Posters
Asynchronous Session
Developing Collectivist Group Norms within an Individualistic Classroom Culture: How Collaborative Values Evolve - A Case Study View Digital Media
Poster Session Orna Heaysman
The usual classroom discourse norms involve the teacher leading the interaction and students compete for the right to speak and the teacher's attention. These norms align with an individualistic culture. However, collaborative learning requires a different set of norms – of shared responsibility, cooperation, and the importance of the group. These align with the norms of a collectivist culture. The current study aims to shed light on the discourse and social processes in a collaborative learning group as a part of a regular classroom and how these processes contribute to or hinder the group's success in the task. This case study used a qualitative approach of sociolinguistic discourse analysis, focusing on the discourse norms and the meaning of the interaction for the participants. We have observed a group of three eighth-grade students of mixed cultures (Jewish and Arab) while working on a science task. We found that the group members went through a process of behavioral change and group norms formation. At the start of the work, they see themselves as individuals, preferring their personal goals over the collective goal of the group. However, they quickly realize that this approach is destructive and seek solutions. They set new rules for the group, aiming to promote and protect their collective goal. After setting the rules, they get back to their task, while consistently enforcing the rules whenever they are broken. We concluded that collectivist norms can naturally develop in a learning group within a classroom setting that usually holds individualistic norms.
Pedagogy and Language Learning Enrichment: An Interactive Multimodal Virtual Field Trip Wheel View Digital Media
Poster Session Jasmin Cowin, Ed.D.
The language learning enrichment created by digital platforms, eLearning, and virtual field trips is of great benefit to language educators and their learners. However, there are few interactive resource visuals connecting pedagogy, language learning enrichment, and virtual field trips. This poster visualizes pedagogy, language learning, and virtual field trips through an easy-to-navigate, clickable wheel while incorporating multimodal and multiliteracy perspectives. The tools available are diverse, multifaceted, and complex, accessing the transformative potential of free virtual spaces. This interactive multimodal resource wheel is meant to function as appealing support for language instructors looking for guidance on student learning enrichment through free and effortless accessible field trips.
Intercultural Learning in College Level General English Context in Taiwan View Digital Media
Poster Session Yueh Nu Hung
This study reports a one-year action research that explored the process and the results of the development and implementation of a college level general English course that integrated the teaching of intercultural competence and English proficiency. A total of 27 first-year college students (18 to 19 years of age) registered in this 2-credit year-long general English course offered in a medium-sized public university in the central part of Taiwan. All participants received an English proficiency test and a multicultural literacy scale survey at the start and again at the end of the school year. Qualitative data such as student interviews, course feedback and student writings were also collected to understand the participants' responses to and performances in the course. The poster also reports information about course materials and learning tasks. It was found that the course was effective in the promotion of the participants' English listening and reading proficiency and their multicultural competence. Reflections and suggestions for future research and classroom practice are shared.
Virtual Design Classes via Interactive Design Critique for Students – A Pandemic Solution View Digital Media
Poster Session Qing Luo
Desk critique is one of the key instruction methods that benefits student critical thinking in design classes (Yorgancioğlu & Tunali, 2020). It involves the professor sitting down at each student's desk and reviewing their work progress displayed on the desk. An effective desk review consists of giving verbal feedback and, more importantly, marking on students' design to offer ways of improving and exploring further on the design problems. During the pandemic, professors could not conduct the traditional close-distanced desk critique due to social distancing requirements. Marking and sketching over student work during a class would have become a challenge without technology's assistance. With the advancement of video conferencing technology, the Zoom Annotate tool was used in a design class at Oklahoma State University in fall 2020 in place of in-person critique to provide an equivalent level review for students. This accomplished a live digital review with the ability to mark on student work, which the traditional desk critique can offer. Students were given a short questionnaire based on their perceptions of their likes, dislikes, relation to Zoom critique, and potential to facilitate course learning. Student perceptions of Zoom critique and the Annotate tool as a pandemic solution for desk crit were mostly positive. Students have reported the benefits of having undisrupted valuable feedback time via the screen without needing to sit down side-by-side with the professor. A few negatives include students longing for in-person and close distance interactions.
Spanish-Indigenous Inclusive Education View Digital Media
Poster Session Karla Del Carpio Ovando
Historically and erroneously, indigenous languages have been considered incapable of adapting to new communication needs, since they are perceived as “insufficient”; subjective perception based on an ideology of deficit that reflects the vision of many dominant societies in various parts of the world. This ideology, as well as the practices based on it, have had a negative impact on indigenous peoples, their languages and cultures. This ideology has put the languages of various minority groups at risk and confirmed that it has been forgotten that when a language dies, “prayers, myths, ceremonies, poetry, oratory and technical vocabulary are lost, as well as daily greetings, farewells, styles of conversation, humor, ways of talking with children, behaviors and emotions ”(Woodbury, 2012, p. 13). Unfortunately, the traditions disappear and, in some cases, are replaced by the traditions of the dominant society. For this reason, some indigenous communities have taken the initiative to work diligently to preserve and promote their language and culture despite the socio-political, economic and educational pressures they face. An example of this is the Tsotsil Mayan community in Chiapas, Mexico. In order to contextualize the situation of the Tsotsil people, their language and culture, this presentation focuses on how Spanish-Tsotsil inclusive bilingual education has been used in the last few years to preserve and promote Tsotsil children’s linguistic human rights.
