Conference proceedings ICT for language

Th is approach aims at the progressive acquisition and management of domain terminology by the students using strategies of retrieval/organisation, application and representation/visuali

ICT for Language Learning

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CONTENT AND LANGUAGE INTEGRA TED LEARNING

“Cafés Philosophiques” in the CLIL Project 14

Emilia Ciampanella, Lucia Gerbino

CLIL and Terminology – Moving Forward towards a Dialogical Relation .15

Manuel Silva, Alexandra Albuquerque

Utilizing ICT within Transnational Cooperation among Language

and Content Teachers in Europe .16

Ľudmila Hurajová, Gabriela Chmelíková

Wikis in Integrating the Study of Culture and English Language Learning 17

Ekaterina Dvoretskaya, Elena Mischenko, Dmitry Dvoretsky

E-LEARNING SOLUTIONS

FOR LANGUAGE TEACHING AND LEARNING

Confronting Issues in Irish-Medium Immersion Teacher Education Research

through Technology-Enhanced Language Learning 19

Tadgh Joseph Ó Ceallaigh

Designing Online Courses for Educators and English Language Learners 20

Diane Boothe, Melissa Caspary

Improving Terminological Skills and Competence

of Translation Students by Means of Advanced Terminological Tools .21

Maria Stepanova, Svetlana Svetova

Language Teaching Strategies in Association with EXE Software Program

and MOODLE Platform for MA Students of YSULSS .22

Susanna Asatryan

Large Classroom Predicament Resolved: Tackk and Socrative

in the Flipped Approach .23

Nesreen Fakhr, Nora Khalil

Learning, Teaching and Assessing Students’ ESP Skills via Exe

and Hot Potatoes Software Programs .24

Naira Poghosyan

Online Bilingual Dictionary as a Learning Tool: Today and Tomorrow 25

Mark Kit, Elena Berg

Online Dictionary Use in the Digital Era: A Survey

among Italian Users of English .26

Ivano Celentano

The MedLang MOOC Experience: Learning Several Languages

within Similar Medical Contexts 27

Anca Colibaba, Irina Gheorghiu, Claudia Dinu, Stefan Colibaba

The Relationship between the Ambiguity Tolerance and Incidental Vocabulary Acquisition of Advanced EFL Learners through the TED-Talk Application .28

Roya Khoii, Naeemeh Sadat Hosseini

Transformative Practices in an Online Course 29

Claudia Peralta

Whatsapp: Solution for Teaching a Cameroonian Language? .30

Geneviève Sandrine Avoa Mebenga-Belinga

ICT BASED LANGUAGE TEACHING

AND LEARNING APPROACHES

A –Relatively- New Approach to Address the Teaching of the Target Culture

in Algerian Middle Schools: The Fifth Use of ICTs in Language Learning .32

Afaf Rabehi

A Study of Multimodality Based Construction

of Academic Discourse in the English Teaching for EFL Postgraduates 33

Li Xue, Wang Jinghui

Att itudes, Perceptions and Expectations

of Moroccan Undergraduate Students towards ICT Use in the Process

of English Language Learning .34

Meryem Aherrahrou, Ahmed Makhoukh

Automated Speech Recognition: Its Impact on Teaching and Learning Languages .35

Michael Carrier

Blended Project-Based Learning for Building 21st Century Skills

in a Bulgarian School .36

Todor S Simeonov

CALL-SLT: A First Experiment in a Real FFL Training

for Employees of French Companies .37

Marie Dejos, Christopher Petrovic, Pierrett e Bouillon, Johanna Gerlach,

Hélène Duval, Emmanuel Rayner, Nikos Tsourakis

Corpus-Based Phraseology Use within

an Academic Writing Platform: A Plagiarism Check .38

Madalina Chitez

Edmodo and the Flipped Language Class: Bridging the Gap in Language Learning .39

Kerrie McKim

Enhancing Students’ Language Competence via ICT

and Involvement in Real Projects 40

Gabriela Chmelíková, Ľudmila Hurajová, Svetlana Firsova

Enhancing Learning to Learn Competences and Autonomous Learning

by Using ICT in the Acquisition of the English Language 41

Esther Nieto Moreno de Diezmas

Epoch-Making Extensive and Intensive Reading Materials on the Web 42

Naoshi Kanazawa, Yukio Konishi

Extending the Functionality of LMS for English Language Teaching  43

Ahmet Basal

Facilitating Norwegian Language Learning among Immigrants

by Use of Tailormade Dictionaries .44

Tove Bjørneset

Factors Affecting Teachers’ Att itudes toward Information

and Communication Technology (ICT) in the Moroccan University:

A Comparative Study .45

Mustapha Fagroud, Saida Hdii, Smạl Kerouad

Gender Discrepancies in the Use of ICT in Higher Education 46

Hayat Naciri

ICT a Tool to Promoting Literacy .47

Farida Mokhtari

ICT and Educational Apps for Enhancing Language Teaching

and Learning Process 48

Diana Bagiryan, Natalie Avagyan, Margaret Apresyan

Implementing Digital Learning Platform in the Russian

as a Foreign Language Classroom: An Instructor’s Perspective .49

Maria Lebedeva

Increasing Tertiary Education Students’ Willingness to Communicate in an

Advanced Academic English Language Class with the Adaptation of Facebook .50

Dimitrios Boglou

Information Communication Technology (ICT)

in Learning French as Foreign Language .51

Ninuk Lustyantie

Motivating Reluctant Readers to Read: What Works .52

Amanda C Bradford

Platinum Game for Critical Thinking Assessment

through Language for Primary School Students .53

Endry Boeriswati

Redefining Pedagogy by Using Technical Scaffolding

for Teaching Advanced ESL Learners .54

Pushp Lata, Suman Luhach

Reflections on Self and Presentation of Self in Second Life®,

a Virtual Life Course Perspective in the Context of Language Teaching 55

Christel Schneider

Researching Language Learning in Virtual Worlds An Exploratory Case-Study .56

Luisa Panichi

RPG Active Learning Software to Evaluate the Literacy of Children .57

Kayoko Fukuchi, Kei Kanayama

Russian Learner Corpora in Teaching Russian as a Foreign Language:

