MOBILLE

MOBILE LANGUAGE LEARNING EXPERIENCE

International Conference

Lycée Français de New York
February 21-22, 2019

The Lycée Français de New York will be hosting a new international conference on MOBILE LANGUAGE LEARNING. The conference will gather scholars and practitioners from all over the world in a forum about the impact of state-of-the-art technology on learning and teaching languages.

MOBILLE welcomes all who are interested in harnessing the power of such technology to enhance language learning – preK-12 teachers, researchers, professors, graduate students, policy makers, school heads, technology officers.

Language learning occurs in various environments, in dedicated regular classes as well as in those integrating language and subject matter. Whatever the setting, this conference will focus on how technology – ubiquitous, pervasive and forever changing – shapes the experiences of learners as well as teachers in primary school, secondary school and beyond.

Conference Schedule

  • Day 1

    Thursday, February 21, 2019

  • 10:45 - 11:30
    As sophisticated mobile devices become widely available, the question of whether or not to enable mobile live instruction becomes clear. This presentation will look at historic utilization and attendance rates for virtual live instruction, and the associated effects on both when a mobile platform is released. It will also cover best practices for mobile live instruction.
    Where
    W301

  • 10:45 -  11:30
    Encore!!! is a mobile language learning platform that allows a user to make playlists from a range of topics (vocabulary, grammar, sentences, verb conjugations, conversations, etc.) and then allows you to choose number of repetitions, pauses between repetitions and speed at which vocals are presented. Users can add new material.
    Where
    W302

  • 10:45 - 11:30
    Teachers are increasingly using language tech to improve student’s performance before and during language immersion trips. Come join Dr. Laura Friedman of Grand Classroom Student Travel, as she reviews recent trends in student immersion travel and addresses the pros and cons of language tech used in conjunction with these trips.
    Where
    W401

  • 11:30 - 12:15
    This presentation describes a classroom project developed in a course on diversity education that required students to use digital media and technology to cross cultural borders. Students engaged in virtual and online intercultural communication with people, organizations or communities to learn about different socio-economic and cultural contexts.
    Where
    W301

  • 11:30  - 12:15
    This presentation covers an environmentally-based compare/contrast assignment originally designed for ESL writing courses at Penn State University. As an example of content-based instruction, this ecocomposition assignment prompts students to research and compare the technological design and visual rhetoric embodied in two spaces or buildings in their learning community.
    Where
    W302

  • 11:30  - 12:15
    Premised on the notion of modality as the interaction of material tools, modes, and language learning objectives, this paper critically synthesizes the conflicting body of comparative CMC versus FTF literature (1999-2018), dissecting it into text-, audio-, and video-based CMC, factoring in validity issues, and presenting a (hopefully) less conflicting narrative.
    Where
    W401

  • 11:30 - 12:15
    This research study explored the presence of social media pages dedicated to literacy development in the Coptic language. Social media users completed an anonymous survey that provided insight on their language background and experience with the Coptic language learning material.
    Where
    W402

  • 12:15  - 13:00
    To promote ELs’ linguistic-sociocultural capabilities between Chinese and English, we describe a mobile-assisted language learning project which combines a sociocultural approach with a multimedia learning curricular framework. We present integrated and pedagogical demonstrations to help your ELs develop idiomatic competence and bi-cultural awareness via WeChat’s multimedia features.
    Where
    W401

  • 12:15  - 13:00
    DIGITAL LEARNING: EMPOWERING LEARNER AUTONOMY AND CREATIVITY (PRACTICE-ORIENTED) In this presentation, I will discuss how digital tools can foster more creativity and autonomy for the language learner. These tools create interest for the students, train them to manipulate linguistic structures, and empower them to produce documents that are a reflection of their own spirit. They foster interaction among the students and allow them to learn in a playful way.
    Where
    W301

  • 12:15 - 13:00
    This action research project evaluates an online course on language learning through content. Its purpose is to help ELLs enhance English skills while learning online about the work of the UN. A teacher and 30 students in a public high school bilingual program acted as learner-consultants.
    Where
    W302

  • 12:15 - 13:00
    DEVELOPING PROFESSIONAL COMMUNICATION: THE CONSTRUCTION OF A MULTIMODAL UNDERSTANDING OF JOB INTERVIEWS (RESEARCH-ORIENTED) This paper examines how YouTube videos are used in a University English class. The finding suggests that students use multimodal strategies of learning that transformed what was being shown to them. This paper also argues for a critical reflection of the dichotomy of online vs offline, as well as in-class vs out-of-class learning in the era of heightened mobility.
    Where
    W402

  • 14:00 - 14:45
    Have you been curious about what your novice students can do with language? Try blending assessment with technology! It’s a great way to show what language learners can do. Come hear all about how kindergartners spent a year documenting various language skills using Seesaw on their iPads, including tips and suggestions on how to make a smooth transition to using technology and the target language.
    Where
    W301

