Presentations & Presenters

BRINGING THE CLASSROOM INTO YOUR PHONE:  WHAT HAPPENS WHEN LEARNERS ATTEND LANGUAGE CLASSES ON THE GO
(EXHIBITOR)
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.
Brett Fogarty, Voxy, United States

 

ENCORE!!! A LANGUAGE MOBILE APP: MAKE PLAYLISTS, LISTEN, SPEAK, TEST AND LEARN
(EXHIBITOR)
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.
Jasprit Singh, Gurmentor, Inc., United States
Teresa M. Singh, Gurmentor, Inc., United States

 

PROS AND CONS OF LANGUAGE TECH IN IMMERSION TRAVEL
(EXHIBITOR)
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.
Laura Friedman, Grand Classroom Student Travel, United States

 

10 TEACHING ESSENTIALS FOR LEARNING AND TECHNOLOGY
(WORKSHOP)
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.
Leonardo A. Mercado, Euroidiomas, Peru

 

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.
Valeria Serres, Northfield School, Argentina

 

A YEAR OF SEESAW: CREATING A FLES DIGITAL PORTFOLIO
(PRACTICE-ORIENTED)
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.
Marissa Coulehan, The Dalton School, United States

 

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.
Trent Hoy, New York University, United States

 

BUILDING GAMIFIED MOBILE-ASSISTED LANGUAGE LEARNING MATERIALS: STIMULATING OUT-OF-CLASS L2 SPEECH
(WORKSHOP)
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.
Michael Barcomb, Concordia University, Canada

 

BUILDING STRONGER CONNECTIONS WITH YOUR ONLINE OR HYBRID STUDENTS
(VIRTUAL)
Research has shown the role of the teacher as vital to student success in a course. Likewise, strong teacher connections in online courses contribute to student engagement while minimizing student frustration. This session provides proven strategies for successful teacher-student connections in online courses with a focus on teacher presence.
Bobby Hobgood, University of North Carolina at Charlotte, United States
Barbara Lindsey, University of Connecticut (Retired), United States

 

CAN YOU LEARN LANGUAGES USING TWITTER?
(RESEARCH-ORIENTED)
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.
Fernando Rosell-Aguilar, The Open University, United Kingdom

 

COPTIC LANGUAGE LITERACY EDUCATION USING SOCIAL MEDIA
(RESEARCH-ORIENTED)
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.
Nicole Deschene, New York University, United States

 

CRITERIAL EVALUATION OF THE EDUCATION RESULTS IN THE COMPETENCY-BASED APPROACH ENVIRONMENT
(VIRTUAL)
This session presents methodical capabilities of criterial evaluation of the education outcome in the competency-based approach environment. This potential is focused primarily on tracking of individual progress and correction of the students’ personal development curve, on differentiation of significance of marks received for completion of various activities undertaken in the course of studies.
Natalia Yushkova, The Urals State Law University, Russia

 

CULTURAL AWARENESS IN THE LANGUAGE CLASSROOM: A VIRTUAL AND IMMERSIVE APPROACH
(VIRTUAL)
This presentation reports findings from a virtual reality study carried out in undergraduate Italian courses where students utilized their smartphones, dedicated apps and Google Cardboard to explore virtual environments representing the target culture. The potentials and challenges of integrating virtual reality technologies in the language classroom will be discussed.
Margherita Berti, University of Arizona, United States

 

CULTURAL IMMERSION IN VIRTUAL REALITY NARRATIVES
(RESEARCH-ORIENTED)
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.
Nicole Mills, Harvard University, United States
Chris Dede, Harvard University, United States
Arnaud Dressen, Wonda VR, France

 

DEVELOPING IDIOMATIC COMPETENCE VIA DIGITAL AFFORDANCES ON WECHAT: A SOCIOCULTURAL APPROACH
(PRACTICE-ORIENTED)
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.
Zhengjie Li, University of South Florida, United States

 

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.
Wing Yee Jenifer Ho, City University of Hong Kong, China

 

DEVELOPMENT OF EDUCATIONAL MINI-VIDEOS TO ENHANCE ORAL COMMUNICATION SKILLS
(RESEARCH-ORIENTED)
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.
Nava Maroto, Universidad Politécnica de Madrid, Spain

 

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.
Béatrice Carta, Lycée Français de New York, United States

 

ECOCOMPOSITION IN THE ESL CLASSROOM: THE CAMPUS SPACE COMPARE/CONTRAST ASSIGNMENT
(PRACTICE-ORIENTED)
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.
Jonathan Lehtonen, Pennsylvania State University, United States

 