Covering the Domain of Indefiniteness .58

Olga Eremina

Socrative: Increasing Students’ Motivation

and Improving Communication Competences by Making Use of Apps 59

Ionut Capeneata

Students’ Att itudes towards ICT and their Achievement in English 60

Hind Mallahi, Mohamed Larouz

Technology in EFL Classes: Google Teaches! .61

Nitt aya Sanguanngarm

The Effect and Influence of Language Teaching Methodology Informed

by Theory Acquisition  62

Tian Miao, Cui Dan

The Effects of Using ICT on EFL Learners’ Motivation:

Case Study of Master 2 Students of Didactics of English

as a Foreign Language, Djillali Liabes University, Sidi Bel Abbes, Algeria 63

Benghalem Boualem

The Impact of Group versus Individual Digital Storytelling

in Students’ Perception of Literacy Skills in EFL Education 64

Naoko Kasami

The Impact of Portfolio and Technology Enhanced Teaching

in Writing skills in ESP Classes: A Comparison of Methods  65

Yeliz Yazici, Erhan Sur 

The Negotiation of Shared and Personal Meaning Making

in Spoken Interaction Tasks 66

Janine Knight, Elena Barberà

The On-Line English I Course through the Eminus Platform 67

Ana Guadalupe Torres Hernández

The Role of Educational TV as a Learning Media in Improving

the Process of Learning English and Bahasa Indonesia

at Jakarta Open Junior High School .68

Mohamad Syarif Sumantri

The Use of Mobile Phones through Audio

and Voice Recordings to Improve English Pronunciation and Intonation .69

Dennys Tenelanda López, Mónica Castelo

Ultrasound Articulatory Training for Teaching Pronunciation Of L2 Vowels 70

Bianca Sisinni, Sonia d’Apolito, Barbara Gili Fivela, Mirko Grimaldi

WhatsApp: Is It Useful For Communication Learning? 71

Elena Aniela Mancaș

LANGUAGE LEARNING TO SUPPORT INTERNATIONAL MOBILITY

Chinese Language Acquisition and Cross-Cultural Adaptation

of Irish University Students Studying Mandarin in China 73

Jun Ni

English Language as a Tool in Improving ICT

and Collaborative Skills for Erasmus+ Internships .74

Vladimira Froldova

LANGUAGES FOR SPECIFIC PURPOSES

Educative Functions of Students’ Scientific Conferences in Foreign Languages .76

Natallia Zhabo, Irina Bykova, Marina Avdonina,

Elena Krivosheeva, Nune Grigorian

Gender Differences in Learning Style Preferences

Case Study: 3rd Year LMD Students .77

Ouarda Larbi Youcef

ICT in an ESP Classroom – Looking for a Balance 78

Štěpánka Bilová

Improving Employability Skills through Students’ Conferences

in Foreign Languages 79

Elena Notina, Ievgenii Stepanov, Natallia Zhabo,

Marina Avdonina, Varvara Byakhova

Students’ Conference in Foreign Languages

as a Constituent Component of Education in Ecology  .80

Marina Avdonina, Natallia Zhabo, Nailia Valeeva,

Ievgenii Stepanov, Sergey A Nikitin

The Experience of Implementing CLIL

in the Estonian Academy of Security Sciences 81

Elen Laanemaa

LANGUAGE TEACHERS’ TRA INING

Being in the Game; Language Teachers as Digital Learners .83

Carolyn Blume

From a Manual Portfolio to an ePortfolio: A Way to Assist Student Teachers

of Languages to Become Reflective Practitioners .84

Mario Pace

Innovation, Engagement, and Learning: Do They Always Go Hand-in-Hand? .85

Nohora Edith Bryam Zambrano, Ana María Ternent de Samper

The Effects of Training on Reflective Reciprocal Peer Coaching

in Pre-Service Teacher Education: A Sample from a Turkish

EFL Teacher Education Context .86

Safi ye İpek Kuru Gönen

MONITORING AND EVALUATION

OF LANGUAGE TEACHING AND LEARNING

A Platform for Oral Proficiency Diagnosis and Targeted Teaching .88

Fan Jinghua, Chow Fong Yee, Tan Yan Ni

How to Enhance Students’ Reflection Skills

about Their L2-Writing Competence Using Portfolio and Self-Assessments 89

Eva Seidl, Elisabeth Janisch

Benefits of Multilingualism and Study

Abroad Programs in Career Development 91

Ryan McMunn 

Intercultural Perspectives on Language Difficulty,

and Their Effect on Learner Motivation and Ambition 92

Angelo DeLeo

International Cooperation for the Promotion of Multilingualism 93

Elisabett a Delle Donne

School Magazine on the Blog: Children Communicate Beyond Frontiers .94

Emilia Bran, Cristina Dragomir, Kanaan Qashour,

Cristina Apostol, Alexandra Manasoi

QUALITY AND INNOVATION

IN LANGUAGE TEACHING AND LEARNING

Assessment of the Intercultural Competence

within Higher Education: A Rubric Design .96

M a Elena Gómez Parra, Elisa Pérez Gracia, José M Almodóvar Antequera 

The Case for an Interactive Classroom .97

Min Wang, Yvonne Pratt -Johnson

English Tales and Theatre for Disadvantaged Learners .98

Emilia Ciampanella

Implementing Co-Teaching in Undergraduate EFL/ESL Classes:

Challenges, Implications, and Practicality .99

Kobra Derakhshan

Online Testing as an Effective Method of Assessing the Quality of Students’ Knowledge of the Russian Language in the Multilingual Academic Space 100

Anastasiya Mubarakshina, Nailya Fatt akhova, Naylya Faizullina

Our Experience of Converting

Slow-Foreign-Language Learners into Quick Ones 101

Alexander Pavlenko

Scaffolding the Eight Key Competences:

Meaningful Language Learning in Primary Grades 102

 Corina Ileana Dumitrescu, Ligia Sarivan

Studying Pedagogical Linguoecology 103

Nailya Fatt akhova, Nailia Faizullina, Zulfi ya Yusupova

The Impact of Formative Assessment

and Remedial Teaching on EFL Learners’ Listening Comprehension 104

Nahid Zarei, Nastaran Yasami

RECOGNITION AND VALIDATION OF LANGUAGE SKILLS

Reformation of Self-Efficacy in Iranian Pre-Service and In-Service EFL Teachers through Reflective Task-Supported Teacher Training 106

Behjat Asa, Behrang Fathololoumi

STUDIES IN SECOND LANGUAGE ACQUISITION

A Study of How Repeated Reading Affects English Recitation Fluency

in College Students – A Case in Chinese Culture University, Taiwan 108

Yu-hui Wang

How to Use Adobe Connect to Enhance Speaking Awareness in L2 Acquisition 109

Elisabett a Longhi, Chiara Angelini, Katharina Jakob

Investigating Speech Gesture Coordination in the Production

of L2 Consonant Clusters: The Added Value

of Electromagnetic Articulography 110

Sonia d’Apolito, Barbara Gili Fivela

Language Learning Strategies and Research Problems

with Individual Differences 111

Magdalena Pospieszyńska-Wojtkowiak

Language-Specific Aptitude and the Role

of Phonological Short-Term Memory in Second Language Acquisition 112

Non-State Actors in Internationalizing

and Localizing English in the Process of Non-formal Education

in Armenia; Linguistic Analysis of Language Patt erns

of Democratic Style 115

Elina Stepanyan

The Quality of Second-Language Writing (Hebrew)

among Arab Students in Israel 116

Rama Manor

The Relationship among EFL Teachers’ Critical Thinking‚ Self-Esteem‚

and Classroom Management 117

Behdokht Mall-Amiri, Fatemeh Shariati

INTEGRA TED LEARNING

“Cafés Philosophiques” in the CLIL Project

Emilia Ciampanella1, Lucia Gerbino2

Abstract

We intend to enhance our CLIL [Integrated Content and Language Learning] methodological project, designed to teach philosophy through English – in particular, in Italian senior secondary schools – with the experiences matured at the “T Lucrezio Caro” classical-linguistic lyceum of Rome and based on research being carried out at the moment by the PhD school of the Faculty of

Education Sciences of Rome’s RomaTre State, University Th ese experiences focused on the Cafés Philosophiques workshops, a privileged observatory from which to monitor ways of tutoring and integrating programmes/syllabi intended for multi-ethnic educational environments Th e Cafés Philosophiques, as an expression of the CLIL methodology, are considered as extra-curricular activities, although students may be permitt ed to include them in their CV’s/portfolios, provided participation is offi cially documented Our goal is that of foregrounding new, multilingual lexico-graphical parameters with reference to the study of Philosophy, emerging from an exegesis of vari-ations in terminology, from the hermeneutics of ideas, and teaching/learning practices applied

to the subject To this end, a number of other objectives have been added, like: an increase in the students’ ability to communicate, an improvement in their conversational skills and they way in which they express their ideas in a foreign language (FL/L2) Th e CLIL / Cafés Philosophiques

project provides students from multi-ethnic backgrounds with an opportunity to come together

in a multilingual context where they are encouraged to discuss some of the central themes of the Western and Eastern philosophical traditions, at a level they fi nd comfortable Th e issues may range from those we consider “general” like death, violence as an innate human att ribute or an aspect of animals and nature, time, whether we make decisions, or decisions make us, whether

we have the right to deny evidence, how to recognize doubt, and, again, the meaning of life, science, freedom, the possibility of creating something from nothing, selfi shness Other topics may be decidedly more “everyday” like marriage, learning, taking risks, the contorted meaning of words, technological awareness, the spirit of the times, creativity, sleepwalking, what true friend-ship is, miracles, laughter in a world of sorrow etc In brief, this experimental research aims at de-veloping students’ capacity for knowledge and their understanding of the history of philosophy, while enhancing their conversational skills in diff erent languages (codes) in a cross-cultural reality (functional multilingualism) related to their senior-secondary-school reality

con-1 Università degli Studi Roma 3 (Italy).

2 Università degli Studi Roma 3 (Italy).

CLIL and Terminology – Moving Forward

towards a Dialogical Relation

Manuel Silva3, Alexandra Albuquerque4

Although CLIL is still lacking some conceptual clarity [2], in this paper CLIL is viewed as a language-driven instruction tool to learn content, and not as a language-teaching approach

Th is is why we believe that Terminology, viewed as the study of terms and their use in specialized languages, can contribute to strengthen the link between the two dimensions of CLIL: (a) content (knowledge) and (b) language (discourse on the knowledge) In fact, due to the extra-linguistic nature of knowledge, it is generally through discourse (language) that knowledge and its representations, conveyed by specialized texts, can be acquired

In TerminoCLIL specialized texts are used in a scaff olded process of three diff erent but connected stages [8], to support the introduction to, use and structuring of domain knowledge

Th is approach aims at the progressive acquisition and management of domain terminology by the students using strategies of retrieval/organisation, application and representation/visualisation

of knowledge,

Th e use of this approach by CLIL teachers is guided by a Learning Activity Plan (LAP), developed to help accomplish the objectives of acquiring specialized knowledge, either individually or collaboratively, in a scaff olded learning process

3 CICE, P PORTO (Portugal).

4 CICE, P PORTO (Portugal).

Utilizing ICT within Transnational Cooperation among Language and Content Teachers in Europe

Ľudmila Hurajová5, Gabriela Chmelíková6

Abstract

Teaching and learning systems have implemented ICT features to a certain extent onto all levels

of education the last 20 years Blended learning, online learning, mobile education applications are some of common approches used even for earning a degree in various branches around the world these days ICT is oft en used for developing both students´ and teachers´ competences within a life-long education process too Are teachers and students prepared for eff ective and wise using of ICT? Is ICT something that should be deployed into learning-teaching process to assist students and/or teachers to improve their competences and skills? Do not we miss more human touch in education? How can teachers cope with ICT implementation into education?