  • 14:00  - 14:45
    Our qualitative study seeks, thanks to a mixed-methods approach, to measure the level of acquisition of digital literacies and knowledge on OER and image rights by pre-service teachers while designing a mobile hunt for primary school L2 Dutch learners on the media education Actionbound web-based app.
    Where
    W302

  • 14:00  - 14:45
    APPS ON DEMAND – GUIDING DIGITAL NATIVES (PRACTICE-ORIENTED) Who better than students know what students need? This workshop will show how, through a flipped class approach, students can cooperate with their younger mates at school. Older Primary students developed a project where they put their IT knowledge at the service of a Junior 1 Group, facilitating both the socio-spatial adaptation to Primary School and the acquisition and practice of English Language.
    Where
    S219

  • 14:00 -  14:45
    This presentation reports on a study (n=370) of language learners who use Twitter. It provides a participant profile, their practices, and beliefs about using Twitter for language learning. The results show very positive attitudes and provide evidence that learners learn new vocabulary, engage in production of target language and interact with native speakers.
    Where
    W401

  • 14:00 -  14:45
    USING BEE-BOTS IN LANGUAGE CLASSROOMS: DESIGNING AUTHENTIC LEARNING OPPORTUNITIES IN PRESCHOOL (RESEARCH-ORIENTED) This presentation will discuss the use of Bee-bots (infants’ robots) in English as a foreign language tasks in a preschool setting, (5-6 year olds). Taking a multimodal focus, the research analysis will highlight the learning affordances of ‘hands-on’ technology in transdisciplinary, contextualized tasks with very young language learners.
    Where
    W402

  • 14:45 -  15:30
    Where
    W301

  • 14:45 - 15:30
    This presentation showcases a project for a Beginning French course in which four Parisians documented their lives with a virtual reality (VR) camera. Pilot study findings reveal that the VR narratives, presented in Gear VR, immersed students in diverse and unexpected aspects of Parisian culture, enhancing the course’s learning objectives.
    Where
    W302

  • 14:45  - 15:30
    Feedback and assessment are questions of course design in online learning. This paper discusses and illustrates how to plan an effective training course for higher education preparatory program in Finland by using digital methods with the focus on maintaining quality in the processes of feedback and evaluation.
    Where
    S219

  • 14:45 - 15:30
    I CAN DO THAT?’ INTRODUCING TEACHERS TO THE WORLD OF CUSTOMIZABLE MALL RESOURCES (PRACTICE-ORIENTED) Combining insights from Activity Theory (Engeström, 2014), design-based research (McKenney & Reeves, 2012), and mobile-assisted language-learning (MALL; Stockwell & Hubbard, 2013), this presentation proposes three levels of teacher involvement in the adaptation and/or creation of MALL resources to enhance learner interaction with the target language.
    Where
    W402

  • 15:30 -  16:15
    Through the presentation of a solid pedagogical rationale and learning objectives, this paper will argue that the study of language and culture in an undergraduate foreign language setting can be enhanced and critically approached by fostering student analyses of the Spanish linguistic landscape in New York City via Twitter.
    Where
    W301

  • 15:30 - 16:15
    This session analyzes the impact of mobile learning in the Spanish as a foreign language (SFL) classroom routines in Thailand. The study revealed that the inclusion of mobile devices in the Thai SFL classroom minimizes the influence of the stress associated with the students’ sociocultural context, and maximizes their participation in classroom activities.
    Where
    W302

  • 15:30  - 16:15
    This presentation demonstrates how a flipped classroom approach can be implemented in a technology-mediated second language (L2) vocabulary instruction to enhance vocabulary retention and reading comprehension of L2 learners. Attendees leave with electronic vocabulary glossing resources, sample lessons, as well as vocabulary-focused interactive games to enrich a flipped learning experience.
    Where
    W401

  • 15:30  - 16:15
    The current study describes a classroom intervention carried out in a language school in Barcelona, Spain. The intervention was designed in order to explore the mobile language learning experience. The teacher used the WhatsApp application with a group of students who attended an EFL 5-week intensive summer course.
    Where
    S219

  • 15:30  - 16:15
    This practice-oriented presentation is about a project which aimed at investigating the role of Skype on Smartphones as an alternative media to teach English to visually-impaired students in Brazil. A qualitative action research study showed that Skype can be used as a tool for teaching English ubiquitously to visually-impaired students.
    Where
    W402

  • 16:30  - 17:15
    Nine ab initio learners of Turkish completed 34 hours of study using Duolingo. Learning journals were kept and analyzed, while learning gains were tracked using internal Duolingo measures and a university-based exam. Gains and experiences will be explored, along with an evaluation of the L2 learning affordances of Duolingo.
    Where
    W301

  • 16:30  - 17:15
    Both Adobe Spark Page, for the iPad, and Microsoft Sway, for tablets and PCs, are two Web 2.0 tools that can help transform the process of journal writing. The apps allow text, pictures and videos to be blended in a professional-looking magazine format, viewable on any device. This screen poster will demonstrate how this software can engage students and push them to take risks with a new format which can better channel their creativity, a key component in learning. More importantly, such software can help illuminate topics, and encourage students to reflect and compare, and question and critique, within their L2 journal entries.
    Where
    W302

