun, 1998; Swaffar, 1998). To ensure the linking of classrooms and students occurs in a
e, structured and meaningful manner teachers involved should collaborate to create a syllabus that is functional for
all concerned. This paper will offer a framework to assist teachers wanting to create international collaborative syllabi. Du
the prese
ntation section, an outline of the syllabus used in one such example will be showcased. It was carried out with students
from Japan, Colombia, and Vietnam. Moodle was the platform used for students to interact. Interaction took place in a number
ways us
ing Moodle functions such as forums, wikis, and messaging.

12:00 ~ 14:00

Lunch / Prayers

14:00~ 14:50

Plenary Session #4: Online tools for language teaching: 5W1H

Bae Son

Friday, December 3, 2010 :: Concurrent Session 11

(14:55 ~ 15:30) ::
Room 1

Coutas Penelope

:: Murdoch University

Good looking with technology: The iPhone and ethnographic research in CALL (#55)

The iPhone has great potential as a tool for field research, allowing for anytime
anywhere creation, collation, and
(re)presentation of data in digital form. So what does this look like in practice? What are the important methodological and
ethical issues involved? Drawing on examples from her EdD research study in high school CALL environments, Penelope will
share her
experiences of seeing and looking with technology and report on the development of a special iPhone app for
ethnographic CALL research.

Friday, December 3, 2010 :: Concurrent Session 11

(14:55 ~ 15:30) :: Room 3

Wan Fareed

:: National Institute of Education (NIE)

one laptops in English classrooms: Teachers' concern profiles and their implications to professional development
strategies (#18)

Providing a laptop with wireless connectivity for every English language s
tudent opens up whole new spectrum of possibilities
for teachers in designing instructions and activities in their classrooms. In the same vein, this innovation also has the pro
to perturb the already established teaching and learning strategies. Pr
edictably, a consequence of this is the development of
concerns within teachers in meeting with the expectations of the innovation. This study reports on teachers' concerns in term
s of
Based Adoption Model's (CBAM) instrument, namely Stages of Conc
ern Questionnaire (SoCQ) in leveraging a
one laptop initiative. The recruitment of SoCQ elicited concerns such as management, personal and informational related
issues, that individual teacher faced as they embarked and progressed through the innova
tion. Results from this study provided
baseline information for further inquiries on the causes of teachers' concerns in using laptops that would aid to guide the
strategizing of appropriate and personalised professional development.

Friday, December 3,
2010 :: Concurrent Session 11

(14:55 ~ 15:30) :: Room 4

Indra Devi A/P M. Subramaniam
:: Universiti Teknikal Malaysia Melaka

Selva Raja A/L S. Ramasamy
:: Universiti Teknikal Malaysia Melaka

Teachers' competency and attitude towards the application o
f ICT in the language classroom: A case study (#207)

The dizzying pace of technological advancement in today's ICT enabled learning ecology requires teachers to be able to develo
and implement lessons using ICT. Previous studies reveal that there are sev
eral issues like teachers' attitudes and competency as
well as technical constraints that inhibit ICT usage in the Malaysian language classroom. This research attempts to investiga
the overall ICT competency levels and attitudes of the teachers towards t
he application of ICT as well as to identify probable
measures that can be taken to encourage the use of ICT in the language classroom. A case study method was administered and
data were obtained from questionnaires i.e. the Interdisciplinary Middle Years
Multimedia (IMYM) Model comprising the
Assessment of Pedagogical Skills in Integrating ICT with Curriculum and Classroom Practice' and 'Self
Assessment of ICT
Literacy', interviews and observational visits. Findings indicate that the competency level
s of the teachers are low and their
attitudes towards the application of ICT are negative. Factors such as lack of adequate in
service training, insufficient time, lack
of equipment and insufficient technical support also restrict the use of ICT in the cla
ssrooms. Thus, administrators need to take
the necessary initiatives to overcome the barriers that hinder the application of ICT so as to ensure its full implementation

Friday, December 3, 2010 :: Concurrent Session 11

(14:55 ~ 15:30) :: Room 5

a Yae

:: Shikoku?University

A corpus
driven approach to English comparative expressionsnot ... as much as and not ... so much as


Comparative expressions including not ~so much A as B or not ~as much A as B are one of the most problematic grammati
areas for Japanese learners of English. This is partly because there are not enough descriptions in this area in dictionaries

grammar books. Examples presented there are usually simple, with nouns typically used in both places of A and B. In this ca
the structure is not problematic for Japanese learners since both A and B are of the same word class and therefore comparable
. In
reality, however, this structure enables a variety of phrases and expressions to be used in place of A and B, and therefor
e A and B
are often incomparable. The purpose of this paper is to describe the patterns of usage of not ~as much as or not ~so much as
more detail based on a corpus
driven approach so that learners of English can get a better grasp of these comparable e
Such information can be of great value to language learners in their language production and reception. Not only that, it can

be of
great value to language instructors when preparing lessons.