Th is contribution aims at mapping and describing ICT tools used within an ERA SMUS+ project focusing on exchange of good CLIL practice among European language and content teachers on Primary and Secondary level of education At fi rst, the e-modular training course for developing CLIL teacher competences is presented Th en experience with building the project web platform and using cloud environment for partners´ cooperation are outlined Next, some pitfalls of ICT learning environment are disccussed Finally, some recommendations and ideas are proposed how to utilize ICT in teaching-learning environment on diff erent levels of education

5 Slovak University of Technology in Bratislava, Faculty of Materials Science and Technology in Trnava (Slovakia).

6 Slovak University of Technology in Bratislava, Faculty of Materials Science and Technology in Trnava (Slovakia).

Wikis in Integrating the Study of Culture

and English Language Learning

Ekaterina Dvoretskaya7, Elena Mischenko8,

Dmitry Dvoretsky9

Abstract

New approaches to creating web content and such informational tools as social networking sites, blogs, wikis, etc have much to off er to language education

One of the widely used tools is wikis As a piece of server soft ware that allows groups of users

to freely create and edit web page content, wikis are especially suitable for content and language integrated courses which involve many reading and writing activities Th e addition of wikis to a face-to-face CLIL course may encourage deeper engagement with the course material and with other course members, as well as encouraging more connection between class sessions

Th e use of wikis was incorporated in the teaching of English at Tambov State Technical University within the course in English and Culture Th e course is dual-focused: it integrates the improvement of students’ English language communication skills with equipping them with the knowledge about British and American cultural landscape Th e paper discusses new educational opportunities that using a wiki has given course instructors and analyses the results of students’ surveys about the implementation of ICT tools

7 Tambov State Technical University (Russia).

8 Tambov State Technical University (Russia).

9 Tambov State Technical University (Russia).

E-LEARNING SOLUTIONS FOR LANGUAGE TEACHING AND LEARNING

Confronting Issues in Irish-Medium Immersion

Teacher Education Research through Technology-Enhanced Language Learning

Tadgh Joseph Ó Ceallaigh10

Abstract

Teachers in Irish-medium immersion (IMI) education are professionally charged with making academic content comprehensible to students learning through a minority or second language It

is necessary therefore for the IMI teacher to be a profi cient user of the Irish language and display

a broad range of advanced linguistic skills and competences e.g lexicon, grammar, semantics, ciolinguistics Th is paper reports on qualitative research conducted on a Masters of Education in Irish-medium Immersion Education Programme (An M Oid san Oideachas Lán-Ghaeilge) Th is blended learning postgraduate programme aims to develop an essential knowledge-base, deep understandings and key competencies so as to enable students to fulfi l this complex and dynamic role as IMI educators An att empt was made to deploy online strategies (asynchronous and syn-chronous content delivery) to support language learning and to generate online tasks (language learning blogs, wikis, discussion fora, online collaborative glossary) to enable language use and enrichment, interaction, professional dialogue, critical thinking and learning An underlying aim

so-of task design was to enhance language awareness and knowledge about language learning Th is study tapped into the lived experiences of eight postgraduate students, all of whom were Irish-medium immersion teachers Qualitative data were collected from a variety of sources e.g online survey, student feedback, module questionnaires and focus groups to assess the impact of the blended approach and online task design on students’ perceptions of their language learning ex-periences Findings suggest that the collaborative nature of online interaction in Irish was central

to developing students’ linguistic resources in Irish Th rough engaging with new language in this blended learning programme, students became more language aware and language informed and this language awareness positively impacted on communicative online language ability Findings from this research study also enhances our understanding of how to craft a dual focus coherent online pedagogy which simultaneously unpacks and enriches both programme content and as-sociated language

10 Mary Immaculate College, University of Limerick (Ireland).

Designing Online Courses for Educators

and English Language Learners

Diane Boothe11, Melissa Caspary12

Abstract

Th e demand for online coursework continues to be at the forefront of trends in education and dominates academic discussions Th e economic impact of online education is signifi cant and dra-matically contributes to changes at institutions of higher education as they reassess their goals and philosophies to meet the needs of today’s student body Across the globe, public and private institutions are tasked with designing academic programs, tools and resources to serve students who are new learners of English A myriad of programs and online opportunities support this mode of teaching and reinforce self-directed learning strategies and online platforms It is cru-cial to support exemplary curriculum, capturing and sharing cutt ing-edge experiences that lead

to quality courses and student success A key component of these endeavors is developing and utilizing state-of-the-art technology and coursework, while incorporating outstanding resources and methods to reach educators and students High-quality technology infrastructure and timely support for online learning platforms is essential to ensure a level of confi dence for educators

11 Boise State University (United States).

12 Georgia Gwinnett College (United States).

Improving Terminological Skills and Competence of Translation Students by Means

of Advanced Terminological Tools

Maria Stepanova13, Svetlana Svetova14

Abstract

Th e paper describes an experience of project work of master of translation students with a oration with a translation tools providing company on creating a multilingual glossary for terms relevant to translation and interpreting studies Th e work resulted in the “Translation Studies” dictionary in 5 languages (English, German, French, Spanish, Russian), which contains 100 terms

collab-on translaticollab-on theory All dicticollab-onary entries include defi niticollab-ons of the terms, usage examples, and

a transcription (for English) Th e multilingual glossary is maintained in the format of SDL Term, a specially designed soft ware system for terminology management Th e dictionary can be used by students of linguistics in the study process, to prepare for course and fi nal state examina-tions, and it can be used in practical translation work Th e project work off ered to the students allows them to familiarize themselves with these technologies not just theoretically but also as part of a hands-on experience that yields practical results; it allows the students to acquire useful professional skills It has been concluded that a lexicography project is an eff ective tool for teach-ing future masters of translation

Multi-13 Peter the Great Saint Petersburg Polytechnic University (Russia).