  • 16:30  -  17:15
    The presentation reports on more than 100 teachers and 1000 pupils’ attitudes towards the use of mobile devices for language learning in high school in Belgium. It also addresses the impact of mobile literacy and/or ICT training on their intention to use mobile devices in the language classroom.
    Where
    W401

  • 16:30  - 17:15
    This presentation introduces various unique online sentence-level practice activities, including a multiplayer sentence-building game, from the Apps4EFL website/LMS for EFL learners. Affordances of the designs (which are adaptable for other languages) will be discussed, along with feedback from teachers and learners in Japan.
    Where
    S402

  • 17:15 - 18:00
    This presentation introduces a telecollaborative project between learners of German in the US and learners of English in Germany that focuses on the exchange and discussion of photographs taken by students on given topics. The presentation summarizes preliminary findings from a research project which analyzes students’ development of intercultural competence as measured by the intercultural sensitivity scale (Fritz, Möllenberg, & Chen, 2002) before and after the photo exchange. Additionally, students’ feedback on the exchange will be summarized.
    Where
    W301

  • 17:15  - 18:00
    BEYOND SIMULATION: VR AS A CREATIVE AND COMMUNICATIVE MEDIUM FOR LANGUAGE LEARNING (PRACTICE-ORIENTED) What if Star Trek’s holodeck were real and available in your classroom? Where would you go and with whom would you talk? Focusing on learner-created content and telecollaboration, this session will examine how low-cost mobile VR technology can be integrated into communicative classroom activities.
    Where
    W302

  • 17:15 - 17:00
    USING WHATSAPP IN TEACHER EDUCATION: A STUDY IN THE PERSPECTIVE OF COMPLEXITY (RESEARCH-ORIENTED) Based on Complexity Theory, this paper discusses the use of WhatsApp in a teacher education course for sixty teachers in Brazil, as well as their perceptions and actions emerging from this mobile educational experience. The findings indicate the potential of mobile technology for mediating learning experiences and teacher development.
    Where
    W401

  • 17:15 -  18:00
    Technology provides unprecedented opportunities for creative and differentiated learning. So, great teachers identify important learning goals and construct innovative activities that help students reach these goals. Come see a range of creative and purposeful K-12 projects by talented and progressive educators from across the country — and beyond.
    Where
    W402

  • 17:15 - 18:00
    We present digital video materials for improving university engineering undergraduates´ oral skills. The mini-videos are gathered in an electronic modular book in which audiovisual, written, animated and interactive materials are bound together in a reusable learning object where audio-visual technologies meet innovative learning methods such as blended-learning and flipped classroom.
    Where
    S219

  • Day 2

    Friday, February 22, 2019

  • 9:00  - 10:45
    Computer science literacy is now widely accepted as a core competence for students. In this session, the speakers, aided by some of their students, will share their expertise in teaching computer science in a bilingual school (French/English) at the elementary, middle and high school levels.
    Where
    W401

  • 9:00  - 10:45
    Low-achievement ESL learners in Mexican college education come across a lack of real interaction with English language and a scarce practice opportunity. VR games are a breakthrough that provide students with real-time interaction with scenarios and objects, in full immersion setting which combines the four L2 skills thus empowering students to use the language
    Where
    W301

  • 11:00 -  12:45
    In this session, the speaker will provide a variety of practical ideas for using technology that can greatly enhance student learning and motivation. From mobile phones and PowerPoint to remote teaching through video conferencing, the speaker will demonstrate tried-and-tested strategies that can be applied to any context or setting.
    Where
    W301

  • 11:00 - 12:45
    Flipgrid and Recap are exciting and free educational tools that allow language students to quickly and easily submit video reflections based on teacher-generated assignments. There is no need to download or upload video files and the platform can facilitate great insights into what students know, think, feel, and understand.
    Where
    W302

  • 13:30  - 15:15
    This presentation will show how to use video-recorded natural conversations to teach oral interaction in the new – second and foreign- classroom, and how to select samples for different objectives and different levels of instruction.
    Where
    W301

  • 13:30 - 15:15
    Workshop attendees will be provided with an overview of the challenges associated with stimulating L2 speech in language classes, and then they will utilize a popular learning management system to create two out-of-class speaking assignments. Attendees will then work together on two building challenges to create scenario-specific gamified speaking activities.
    Where
    W401

  • 15:15 -  16:45
    We increasingly focus on seamlessly connecting students’ learning inside and outside of the classroom. Inquiry-based learning supports learners’ active engagement in the physical and online worlds around them while taking advantage of the affordances of mobile technologies. Participants will discuss tools and tasks for mobile inquiry-based learning in language programs.
    Where
    W301

  • 15:15  - 16:45
    Nonverbal communications (NVC) are known critical to delivering speakers’ messages and it is crucial in SLA, though long neglected. Japanese and American are often contradicting in NVC and English learners’ conversation in Japan could be quite misleading. Mobile apps with VR could solve such problems by learning a language with NVC.
    Where
    W302