Adult Immigrants' Identity Negotiations Through Language Learning: "Why Am I Learning Finnish?" View Digital Media
Poster Session Paulina Beatriz Chavez Rodriguez
Identity negotiation is an often-overlooked process that adult immigrants actively experience through and during the process of language learning. Language learning for adult immigrants is not only a means to an end (passing a language test, obtaining citizenship, joining the work force, or gaining study rights) but a process in which our understanding of ourselves and our relationships with others are redefined by newly learned linguistic and cultural norms and interactions with native speakers and other learners. This is particularly true in intensive language and culture courses like those offered to adult immigrants in Finland, and other countries, as part of integration programmes. Using a sociocultural and postmodern understanding of learning, identity and language, this PhD study describes the experiences of adult immigrants as language learners in Finland and explain how these experiences influence the process of identity negotiation. The process of data collection is ongoing, but preliminary results show that participants are guided into or assigned subject positions, by their interactions with others in the courses, in which their behaviour should be compliant yet active and independent. They also show how the participants accept or challenge these subject positions, and by doing so, renegotiate their way of interacting with others in and outside of Finland as professionals, family members, immigrants, and as part of Finnish society.
Belonging and Learning: Perceptions of International Students in Hybrid Graduate Education View Digital Media
Poster Session Jiangfeng Li, Xintian Ji, Weina Li Chen
Belongingness is a fundamental human need (Maslow, 1943), yet it is often overlooked in educational settings, especially in hybrid graduate programs. This study first reveals the impact of the sense of belongingness on international students in graduate schools. Based on the research findings, the study reveals how international students from hybrid graduate programs identify and interpret the concept of belongingness. Furthermore, informed by Community of Practice (CoP), Culturally Responsive Teaching (CRT), and Social-Emotional Learning (SEL) theories, the authors discuss strategies and considerations to increase the sense of belongingness for international students in hybrid graduate education.
A Meta-analysis of the Unified Theory of Acceptance and Use of Technology Model in the Learning Management System Literature: Factors Affecting Students’ Behavioral Intention to Adoption amid COVID-19 Pandemic View Digital Media
Poster Session Chung Yee, Tracy Lai
During the COVID-19 pandemic, eLearning has become the only channel of teaching and learning amid class suspension. The implementation and use of learning management systems in education have become essential in this context. A number of studies have examined the motivators of learning management system adoption using the unified theory of acceptance and use of technology (UTAUT). However, the empirical results reflected that some of the UTAUT relationships were different in the existing literature. Therefore, in order to examine whether the theory is performing consistently across different studies, this research aims to undertake a statistical meta-analysis of findings reported in learning management system adoption studies published since 2020. The data were collected from academic journals and research papers for data analysis. Performance expectancy was identified as the strongest predictor of usage intention. It was also revealed that effort expectancy and hedonic motivation were significant antecedents of usage intention. Suggestions for further research are also included in the study.
Language Proficiency: Critical Analysis of the Influence of Social and Contextual Factors View Digital Media
Poster Session Misty LaCour, Ainslee Preciado
Language proficiency contributes to academic success for students. This study provides a critical analysis of language proficiency and its integration in cross-cultural academic settings. Language is not a product of the individual, but of the community. This presentation explores the interconnectedness of language and how this contributes to language acquisition as well as reading comprehension necessary for academic success. The contextual factors that lead to the development of language proficiency, specifically in marginalized student populations, are analyzed in this presentation. This presentation expands the research beyond the historical examination of language proficiency to explore the critical analysis of the influence of social and contextual factors related to language proficiency. References: Alexander S. Y. (2012). Communication and language: Surmounting the barriers to cross-cultural understanding. Information Age Publishing. Jensen, B., & Thompson, G. A. (2020). Equity in teaching academic language: An interdisciplinary approach. Theory Into Practice, 59(1), 1–7. Martínez, R. A., & Mejía, A. F. (2020). Looking closely and listening carefully: A sociocultural approach to understanding the complexity of Latina/o/x students’ everyday language. Theory Into Practice, 59(1), 53–63.
Student Perception of a Modified ‘Strong’ Content and Language Integrated Learning Class in a Japanese Technical College View Digital Media
Poster Session Regina Salmasan
Content and language integrated learning (CLIL) is an emerging approach in English teaching in Japan. It is classified into ‘strong’ CLIL, which focuses on learning content through another language, and ‘weak’ CLIL, which focuses on language learning. Using English as the language of instruction, a ‘strong’ CLIL class allows the students to learn the natural use of expressions and specialized vocabulary in the technical subject being studied. However, ‘weak’ CLIL is mainly employed in Japan due to the low English proficiency of Japanese students. In this study, a modified version of ‘strong’ CLIL was implemented in a technical college by teaching familiar Physics and Chemistry topics in English. Student perception of modified ‘strong’ CLIL was investigated using a combination of closed- and open-ended questionnaires administered at the end of each semester. Results show the extent to which students used English for communication, useful strategies to accomplish the tasks, and the challenges encountered by students in a modified ‘strong’ CLIL science class. Students reported a holistic improvement in their English proficiency, especially in reading, listening, and speaking, at the end of the CLIL class. This result shows the feasibility of using modified ‘strong’ CLIL as an alternative approach to increase Japanese students’ English proficiency.