14 T-Service (Russia).

Language Teaching Strategies in Association with EXE Software Program and MOODLE Platform

for MA Students of YSULSS

Susanna Asatryan15

Abstract

Th e target goal of the current paper is more than obvious: with the help of EXE Soft ware program and MOODLE educational platform present English language teaching/learning strategies for high school language learners, related to MA students gett ing specialization “A Foreign Language Teacher of High Schools and Professional Educational Institutions” of Yerevan Brusov State Uni-versity of Languages and Social Sciences Th e advantages of the use of these programs have been highlighted and analized Th e learners interact with the teacher in the classroom, as well as they are provided an opportunity to carry out their learning procedures in the virtual domain, asso-ciated with assessment and self-assessment of their language knowledge and skills So they get integrated in Blended learning

A single module has been elaborated and introduced, embracing 3 main sections:

- Methodology of teaching English vocabulary for high school learners

- Methodology of teaching English grammar for high school learners

- Methodology of teaching English pronunciation for high school learners

Above mentioned topics are observed and highlighted with their corresponding sections and subsections, lessons and tasks

Th e EXE Soft ware program is also operated on the MOODLE platform, which serves as an eff ective and interactive teaching/learning environment

Th e strong point is that this module has been designed and elaborated within the framework

of EXE - MOODLE eff ective cooperation

15 Yerevan Brusov State University of Languages and Social Sciences (Republic of Armenia).

Large Classroom Predicament Resolved:

Tackk and Socrative in the Flipped Approach

Nesreen Fakhr16, Nora Khalil17

Abstract

Catering for students’ needs and assessing their work are pedagogically fundamental issues ers try to provide for diff erent learning styles, to address diff erentiation and to regularly evaluate students’ progress by formative assessments However, large classrooms hinder proper teaching and giving timely feedback Th us, overwhelmed teachers, who hardly fi nd time to give detailed feed-back, struggle to create interesting classrooms where students are involved and motivated In order

Teach-to help solving such problem, the fl ipped classroom approach is applied Students are given material

to study at home, and class time is employed for application and assessments Th is helps teachers to dedicate more time for students’ queries and practice In this approach, Tackk is used for explanation and Socrative is used for e-formative assessments Tackk is a website for designing material; it allows teachers to provide texts, photos and media in one canvas with one URL Hence, one lesson material can cater for diff erent learning styles Students also are involved in the learning process, as materials are designed in an up-to-date method, due to using technology, which students prefer and are aware

of Socrative, in addition, is another website used by teachers to assess students’ understanding and achievement It motivates students and helps teachers provide instants grades and feedback It also enables teachers to save grades, assess specifi c information and create engaging classrooms where students can use their cell phones to participate and receive real time responses Students fi nd us-ing cell phones in learning to be enjoyable and motivating; moreover they benefi t from the prompt and comprehensive feedback as well as the fl exibility provided by the online quizzes Aft er trying the fl ipped approach with Tackk and Socrative, the delivered material becomes engaging and suit-able to diff erent learning styles; besides the assessments are easily and eff ectively done In addition, students’ feedback to this approach was encouraging as refl ected in their eagerness to solve quizzes using mobile phones or tabs Th erefore, the fl ipped approach with Tackk and Socrative helps teach-ers and engage students in large classrooms

16 Th e British University in Egypt (Egypt).

17 Th e British University in Egypt (Egypt).

Learning, Teaching and Assessing Students’ ESP Skills via Exe and Hot Potatoes Software Programs

Naira Poghosyan18

Abstract

In knowledge society the content of the studies, the methods used and the requirements for an educator’s professionalism regularly undergo certain changes It follows that in knowledge society the aim of education is not only to educate professionals for a certain fi eld but to help students

to be aware of cultural values, form human mutual relationship, collaborate, be open, adapt to the new situation, creatively express their ideas, accept responsibility and challenge In this view-point the development of communicative language competence requires a thorough coordinated approach to ensure proper comprehension and memorization of subject-specifi c words starting from high school level On the other hand, ESP (English for Specifi c Purposes) teachers and prac-titioners are increasingly faced with the task of developing and exploiting new ways of assessing their learners’ literacy while learning and teaching ESP Th e presentation will highlight the latest achievements in this fi eld

Th e author will present some practical methodological issues and principles associated with learning, teaching and assessing ESP skills of the learners, using the two soft ware programs of EXE 2.0 and Hot Potatoes 6 On the one hand the author will display the advantages of the two programs as self-learning and self-assessment interactive tools in the course of academic study and professional development of the CLIL learners, on the other hand, she will comprehensively shed light upon some methodological aspects of working out appropriate ways of selection, introduction, consolidation of subject specifi c materials via EXE 2.0 and Hot Potatoes 6 Th en the author will

go further to distinguish ESP courses by the general nature of the learners’ specialty identifying

three large categories of EST(English for Science and Technology), EBE (English for Business and Economics) and ESS (English for the Social Sciences) Th e cornerstone of the presentation will be the introduction of the subject titled “Th e methodology of teaching ESP in non-linguistic institutions”, where a unique case of teaching ESP on Architecture and Construction via EXE 2.0 and Hot Potatoes 6 will be introduced, exemplifying how the introduction, consolidation and assessment can be used as a basis for feedback to the ESP learners in a particular professional fi eld

18 Yerevan Brusov State University of Languages and Social Sciences Yerevan (Republic of Armenia).

Online Bilingual Dictionary as a Learning Tool:

Today and Tomorrow

Mark Kit19, Elena Berg20

Abstract

Online dictionaries are among the most essential components in the language learning process While retaining the best characteristics of the traditional dictionaries, such as completeness and correctness, they possess new properties – fast response and reversibility, which greatly helps us-ers who seek lexical help

Unlike traditional dictionaries, online ones emerge and change fast Besides, their operation depends on traffi c and system tune-up Th is makes their characteristics volatile and they are usually unknown Th e paper discusses properties of online dictionaries and states that their specifi cations should be studied and tested on a regular basis When developing and delivering their courses the teachers have to identify what dictionary characteristics are essential for their specifi c goals and select dictionaries that suit those goals best

