WELCOME TO THE CONFERENCE We warmly welcome you to our parallel international conferences.
International Conference on 21ST Century Education
International Conference on Language Learning and Teaching
Organized by:
21ST CENTURY ACADEMIC FORUM For more information about the 21st Century Academic Forum and its activities, please visit our website at:
www.21caf.org Read the latest news and developments by following us on Facebook and Twitter. We hope to see you at other conferences in the future. Proudly sponsored by:
To find out more about Pearson, visit www.pearson.com
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WELCOMING REMARKS Dr. Marguerite Koepke Executive Director 21st Century Academic Forum Director, Governor’s Teaching Fellows Institute of Higher Education University of Georgia
It is a pleasure and privileged to welcome you to this most innovative and forward thinking venue where you will have time to consider and formulate what higher education will look like as emerging technologies, economy, and policies continue to catapult it into the future. In many ways ones career during this evolving information age seems more like a foot race. We have been challenged to remain relevant in our disciplines and at the same time are compelled to adopt and use current technologies. The changes have been both exciting and profound and have transformed the way we do business. We now have learning environments that include online classrooms, MOOCs, cellphone response systems, and countless other instructional technologies dramatically changing the way in which we interact and engage with our students and deliver education. As professors, administrators and public leaders, what do we need to be thinking about as the academy’s core missions of teaching, research, and outreach move into the future? After having the privilege to work in faculty development for over 20 years, I have learned amazing lessons from my colleagues mainly during meetings and interactions. As we quest for new ideas and information and ponder these important questions, it is my hope that this time together will afford you with many opportunities to gain new knowledge, share ideas, and make connections with a larger academic community. I genuinely hope you enjoy your time on the beautiful Berkeley campus and learn a great deal from one another. My only regret is that I wish I could be with you and share in what promises to be an exciting and rewarding conference!
PROFILE: Marguerite Koepke is Professor Emeritus in the College of Environment and Design at the University of Georgia. In 1999 she was appointed as director of the Governor’s Teaching Fellows Program, a statewide faculty development program committed to four core goals of improving teaching, improving learning, elevating the importance of teaching, and professional and personal renewal. All full time faculty members in higher education across the state of Georgia (private and public institutions) are eligible to participate and has had over 450 participants since its beginnings in 1994. While retiring from her academic position in 2006, she continues to direct the GTF program and remains active in academic research and private practice.
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Thomas Lechner Academic Director 21st Century Academic Forum
It is my pleasure to welcome you to the International Conference on 21st Century Education and the International Conference on Language Learning and Teaching. Over the past several months, I have enjoyed communicating with all of you via email. However, I am very excited about connecting names and faces here at the conference. I hope to have the opportunity to spend time visiting with all of you and getting to know you in person. In our conversations, I would like to discuss ways of getting you involved with the 21st Century Academic Forum. Our goal is to build a large global group of researchers, practitioners, and others dedicated to preparing citizens for the demands of the 21st century. An overwhelming body of research indicates that students are leaving formal educational institutions inadequately prepared for the workforce and their lives in the knowledge-based economy. The mission of the 21st century is to encourage researches, practitioners, policy makers, and other stakeholders to make changes in the education system: preparing students for the information age, not the agrarian age. Join us to help turn the tide in education! On behalf of the 21st Century Academic Forum, I want to express gratitude to our conference sponsor Pearson, as well to the Higher Colleges of Technology for all of their support
PROFILE: Dr. Lechner received his Ph.D. in Instructional Technology at the University of Georgia. He has been an educator for over 20 years and 21st century/life skills have been a centerpiece in his approach to his instruction and assessment practices. As a university professor he has developed several online projects that connects his students with fellow students around the world to collaborate on projects together to learn with and from each other. As a high school Social Studies teacher in the U.S., he used a variety of performance assessment methods to measure how his students could apply the content they learned in class in simulated real-life situations. Dr. Lechner is responsible for organizing all the programming aspects of the 21st Century Academic Forum conferences. He has gained experience organizing conferences as serving as the Program Director for the Technology in Developing Countries (TEDC) conference series. He is your contact person for any conference-related logistic issues you may have. Remember, Dr. Lechner is always just an email away to help you with all of your conference issues!