Friday, December 3, 2010 :: Concurrent Session 11

(14:55 ~ 15:30) :: Room 6

Shanthi Nadarajan
:: Universiti Malaysia Sarawak

Is SLA interaction theory relevant to CALL in Malaysia? A study on language input and pushed output in
undergraduate language classes (#219)

Successful implementation of Compu
ter Mediated Communication (CMC) often takes into consideration interactive,
constructive and task based activities. Task based research has also continuously examined the effect of negotiation of meani
and the role of pushed output in language learning.

This study investigates the immediate and delayed effect of learning from
three different modes of language learning sites used in undergraduate classes to teach report writing. Analysis was performe
d on
data obtained from task participation activities an
d from their immediate and delayed assessment performances. Current
cognitive views about language learning will be used to explain the findings.

Friday, December 3, 2010 :: Concurrent Session 11

(14:55 ~ 15:30) :: Room 7

Bensal Edwina

:: De La Salle

Manila, Philippines

Miraflores Edna

:: De La Salle University

Manila, Philippines

Misolas Carmina

:: De La Salle University

Manila, Philippines

Tan Neslie Carol

:: De La Salle University

Manila, Philippines

The power to make a point


In the context of modern presentations, the audience has become visual learners and listeners; hence, speakers are compelled
design visual aids to enhance their presentations which make the Powerpoint the most commonly used media to achieve this

purpose. However, some speakers have the proclivity to depend too much on their Powerpoint presentations, thereby relegating
their role as presentors to the background. This paper investigates select students' efficiency in managing their Powerpoint
ntations in their English for Communication (ENGLCOM) classes at De La Salle University
Manila, and its pedagogical
implications in the teaching of oral presentation. This paper covers how the students use technology to complement the conten
t of
their repo
rt. From this, the study shows that the majority of the student presenters failed to communicate effectively as they
depend too much on their Powerpoint presentation (e.g. too much reading, too much number of slides, heavy text information,
over emphasis o
n animation and irrelevant graphics). Therefore, there is a need for the students to understand that although the
Powerpoint is an important tool, it is not the alternative for a powerful presentation. Powerpoint is one of the best present
software ap
plications that can help students be better presenters given the right training and exposure, in order for them to have
the power to make a point.

16:10 ~ 16:30

Tea Break

Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: Room 1

Koenraad Ton

:: TELLConsult

Using mobile phones for the assessment of and for oral skills development in secondary education (#60)

In this paper we report the experiences and interim results of a pilot researching the feasibility of using students' pers
onal mobile
phones as a tool in language teaching and the administration of oral speaking tests in particular. The current introduction o
standards based on the Common European Framework of Reference (CEFR) in the Netherlands and other EU
es a growing awareness among individual teachers and schools of the need for changes and quality improvement of the
curriculum, specifically for oral skills development. This has also motivated the Anglia Network Europe, a consortium of scho
sharing cus
tom made language teaching materials, to explore the possibilities of mobile technologies for making its speaking
practice materials available to an even larger audience and to facilitate a more flexible delivery of its oral proficiency
assessments. To thi
s end a pilot was set up to research the feasibility of this approach and address issues such as general
organisation, customisation of task and test design, teacher competences regarding assessment and feedback provision and
student and teacher evaluation

of usability and face and content validity aspects. We report on the design, process and research
results of a first pilot (2010) involving two member schools where students (n=25) used cell phones for the assessment of the
oral presentation and interac
tion skills.

Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: Room 2

Crispina Gregory K Han
:: University Malaysia Sabah

Chin Kin Eng
:: University Malaysia Sabah

Vincent Pang
:: University Malaysia Sabah

Lay Yoon Fah
:: Universiti Malaysia Sabah

Denis Andrew D. Lajium
:: Universiti Malaysia Sabah

Students’ attitudes to learning mathematics with technology in rural schools in Sabah (#233)

The purpose of this study was to determine secondary schools students’ attitud
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Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: Room 3

Kong Nam

:: Seoul Cyber University

Maintaining focus in online English classes (#72)

It is not easy to maintain learners' attention for long periods of time in online settings, especially for working adult lear
ners of
oreign language who are easily distracted with family, work and other social commitments. Besides, since the effort required
master a foreign language is considerable while the outcome in terms of proficiency is often modest, it is particularly diffi
t for
these students to maintain a high level of concentration. Special care on a methodological and conceptual design framework is

required for learners' focus
maintenance during class sessions. Based on this research background the present study attempte
d to
investigate whether certain online teaching techniques could help students focused in class and take a greater interest in th
learning. It also tried to find out how they should be embodied in online English classes of adult learners. In this prese
four examples of online English courses specially geared to holding the attention of adults will be introduced with explanati
on to
what extent these concerns are attempted.

Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: R
oom 4

Kok Boon Shiong
:: UMS, Educational Technology Department

Baharuddin Aris
:: UMS, Educational Technology Department

Zaidatun Tasir
:: UMS, Educational Technology Department

Students' learning path in adaptive self
directed learning system (#232)

Self directed learning (SDL) has been a concept in adult learning especially in higher education and colleges. The role of
directedness in the online learning environment is a new area of study. A learning system has been designed to assist

in learning educational technology topics. In the system, students are given the flexibility of accessing different layers of

learning paths at their own pace. This study aims to determine the effects of an Adaptive Self
Directed Learning system (ASDL)

students with different level of self
directed learning readiness (SDLR). Two groups of Kursus Perguruan Lepasan Ijazah
degree teaching training course) students from a teacher training institute took part in this research. Three
directed learning readiness scale (SDLRS), web evaluation form, and pretest
posttest were administered and
employed to gather data that supported the research questions in this study. Qualitative data was gathered from a real
time system
logs. Results

of the study showed a significant difference on students' performance and self
directed learning readiness after
using ASDL. Analysis of the qualitative data also revealed that students with level of SDL below average and on average prefe
learning paths
which include learning content and examples. This study concluded that students' level of self
directed learning
and performance can be enhanced via ASDL.

Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: Room 5

Campbell David

:: Ob
ihiro University of Agriculture and Veterinary Medicine

The Web browser as a language learning tool: Useful extensions and toolbars (#68)

The web browser is the tool for accessing the internet and one that we assume our students know how to use. Is that

a correct
assumption? Do our students really know how to take advantage of the power of modern web browsers in their language
learning? I hope to have a discussion of the best ways to introduce to students the features that make them more efficient us
the internet. Do you dedicate a class period? Do just give a handout or quick demonstration? Do you rely on your IT people to

give a special workshop?

Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: Room 6

Siti Hasnah Tanalol
: Universiti Malaysia Sabah

Chung Seng Kheau
:: Universiti Malaysia Sabah

Salmah Fattah
:: Universiti Malaysia Sabah

Asni Tahir
:: Universiti Malaysia Sabah

Academic project eSupervision (#221)

A Final Year Project (FYP) course is designed to give st
udents the opportunity of supervised practical application of the theory
learned in the class. Normally, a lecturer will supervise several numbers of students at one time. In order to sustain and im
the existing supervision, a new strategy is requir
ed and the development of ICT technology in education should be able to
facilitate that. “eSupervision” (electronic supervision) provides essential communication between students and supervisor not

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submission of students’ marks.

Friday, December 3, 2010 :: Concurrent Session 12

(15:35 ~ 16:10) :: Room 7

Wong John

:: City University of Hong Kong

Customizing Google forms for the ESL
classroom (#41)

This presentation aims to demonstrate how a new Google tool, namely Google Form, because it is originally designed to generat
surveys, can be more useful in creating online quizzes than currently available quiz makers. The presenter will
explain how a
common and popular question type, namely multiple choice (MC), can be created easily with the MC interface of Google Form,
and then given a quiz type answer checking function so that students can see their own performance, and even compare it

that of their peers. Besides, he will share ideas on a) embedding Google forms on webpages alongside videos, reading passages

and quiz questions, b) embedding feedback for incorrect answers in the spreadsheets generated by Google forms, such as an MC

quiz, c) using Google forms for classroom logistics, e.g. taking attendance and collecting assignments.