Th e paper also suggests that further innovations in the online lexicography shall be sought, such as application of cognitive faculty of dictionaries and addition of adoptive properties to the dictionaries Analysis of the interaction between students and dictionaries can reveal information

on students’ knowledge and problem areas in their learning Th is ability is viewed as cognitive features of online dictionaries and discussed in this paper as such Examples show how inferences can be made based on user’s queries sent to the dictionary

Th e exploitation of cognitive faculty opens opportunities for dictionary optimization In response to user’s queries dictionaries produce large amount of data, leaving the job of fi nding the required translation in that data shown to the user Th is takes considerable eff ort and time

Th rough analysis of user’s queries, the dictionary can make inferences regarding translations most appropriate to the context the user works with and put these translations on the top of the results list

Data obtained through experiments and analysis support the theoretical provisions discussed

in the paper

19 University of Washington; Language Interface Inc (United States).

20 Ural State Law University, Russia; Language Interface Inc (United States).

Online Dictionary Use in the Digital Era: A Survey

among Italian Users of English

a fast shift towards digital editions on CD or DVD devices Still, the creation of online dictionaries

is currently leading to another major change avoiding any physical device guaranteeing a nent update in terms of entries and examples

perma-Aft er a brief preliminary review of the major evolution in the fi eld of lexicography during the last century, the study examines the use and perception of online dictionaries in Italy taking advantage of a survey administered to Italian L2 speakers of English of diff erent ages Th e study highlights a number of innovative trends and approaches to the use of linguistic resources Above all, the results show how more and more users understand the need of a tool which alongside with adequate defi nitions also reports some examples of language in use Based on the data emerged from this research, some possible implications are provided in order to frame this study in the context of a wider research

Particular emphasis is also placed on the role language corpora in the development of new online digital resources for a permanent and reliable update of linguistic data Th is paper may also stimulate further research on this evolving topic

21 Freelance.

The MedLang MOOC Experience: Learning Several Languages within Similar Medical Contexts

Anca Colibaba22, Irina Gheorghiu23, Claudia Dinu24, Stefan Colibaba25

Abstract

Th e article is an introduction to the Palliative Care MOOC, which is the main output of the Med&Lang project (2014-1-RO01-KA 203-002940, an Erasmus+ programme co-fi nanced by the European Un-ion Th e open digital educational resources created in several European languages (Dutch, English, French, Italian, Romanian and Spanish) in the fi eld of palliative care meet the requirements of inter-national students and doctors who live in a mobile world Simulations of twenty standardized fun-damental medical palliative care procedures have been captured in videos, which highlight the basic clinical language and communication skills necessary to perform these procedures Th e linguistic units based on the videos support the learning/teaching processes through a wide range of online activities Students’ medical and language learning experience are challenged by encouraging social networking, collaborative learning, peer assistance, communication and student knowledge construction, student empowerment, intercultural knowledge and medical practice Th e linguistic units and their online ma-terial have focused on and exploited similarities among languages by developing language activities and tasks that support the learning of several languages within similar medical contexts

22 GR.T Popa University / EuroED Foundation (Romania).

23 Albert Ludwigs Freiburg University of Germany (Germany).

24 Gr T Popa University of Medicine and Pharmacy Iasi (Romania).

25 Al.I Cuza University (Romania).

The Relationship between the Ambiguity Tolerance and Incidental Vocabulary Acquisition of Advanced EFL Learners through the TED-Talk Application

Roya Khoii26, Naeemeh Sadat Hosseini27

Abstract

L2 learners develop a great part of their vocabulary by incidental means through exposure to words in informative contexts such as reading and listening It is also assumed that the increasing familiarity of learners with many forms of information technology devices may play a signifi cant role in contributing to enriching their word repertoire Th e TED-Talk application can function as

a great source of audiovisual language input exposing learners to new words in interesting, ing, and authentic contexts However, an L2 environment can appear ambiguous to some learners since the lexical, grammatical, cultural, and phonological cues existing there may be unfamiliar

excit-to them Th erefore, this study aimed to investigate the relationship between ambiguity tolerance and incidental vocabulary acquisition using the TED-Talk application Th e participants consisted

of 33 advanced EFL adult learners whose ambiguity tolerance levels were measured both at the outset and at the end of the study by means of two questionnaires Th ey were exposed to several new words through four TED-Talk videos over a 16-session treatment period At the end of the study, the results of two paired samples t-tests indicated that the diff erences between the means

of the pre- and post-administrations of the questionnaires were not signifi cant Moreover, the researchers found no signifi cant relationship between the participants’ AT levels and vocabulary achievement scores However, the results of four paired samples t-tests revealed that the vocabu-lary knowledge of the learners had improved signifi cantly at the end of the treatment

26 Islamic Azad University, North Tehran Branch (Iran).

27 Islamic Azad University, North Tehran Branch (Iran).

Transformative Practices in an Online Course

Claudia Peralta28

Abstract

Th is paper examines the sense of community developed in a Linguistic online course for ticing educators enrolled in an English as Another Language (EAL, ENL or ESL) endorsement graduate program in US Th e sense of learning community is applied to the virtual classroom by taking on the issue of how to best design and conduct an online course that fosters community among learners who are physically separated from each other A learning community is defi ned as

prac-“a group of individuals who collaboratively engage in purposeful critical discourse and refl ection

to construct meaning and confi rm mutual understanding” (Garrisson, 2007) How the tion of the three elements of a learning community: Teaching presence, social presence and cog-nitive presence foments learner engagement and how the interaction and collaboration among educators increases overtime Th is paper presents the educational journey of teaching online, and how this design has changed the educator’s views and experiences of online teaching

integra-28 Boise State University (United States).

Whatsapp: Solution for Teaching

a Cameroonian Language?