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KEYNOTE SPEAKERS Mr. Frank Edwards Director Workforce Development Pearson Education Dubai, UAE
FRIDAY, 14 NOVEMBER | 9:15 – 10:00 | CONFERENCE ROOM 1 WELCOMING REMARKS: Welcome to the 21st Century Academic Forum’s International Conference on 21st Century Education and International Conference on Language Teaching and Learning. Never has there been a more pertinent time to bring together the globe’s education experts to discuss the challenge of providing young people with the skills needed to thrive in the world of work. With approximately 12.6% of the world’s youth – that’s 73 million people – out of work, now is the time for research, policy-change and action that will reverse the global youth unemployment crisis. It is here in the Arab region that the challenge of youth unemployment is one of the highest. The region’s governments have achieved remarkable leaps forward in education in several short decades, but the challenge of better preparing learners for future employment remains. Like virtually every other country in the world, the next great educational challenge for Arab countries will lie in embedding 21st Century skills across entire education systems. Bridging the gap between our education systems and workforces is key to providing young people with meaningful career opportunities and to driving the economic growth of nations. Pearson has been at the forefront of the international drive to redress the skills gap, turning the very best ideas into useable and useful solutions that can truly transform the lives of learners. Let’s use this forum as an opportunity to forge collaborations and partnerships between researchers, governments and educators who share a like-minded passion for better preparing our young people for the rapidly-changing, technologydriven future of work.
PROFILE: Frank Edwards is currently a Director of Workforce Development with Pearson Education and involved with several international reform projects. Before taking the role of Director of Workforce Development, with Pearson Education, he was a consultant for both Pearson Learning Solutions and Edexcel International. He has experience in advising and working with governments regarding vocational education and training reform and implementation. Frank has a vast amount of experience relating to the implementation of vocational education and training projects, having successfully designed and managed projects for British Telecom, RACAL Training Services LTD, UK National Agencies, UK Ministry of Defense and several overseas government institutions.
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Dr. Philip Quirke Executive Dean General Studies and Education Higher Colleges of Technology Dubai, UAE
SATURDAY, 15 NOVEMBER | 9:15 – 10:00 | CONFERENCE ROOM 1 WELCOMING REMARKS: I would like to take this opportunity to welcome you all to the UAE, Dubai and this International Conference on 21st Century Education. I hope you enjoy the hospitality for which the country is renown and appreciate there is no better place for a discussion on pedagogy and the world’s academic needs than this modern metropolis that still embeds culture, heritage and above all the individual in every advancement. Accessibility, adaptive and collaborative learning and the power of student centred technology enabled knowledge creation are impacting us all as we try and move away from an educational infrastructure and culture that is still embedded in the Victorian industrial era. This Conference has two key themes with 21st Century Education and what this means to each of us interwoven with discussions on Language Learning and Teaching. We thank the 21st Century Academic Forum for organizing this excellent programme here in the UAE and Pearson for their generous sponsorship enabling Dubai to host the event. We are looking forward to two days of informative input and lively debate.
PROFILE: Dr. Phil Quirke is currently Executive Dean of General Studies and Education, Higher Colleges of Technology in the UAE. From 2006 – 2012 he was the founding Director of Madinat Zayed and Ruwais Colleges, Higher Colleges of Technology in the Western Region of the UAE. From 2000-2006 he was Dean of General Education, Business and Applied Communications at Abu Dhabi Men’s College having moved from the Women’s Campus where he was Chair of English. He has been in ELT Leadership positions for fifteen years and has published on areas as diverse as face, action research, appraisal and journaling. His book, An Exploration of Teacher Knowledge is widely available, and his publication on Reflective Writing with Jill Burton, Joy Peyton and Carla Reichmann is available online at http://www.tesl-ej.org/ wordpress/books/. Dr. Quirke’s Doctorate was on the Exploration of Teacher Knowledge and formed the basis of the publications above. Over the last ten years Dr Quirke has developed an educational management philosophy, DREAM Management, that places students and staff at the core of the institution and he has published widely on this approach.