Friday, December 3, 2010 :: Concurrent Session 13

(16:35 ~ 17:10) :: Room 1

Liaw En

:: Chung Yuan Christian University

The acquisition of
professional knowledge through the development of critical reflection in an on
line pre
service teacher
community (#84)

Situated in a master level course, entitled Language Learning and Teaching, in a teacher training program, this study attempt
s to
r both comprehension of professional knowledge and the attitude of contextualizing knowledge with situational factors.
More importantly, this study hopes to help preservice teachers with the development of critical reflection skills through
cooperation wit
h others in on
line inquiry
based tasks. Participants of this study were twelve preservice teachers in a master's
level teacher training program in Taiwan. The results from posted messages on the on
line forum indicate the growth of
knowledge during the pe
riod of the study. In the messages shared in the post
session forum, pre
service teachers provide more
depth viewpoints and support their arguments with examples. Also, they were able to contextualize professional knowledge
by relating it to their own c
ontext. Professional knowledge became the source of answers when facing challenges in real
teaching and learning. This was the ultimate purpose of this study: to connect the unknown with the known. Such a purpose
successfully plants /seeds in this gro
up of pre
service teachers through the participation in the on
line community. Through this
experience, problem
solving skills and an inquiring attitude are nurtured.

Friday, December 3, 2010 :: Concurrent Session 13

(16:35 ~ 17:10) :: Room 3


:: Urmia University

Multidimensional Internet
based language course: New horizons in CALL
oriented ELT (#88)

Though CALL
oriented pedagogy has made its way to varied aspects of instructional arena, the use of computer and the Internet
as educati
onal resources still seems to be of a rather peripheral role in today's mainstream teaching/learning practices. In an
attempt to tailor Internet use to the quintessential didactic attempts, the researcher in the present study has opted for a
course of action in which all the activities in the class are leveled toward the active use of the net. In effect, the
researcher's devised method termed MILC (Multidimensional Internet
based Language Course) emanated, in the first place,
from the focal ro
le CALL was thought to play in bringing about critical literacy in learners. To sum it up, the implementation of
MILC with a group of EFL learners who participated in the current study proved quite fruitful, particularly in terms of foste
learner auton
omy and initiative as well as in attending to the learners' actual academic needs.

Friday, December 3, 2010 :: Concurrent Session 13

(16:35 ~ 17:10) :: Room 4

Thi Tuyet Nguyen Phuong

:: Ho Chi Minh University of Pedagogy

Peer feedback through blogs
in second language writing: A case of a Vietnamese EFL classroom (#85)

The study aims to explore how Vietnamese EFL students think of blogs as a tool to practice writing, examine if students'
comments incline towards their friends' revision process, and f
ind out if the comments result in students' revision of their drafts.
Participants were 11 students in an EFL class in Vietnam. Data collected were students' first and final drafts for two writin
topics, the comments posted, and their responses to a quest
ionnaire. Students' responses to the questionnaire were analyzed and
their comments are coded as revision
oriented and nonrevision
oriented (Liu & Sandler, 2003). Additionally, their first and final
drafts were compared to examine if their peer feedbacks r
esulted in changes in their final drafts. The findings indicate that most
students expressed positive attitudes to L2 writing through blogs and that they gave revision
oriented comments to their friends'
drafts. Also, there is evidence that students used t
heir friends' comments in their final drafts. Implications are drawn for the
practice of language teaching.

Friday, December 3, 2010 :: Concurrent Session 13

(16:35 ~ 17:10) :: Room 5

:: English Department, PGRI Adi Buana Surabaya University


CALL for young learners: An integrative approach as the smartest way to learn English (#90)

The purpose of the study is to investigate how to develop an integrative approach to young learners through the use of CALL
(Computer Assisted Langu
age Learning) in learning English. Through songs, games and stories, young learners will remember
words and pattern. In this case the role of teachers is to help the learners develop creativity and their social skills (Paul
, 2003;
Reilly & Ward 1997). In o
rder to create active, joyful, and effective learning, teachers of young learners need to know various
kinds of teaching strategies. CALL is the example of technology which is used for education purposes. CALL has many
advantages such as texts (hypertexts)
, animations, sounds, and also feedbacks which will help the young learners to understand
the topic they learn and also help them if they find some difficulties in their learning. For example, the topic learned is a
bout a
singer, through CALL they can see
the album, pictures and the singer's performance. Since the students are expected to do the
exercises by themselves, they also make them become autonomous learners. The process of learning using CALL includes four
skills such as reading, writing, listening

and speaking, therefore CALL is an integrative approach the smartest way to learn

17:15 ~ 17:40

Colloquium: Local and global perspectives on CALL

Bae Son, Leslie Opp
Beckman, Jozef Colpaert, Supyan Hussin
& Siew Ming Thang

17:40 ~

Closing Ceremony

17:55 ~ 18:30

PacCALL Annual General Meeting (Room 1)