Geneviève Sandrine Avoa Mebenga-Belinga29

Abstract

Th e training of teachers of national languages and cultures is a new fact in Cameroon Th is began

on 2009 and it is still looking for best ways for the training of young adults In fact, the future teachers who are trained are young and most of them use social media such as Facebook, Twitt er, Viber and Whatsapp Although each student learns the local language of his / her community, we notice much failure at the end of the semester We realize that rare are those who speak their local language at home So, the programme of training seems intense for them Th ey need more than the four hours they have per week in the time table to learn this language We looked for a solu-tion, and we taught that the use of a social media could be benefi cial We thus create a Whatsapp group since Whatsapp is very used by Cameroonian youth We planned activities and meeting hours Many students were happy to experience such learning procedure However, the procedure faced some obstacles Th e greatest obstacle concerns the monitoring First of all, some students are not on line at time, or are absent Secondly, the management of the speaking of all participants were not easy Th irdly, the evaluation of the exercises given Th is last diffi culty results from the fact that the writing system of Cameroonian languages contains some signs which cannot be typed in

a phone More refl exion must be undertaken to improve the use of Whatsapp as a possible tion for well teaching of Cameroonian languages

solu-29 Higher Teachers’ Training College of Yaoundé (Cameroon).

ICT BASED LANGUAGE TEACHING AND LEARNING APPROACHES

A –Relatively- New Approach to Address the Teaching

of the Target Culture in Algerian Middle Schools: The Fifth Use of ICTs in Language Learning

Afaf Rabehi30

Abstract

Both language teachers and applied linguists are becoming aware of the importance of ing the culture of a community while teaching the language of its speakers [8] In Algeria, in the case of English as a Foreign Language (EFL) in middle and secondary schools, the four language skills: reading, writing, listening, and speaking are the fi rst concern of both teachers and educa-tors Teaching the foreign culture; however, is rarely taken into account when planning and de-signing curricula and textbooks for instance One of the reasons behind this is that it is not yet clear how to teach culture, at what stage of learning the language it should be added and how to make young learners aware of the diff erences between their own culture and that of the target lan-guage My research investigates the possibility of using educational technologies, specifi cally In-formation and Communication Technologies (ICTs) to raise cultural and intercultural awareness amongst Algerian middle school learners of English It aims fi rst at checking the current situation

address-of the target culture in textbooks address-of English at the level address-of middle schools; second, identifying the factors aff ecting the use of ICTs in teaching and learning EFL Last and most importantly, it aims at fi nding out how ICTs could be used in teaching the target culture rather than restricting their use to develop the language skills only I will be using qualitative methods in collecting my data, I will fi rst conduct a textual analysis of the two middle school textbooks of English, the old one and the new one Th en, I will use interviews with both Algerian EFL middle school teachers and inspectors of English of the same level I will also try to get access to textbook designers and interview them, and take some fi eld notes during teachers training courses Based on the analysis and discussions of my data, I intend to formulate suggestions and recommendations concerning both future use of ICTs in EFL learning and the status of culture in the process of teaching and learning EFL in Algeria

30 Lancaster University (United Kingdom).

A Study of Multimodality Based Construction

of Academic Discourse in the English Teaching

for EFL Postgraduates31

Li Xue32, Wang Jinghui33

Abstract

Th e widespread application of ICT has greatly changed the monotonous approach to EFL ing and learning in China’s higher education, bringing about the multimodal innovation in the Postgraduate English teaching Studies and reforms on EFL teaching in the universities of Science and Technology indicate that multimodal academic discourse construction is very necessary for postgraduates to engage in international academic communication, which eff ectively refl ects the subject status of students and the interactive characteristics of language learning Constructing multimodality based academic discourse can prove complex and dynamic Participants should se-lect and employ the easiest and most eff ective means of expression by considering variables such

teach-as fi eld of discourse, mode of discourse and tenor of discourse, if the successful communication wants to be achieved Students could construct their English discourses through the integrated use of a range of appropriate multimodal resources, which realizes the deepening from ideational meaning to interpersonal meaning, reducing academic aphasia and strengthening academic dis-course power Th is teaching approach helps postgraduates improve their English communicative abilities

31 Th is research is supported by the funding for Education and Teaching Reform from Education ment of Heilongjiang Province (Grant No JGXM_HLJ_2015009).

Depart-32 Foreign Languages School, Harbin Institute of Technology (China).

33 Foreign Languages School, Harbin Institute of Technology (China).

Att itudes, Perceptions and Expectations

of Moroccan Undergraduate Students towards ICT Use

in the Process of English Language Learning

Meryem Aherrahrou34, Ahmed Makhoukh35

Abstract

Successful implementation of Information Communication Technology (ICT) in English guage teaching and learning requires both students’ and teachers ‘acceptance of these new tech-nologies However, few studies have investigated college students ’att itudes, perceptions and expectations of computer-based technology use in English Language learning in the Moroccan context In this regard, Th e Th eory of Planned Behaviour (TPB) was used as a framework to in-vestigate the current state of English as foreign language (EFL) college students’ att itudes, percep-tions and expectations towards the use of ICT in English language learning (ELL) To this end,

lan-207 undergraduate students ( 1st year) were randomly selected from the department of English at Moulay Ismail University, School of Arts and Humanities Meknes-Morocco, to respond to “ICT use in English learning” questionnaire Our results revealed that the majority of students express positive att itudes towards the use of computer-based technology in the process of English lan-guage learning Th erefore most of them perceived that the usage of technology had a positive eff ect on English language learning Additionally, they expected that ICT is used more oft en for teaching and learning at the department of English, because it helped them improve their English skills and made learning more enjoyable

34 Moulay Ismail University- Meknes (Morocco).

35 Moulay Ismail University- Meknes (Morocco).

Automated Speech Recognition:

Its Impact on Teaching and Learning Languages

Michael Carrier36

Abstract

Speech recognition has reached a level of accuracy where it is powering automatic translation and testing What impact has it on language teaching? How should we develop appropriate pedagogi-cal models and prepare teachers for its application to our classrooms? I will give a critical analysis

of its pedagogical uses and dangers

Th e technology of Automated Speech Recognition (ASR) is rapidly becoming more sophisticated and it is becoming part of everyday life Earlier applications to language teaching were very inaccurate and did not aid learning But the current accuracy levels of ASR mean that this is changing