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MISSION AND VISION The 21st Century Academic Forum is a global group of researchers and educators dedicated to supporting research that has the potential to influence the shaping of educational policy and practices to more effectively prepare students for the unique challenges of the 21st century. An overwhelming body of research indicates that students are leaving formal educational institutions inadequately prepared for the workforce and their lives in the knowledge-based economy.
OUR THREE MISSIONS Mission 1 is to support research on how to best prepare 21st century citizens for a rapidly changing workplace and world that requires the ability to process and prioritize information; the ability to communicate and collaborate with people across the globe; and an ability to use creativity and innovation to solve complex problems. Mission 2 is to support the expansion of research exploring interrelationships among the disciplines as a way of better understanding the world in the 21st century. The complexity of problems in the 21st century require interdisciplinary approaches that cannot be solved under the traditional “silo” or single-discipline research. Mission 3 is to support the principle that research should attempt to serve the public good and make a contribution to society. Our aim is to bring people from different academic backgrounds and perspectives together – bound by a shared interest in conducting research that makes an impact on the communities they serve.
JOIN US TO HELP TURN THE TIDE IN EDUCATION!
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PUBLICATIONS All authors are reminded that the due date to have your paper considered for inclusion in the Conference Proceeding is November 24, 2014. Please follow the Submission Guidelines on the “Publications� page of the 21st Century Academic Forum website (www.21caf.org). It is important to note that all papers are not automatically published in the Conference Proceedings, but are subject to meeting the standards set forth by the Conference Proceedings Editorial Board.
ISSN: 2330-1236
ISSN: 2330-1244
Published 6 months following each 21st Century Academic Forum Conference. Reviewed by Conference Committee Editorial Board. Feeds our 3 peer-reviewed journals.
Selected 21st Century education themed papers from the Conference Proceedings will appear in our seasonal journal.
ISSN: 2333-9659
ISSN: 2333-9640
Selected Innovation and Entrepreneurship themed papers from the Conference Proceedings will appear in our seasonal journal.
Selected Language Learning education themed papers from the Conference Proceedings will appear in our seasonal journal.
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SPECIAL THANKS We at the 21st Century Academic Forum would like to recognize the Session Chairs for all of their hard work in coordinating his/her respective Concurrent Session. We realize it’s sometimes difficult to get people to stop talking about something they love! Thank you for ensuring that the sessions ran on time and smoothly.
Emmanuel Thomas Abraham
Topfaith International Secondary School
Hector De la Rosa
The Monterrey Institute of Technology and Higher Education
Vladamir Komarov
St Petersburg State University
Ahmed Abdelraheem
Sultan Qaboos University
Hiroshi Hasegawa
Curtin University
Kiran Arora
PCM S.D. College for Women
Amah jnr Amah
Topfaith International Secondary School
Randa Bou-Mehdi
American University of Sharjah
Laleh Khojasteh
Shiraz University of Medical Sciences
Hadi Mosadegh
Kharazmi University
Eddia Solas
Zayed University
Yara Azouqa
Abu Dhabi University
Reem Hashem
Abu Dhabi University
Aleya James
Higher Colleges of Technology - Dubai, Women’s Campus
Nicole Shammas
Higher Colleges of Technology - Dubai, Women’s Campus
Asabe Sadiya Mohammed
Bauchi State University
Isaac Nwankwo
Nnamdi Azikiwe University
Wilson Brett Poha
Te Wananga o Aotearoa
Zineb Djoub
Abdelhamid Ibn Badis University
Ntasiobi C. N. Igu
Ebonyi State College of Education
THANK YOU AGAIN FROM THE 21ST CENTURY ACADEMIC FORUM!