EMPOWERING ELL STUDENT/CONSULTANTS ACQUIRING ACADEMIC ENGLISH WHILE LEARNING ABOUT THE UN
(RESEARCH-ORIENTED)
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.
Miriam E. Ebsworth, New York University, United States
Chencen Cai, New York University, United States

 

EXPERT/NOVICE DICHOTOMY AND LEARNING OPPORTUNITIES IN THE ONLINE INTERCULTURAL EXCHANGE
(VIRTUAL)
This paper presents some findings of an online intercultural exchange that incorporates L1 speakers of French, of English and Algerian learners of English and French. It investigates the learning opportunities created by the speakers, how the expert/novice dichotomy alternates between the interactants, and the utilised communicative strategies and linguaculture(s).
Amira Benabdelkader, University of Southampton, United Kingdom

 

FEEDBACK IN ONLINE LANGUAGE COURSES: HOW TO MAINTAIN QUALITY WITH MASSIVE GROUPS
(DISCUSSION-ORIENTED)
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.
Miia Karttunen, South-Eastern Finland University of Applied Sciences, Finland
Sirpa Juusola, South-Eastern Finland University of Applied Sciences, Finland

 

GAME IT ‘TILL YOU MAKE IT: VR GAMES FOR DISADVANTAGED ESL LOW ACHIEVERS
(WORKSHOP)
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.
Brisia F. Aguirre Ponce de León, Polytechnic University of the Sea and the Sierra, Mexico
Michiko A. Erami, Polytechnic University of the Sea and the Sierra, Mexico
Luis F. Salazar Rodriguez, Polytechnic University of the Sea and the Sierra, Mexico

 

HIGH VELOCITY VIDEO REFLECTION IN THE LANGUAGE CLASSROOM
(WORKSHOP)
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.
Tom Daccord, EdTechTeacher, United States

 

HOW TO BECOME A PROFICIENT DIGITAL TEACHER DESIGNING A MOBILE HUNT
(RESEARCH-ORIENTED)
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.
Fanny Meunier, Université Catholique de Louvain, Belgium
Alice Meurice, Université Catholique de Louvain, Belgium
Carole Delforge, Université de Namur, Belgium

 

HOW WEB 2.0 TOOLS CAN REJUVENATE JOURNAL WRITING
(PRACTICE-ORIENTED)
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.
Oliver Hadingham, Rikkyo University, Japan
Joshua Rappeneker, Rikkyo University, Japan

 

‘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.
Michael Barcomb, Concordia University, Canada

 

INPUT FOR INTERACTION: THE COLUMBIA CORPUS OF CONVERSATIONS IN SPANISH
(WORKSHOP)
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.
Guadalupe R. Fajardo, Columbia University, United States

 

LANGUAGE TEACHERS AND PUPILS GOING MOBILE IN SECONDARY EDUCATION IN BELGIUM: READY?
(RESEARCH-ORIENTED)
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.
Julie Van de Vyver, Université Catholique de Louvain, Belgium

 

LEVEL UP! TEACHING WORLD LANGUAGES VIA ALTERNATE REALITY GAMES
(PRACTICE-ORIENTED)
Transform your curriculum into an immersive game! This session will showcase a Pokémon-inspired alternate reality game the presenter created for his courses, including an overview from student and teacher perspectives, a discussion of its iterative design process, and practical advice for instructors looking to cover content in this unique way.
Trent Hoy, New York University, United States

 

MOBILE LEARNING: A CATALYST FOR OPTIMAL CLASSROOM ENVIRONMENT WHEN LEARNING SPANISH IN THAILAND
(RESEARCH-ORIENTED)
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.
Leyre A. Biel, Columbia University, United States
Eva À. Ramos, University of Valladolid, Spain

 

MOBILE-ASSISTED LANGUAGE LEARNING ON DUOLINGO: A TURKISH CASE STUDY
(RESEARCH-ORIENTED)
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.
Shawn Loewen, Michigan State University, United States
Dustin Crowther, Oklahoma State University, United States
Zachary F. Miller, West Point, United States

 

MOBILE LANGUAGE LEARNING: THE USE OF ‘WHATSAPP’ APPLICATION IN AN EFL CLASSROOM
(RESEARCH-ORIENTED)
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.
Maria Andria, National and Kapodistrian University of Athens, Greece

 

MOBILE PHONE-ASSISTED INSTRUCTION: PRACTICES OF PUBLIC SECONDARY ENGLISH LANGUAGE TEACHERS
(VIRTUAL)
This study explores the practices of public secondary English Language teachers in the Philippines on the use of mobile phones to aid in teaching listening, speaking, reading, writing, assessing, including their mobile-phone-management-policies. This research used a phenomenological research design to describe teachers’ practices in using mobile phones to assist their teaching.
Michael C. Mauricio, Philippine Normal University, Philippines