Speech recognition facilitates automatic translation Th ere are already mobile apps that allow students to speak into a phone or tablet and instantly hear the spoken translation Th ese ‘speech-to-speech’ systems are mainly accurate in narrow domains (eg domestic or tourist language) but are likely to impact on students’ motivation and expectations of learning languages

ASR facilitates computer-based automatic marking of language teaching examinations – both writt en and spoken exams Cambridge University has set up a new institute, ALTA, to research this and is trialling the automatic marking of Cambridge English language exams

It also facilitates auto-response to communicative interactions in the classroom, where students can use their tablets (in pairs) to speak or write responses to a task and get an instant correction or formative assessment It also facilitates new ways to work on phonology and accent – using IBM’s programme ‘Reading Companion’, for example

I will give a critical appraisal of the application of Speech Recognition to language teaching and consider the impact on pedagogy and teacher development needs this may entail

36 Highdale Consulting (United Kingdom).

Blended Project-Based Learning for Building 21st

Century Skills in a Bulgarian School

Todor S Simeonov37

Abstract

Th is paper is a case study refl ecting on the introduction of project-based learning (PBL) in a garian class of eighth grade students, studying English language intensively Th e case study fo-cuses on the potential of project-based instruction and blended learning, which off er a distinctive cross point in regards to building 21st century skills in the classroom, such as: communication, collaboration, critical thinking and last but not least, creativity [1] Th e blended approach that has been utilized is a fl ipped classroom that was used to supplement, asynchronously, the brick-and-mortar (classroom) instruction, because PBL is not a widespread teaching method in Bulgarian schools Flipping the classroom was essential in shift ing some of the content towards the virtual classroom, and thus freeing more time for in-class learning and building the aforementioned core skills Th e pedagogical intervention was complimented by cyber-ethnography, which is a tool to refl ect on virtual space – in our case, the fl ipped classroom built through the online educational platform Edmodo Th e case study reveals intriguing fi ndings on how blended project-based learn-ing could not only enhance learning and motivation, but also contribute to improving the psycho-

Bul-logical climate in class and help cease bullying. 

37 Sofi a University “St Kliment Ohridski” (Bulgaria).

CALL-SLT: A First Experiment in a Real FFL Training

for Employees of French Companies

Marie Dejos38, Christopher Petrovic39, Pierrett e Bouillon40, Johanna Gerlach41,

Hélène Duval42, Emmanuel Rayner43, Nikos Tsourakis44

Abstract

Using speech recognition to create virtual dialogues is now possible, although it is still diffi cult

to build real conversation partners In this context, the CALL-SLT system developed by the versity of Geneva off ers a platform to create virtual dialogues with an avatar on the Web (htt p://callslt.unige.ch/) In this type of game, the student participates in a virtual dialogue by translating and properly verbalizing a speech act (a conceptual proposal that is not syntactic) provided in their native language

Uni-In order to provide a more immersive learning situation, we proposed an adaptation of the CALL-SLT system which does not use the learner’s native language In this paper we describe how

we used this tool in the context of a real French foreign language (FFL) training for employees of French companies

For exploratory purposes, 10 adult learners of FFL through distance learning were given access to the tool We collected audio and usage data, as well as reports of interviews with the participants and their trainer

In the paper, we will summarize all the results Th ese are very encouraging but show, amongst other things, that the interaction and the relationship with a virtual conversation partner is not entirely straightforward for adult learners

38 Intercountry (France).

39 Université de Genève (Switzerland).

40 Université de Genève (Switzerland).

41 Université de Genève (Switzerland).

42 Intercountry (France).

43 Université de Genève (Switzerland).

44 Université de Genève (Switzerland).

Corpus-Based Phraseology Use within

an Academic Writing Platform: A Plagiarism Check

Madalina Chitez45

Abstract

Academic Writing and Corpus Linguistics are considered to be major research domains with a high potential for research in applied linguistics and teacher training in higher education A two-year research project, conducted at the Zurich University of Applied Sciences in Switzerland, has resulted in the creation of an interactive Academic Writing tool, Th esis Writer, which exploits the synergy between these two areas In order to off er students instant formulation support during thesis writing, two academic-writing corpora have been compiled: TESEC-DE (German) and TESEC-EN (English) Th e linguistic support tools for thesis proposal writing are: corpus free search and a phrase bank Academic phrases are distributed according to the section of the thesis students are editing at the time of the online writing process, e.g Method In this paper, we will investigate on the actual use of academic phrases and academic vocabulary in students’ thesis proposals writt en in German in the fi eld of Economics Th e corpus analysis will include word-lists and concordances extracted from two corpus databases: the reference corpus TESEC-DE and the learner corpus PropCor-DE (Proposal Corpus in German) We will also use a plagiarism detection soft ware program (WCopyfi nd) to check the degree of phrase “borrowing” from the in-tool corpus in students proposals. Results (appropriate use of academic phraseology, tendency towards routinisation of the proposal outline writing, improved proposal writing process) indi-cate that academic writing tools are useful instruments for both university students and teachers

45 Zurich University of Applied Sciences (Switzerland).

Edmodo and the Flipped Language Class:

Bridging the Gap in Language Learning

Kerrie McKim46

Abstract

With the latest social networking and web 2.0 technologies, mobile-assisted language learning, and the recent movement towards fl ipped classroom models; our talk will present a tool and a pedagogical design that incorporate recent trends in technology use and fl ipped learning Mobile-Assisted Language Learning (MALL) has evolved tremendously since its inception (cf Chinnery, 2006) Th is fl ipped learning model incorporating online communicative tasks and exchanges was designed to bridge the gap between learning taking place in the classroom and outside of class and works with a variety of mobile tools In the fi rst part of our presentation, we will review and discuss the defi nitions and theoretical backgrounds of social networking, web 2.0 tools, Mobile-Assisted Language Learning (MALL) and the concepts of a fl ipped learning model Th e second part of our presentation will present our fl ipped learning design and the tool Edmodo Th e presen-tation will fi nish with some sample student tasks from intermediate French courses in the United States

46 University of Arizona (United States).