Investigation of Newly Graduated High School Math Teachers’ Levels of Technological Pedagogical Content Knowledge Competency through High-Quality Supportive Workshops View Digital Media
Poster Session Hsing-Wen Hu, Grant Sasse
This study examines newly graduated high school math teachers’ competence in integrating technology into mathematics teaching after receiving supportive Technological Pedagogical Content Knowledge (TPACK) workshops. The researchers also evaluated how their proficiencies of technology integration impacted K-12 students’ learning in mathematics, particularly assessing the influence of the supportive workshops on their TPACK levels.
Remedial Work for Developing Emotional Intelligence and Positive Thinking in First-year Teacher Education Programme Students at University View Digital Media
Poster Session Svetlana Guseva
Specially organized remedial measures promote the growth of emotional intelligence and improvement of positive thinking in first-year students of teacher education programmes. Thus, it is important to study the possibilities for developing EI and positive thinking in first-year teacher education programme students for their future professional success. Nowadays, it is not just academic knowledge in the professional field that is important for professional activity, but also the ability to recognize and control emotions and to perceive the social environment in a positive way. Bar-On Emotional Quotient Inventory (EQ- i)) and Diener Positive Thinking Scale were used. A remedial work programme for the development of EI and positive thinking was designed. To check the effectiveness of remedial work, a survey was conducted before and after the implementation of the programme. It has been found that specially designed remedial work promotes the improvement of EI and positive thinking in the university education environment. Future studies need to be performed on the possibilities for the development of EI in upper-year students.
Emotional Intelligence and Behavioural Self-regulation of Upper Secondary School Students View Digital Media
Poster Session Valerijs Dombrovskis
A correlation exists between emotional intelligence and behavioural self-regulation of upper secondary school students. Thus, it is necessary to improve EI and behavioural self-regulation by organising remedial work. The results indicate a need to design a remedial work programme for the development of EI and behavioural self-regulation. Bar-On Emotional Quotient Inventory (EQ- i) and Osnickiy’s Self-regulation Diagnostics survey were used. To determine the effectiveness of the programme designed, the testing was performed before and after the remedial work measures. It was found that the EI level grows significantly while also stimulating the growth of behavioural self-regulation. Developing EI helps students to adapt in the social environment, establish successful relationships with others, understand and regulate emotions, control their own behaviour and activity; whereas behavioural self-regulation helps to determine the formation of personal identity.
Implementation of Self-disclosure and Self-monitoring Strategy to Mitigate Burnout in Upper Secondary School Teachers View Digital Media
Poster Session Sergejs Capulis
The professional burnout syndrome is observed among professionals whose work is related to interpersonal communication. To be able to perform the teacher’s duties successfully, it is important to promote self-disclosure and self-monitoring in the organisation of the education process. Thus, the correlation of teachers’ professional burnout syndrome with self-disclosure and self-monitoring needs to be studied. To reduce the manifestation of burnout, an individual teacher behaviour strategy against burnout needs to be designed. The following inventories were used: “Maslach Burnout Inventory”, S.M.Jourard’s Self-disclosure Scale, and M. Snyder’s Self-Monitoring Scale. The participants of the study were 135 upper secondary school teachers aged 25 to 50 years. The correlation of the length of work experience, the level of higher education, and gender with the teachers’ burnout level was analysed. It was found that professional burnout decreases with the increase of the length of work experience and age. The self-monitoring level in teachers with up to five years of work experience is higher because at the beginning people have an increased feeling of importance, a tendency to idealise reality and not to change anything in their lives. Manifestation of self-disclosure shows a trend directed at professional career growth. Teachers with a higher education degree show slightly lower burnout values than the respondents with first level higher professional education. The mean value of professional burnout is higher for women than for men.
A Case Study on e-Learning Platform Migration and Curriculum Model Building View Digital Media
Poster Session Tsai-Hsiu Chen
The purpose of this study is focused on the perspective of teaching management to explore how the e-learning platform can quickly be used for migration and effective processing. The case is a university in Taiwan has transferred its e-learning platform from its self-made platform to Canvas. It is the first and only university in Taiwan that uses Canvas for e-learning platform. Through document analysis and historical study which can provide a reference for migration experience. The factors of migration success, in addition to the workshop and briefings, teachers were specially arranged to major courses abroad which uses Canvas. Besides, each curriculum creates syllabus and teaching materials on Canvas after migration. The platform complies with Taiwan’s e-learning course certification standards through submitted an e-learning course and get approved. The migration promotes the social influence of the case university - especially, during COVID-19, providing a friendly environment for teachers and students study at home.