 

MODALITY CAN HELP UNTANGLE THE COMPARATIVE LITERATURE ON COMPUTER-MEDIATED VERSUS FACE-TO-FACE INTERACTION
(RESEARCH-ORIENTED)
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.
Luis Cerezo, American University, United States

 

POSSIBILITY OF ESL/JSL NON-VERBAL COMMUNICATION LEARNING WITH VR
(WORKSHOP)
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.
Noricco Toyoda, S&N Information Limited, Japan

 

REDESIGNING TECHNOLOGY-MEDIATED VOCABULARY INSTRUCTION USING A FLIPPED CLASSROOM APPROACH
(PRACTICE-ORIENTED)
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.
Imelda Bangun, University of South Florida, United States

 

TEACHING COMPUTER SCIENCE IN A BILINGUAL AND BICULTURAL LEARNING ENVIRONMENT
(WORKSHOP)
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.
Chesna Flora, Lycée Français de New York, United States
Portia Morrell, Lycée Français de New York, United States
James Charell, Lycée Français de New York, United States
Adena Dershowitz, Lycée Français de New York, United States

 

THE USE OF SKYPE ON SMARTPHONES IN THE TEACHING OF ENGLISH TO THE VISUALLY-IMPAIRED
(PRACTICE-ORIENTED)
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.
Miriam S. Retorta, Federal University of Technology – Paraná, Brazil

 

TWITTER AND THE CITY: THE LINGUISTIC LANDSCAPE OF NYC THROUGH SOCIAL MEDIA
(PRACTICE-ORIENTED)
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.
Reyes Llopis-García, Columbia University, United States

 

UNIQUE AFFORDANCES OF SENTENCE-LEVEL PRODUCTION PRACTICE ACTIVITIES ON THE APPS4EFL WEBSITE
(PRACTICE-ORIENTED)
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.
Oliver Rose, Kwansei Gakuin University, Japan

 

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.
Melinda Dooly, Universitat Autònoma de Barcelona, Spain
Nathaly Gonzalez-Acevedo (VIA SKYPE), Universitat Autònoma de Barcelona, Spain

 

USING KAHOOT! IN THE EFL CLASSROOM AND IN THE CLIL APPROACH
(VIRTUAL)
In this paper, we aim at exploring the use of KAHOOT!, which is nowadays used at schools in foreign language learning. Our purpose is to analyze KAHOOT! in two different contexts: in the lessons of English as a foreign language classroom and in the Geography lessons through the English language.
Salvador Montaner-Villalba, Universidad Nacional de Educación a Distancia, Spain

 

USING MOBILE TECHNOLOGIES FOR INQUIRY-BASED LEARNING IN LANGUAGE PROGRAMS: TOOLS AND TASKS
(WORKSHOP)
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.
Lee B. Abraham, Columbia University, United States

 

USING MOBILE APPS FOR TELECOLLABORATIVE PHOTO EXCHANGES
(RESEARCH-ORIENTED)
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.
Theresa Schenker, Yale University, United States
Angelika Kraemer, Cornell University, United States

 

USING ONLINE AND VIRTUAL COMMUNITIES TO DEVELOP INTERCULTURAL COMMUNICATION
(PRACTICE-ORIENTED)
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.
Fernando Naiditch, Montclair State University, United States

 

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.
Junia Braga, Federal University of Minas Gerais, Brazil

 

VIRTUAL REALITY IN THE TEACHING OF FLE IN A BRAZILIAN PUBLIC SCHOOL
(VIRTUAL)
Considering the emergence of Virtual Reality and its recent popularization, this work aims to explore this technology in education, especially in Foreign Language Teaching domain. The context of this research consists of French classes in a Brazilian public school project, where activities with this technology are conducted and analyzed.
Felipe A. Nobrega, Universidade Estadual Paulista, Brazil
Cibele C. de Faria Rozenfeld, Universidade Estadual Paulista, Brazil

 

WHAT DO GREAT TEACHERS DO WITH TECHNOLOGY?
(PRACTICE-ORIENTED)
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.
Tom Daccord, EdTechTeacher, United States

 

WHATSAPP IN SPANISH LANGUAGE INSTRUCTION – FOSTERING INTERPERSONAL COMMUNICATION IN THE L2
(VIRTUAL)
This presentation will describe two WhatsApp-based activities designed to foster communication among beginner Spanish students outside of the classroom: one writing-based and one speaking-based. Students’ perceptions on the utility of WhatsApp in improving their communication, their participation, and the benefits and challenges of WhatsApp in second language instruction will be discussed.
Ana González-Gómez, Northern Arizona University, United States
Yuly Asención-Delaney, Northern Arizona University, United States