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SCHEDULE AT A GLANCE THURSDAY, NOVEMBER 13, 2014 4:00 – 6:00
Welcome Reception / Early Registration at the Tulip Inn
FRIDAY, NOVEMBER 14, 2014 8:00 – 8:45
Registration at the Knowledge Village Conference Center
9:00 – 9:15
Welcoming Remarks: Thomas Lechner, Academic Director
9:15 – 10:00
Keynote Speaker: Frank Edwards, Pearson
10:00 – 10:30
Coffee Break
10:00 – 1:00
Poster Session (Registration Area)
10:30 – 12:00
Breakout Session 1
12:00 – 12:45
Lunch
1:00 – 3:00
Breakout Session 2
3:00 – 3:30
Coffee Break
3:30 – 5:00
Breakout Session 3
SATURDAY, NOVEMBER 15, 2014 8:00 – 8:45
Registration at the Knowledge Village Conference Center
9:00 – 9:15
Welcoming Remarks: Thomas Lechner, Academic Director
9:15 – 10:00
Keynote Speaker: Philip Quirke, Higher Colleges of Technology
10:00 – 10:30
Coffee Break
10:30 – 12:00
Breakout Session 1
12:00 – 12:45
Lunch
1:00 – 3:00
Breakout Session 2
3:30 - 4:55
Breakout Session 3
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KNOWLEDGE VILLAGE LOCATION MAP
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Projector Screen
CONF. ROOM 1
CONF. ROOM 2
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IC21CE / ICLLT Poster Presentations Friday, November 14th | 10:00 – 1:00
Room: Registration / Refreshment Area Presenters: Seyyed Mohammad Ali Mansouryan, Nasrin Shokrpour, Munira Fayzulloeva, Effandi Zakaria
Title: The Impact of Identity Aspects on EFL Learners’ Achievement in the Iranian Academic Context Presenter: Seyyed Mohammad Ali Mansouryan, Yasuj University of Medical Sciences (Iran) Summary: After the field of Second Language Acquisition (SLA) and Applied Linguistics took a social turn and made the sociocultural perspective its primary point of investigation, SLA researchers became more interested in the link between identity (class, culture, race, gender, sexuality, etc.) and language learning. Hence, the present study aims at identifying the impact of identity aspects on the Iranian learners’ English language achievements of the students of Medicine at Yasuj University of Medical Sciences (YUMS). Likewise, the study seeks for finding the impact of demographic factors on language achievement and aspects of identity among the Iranian EFL learners.
Title: The Role of L1 in ESP Classrooms: A Triangulated Approach Presenter: Nasrin Shokrpour, Shiraz University of Medical Sciences (Iran) Summary: This study investigated the use of students’ mother tongue, the Farsi language (L1), in English for Specific Purposes (ESP) classes at an Iranian medical university, as well as the attitudes of Iranian ESP instructors and ESP students towards employing Farsi in ESP classrooms Both approved of the use of Farsi in ESP classes.
Title: The Problem of Marriage and Family Presenter: Munira Fayzulloeva, Mining and Metallurgical Institute of Tajikistan (Tajikistan) Summary: Thus the family is a social institution of the society, which begins with the addition of human morality. Marriage is a fortress that protects spouses from immoral acts. Marriage from the point of view of all the world’s religions is a sacred union between a man and a woman. The Prophet of Islam Muhammad (s) said: “Marriage is half of a person’s religion, and the rest can be asked from the Lord”.Tranquility in the family will determine for a comprehensive development of the child.
Title: Preliminary Analysis on the Use of Higher Cognitive Strategy Among Mathematics Secondary School Teachers Presenter: Effandi Zakaria, Universiti Kebangsaan Malaysia (Malaysia) Summary: The aim of this study is to determine the use of higher cognitive strategy among mathematics secondary school teachers. Nine teachers from three schools were selected for this study. Observation in the form of Likert Scale was used to collect the data. This instrument was adapted from Shiyyab (2001). Results indicated that teachers lack emphasis on higher cognitive strategy in their teaching. It was found that students are not given the opportunity to explain concept by themselves and teachers seldom give open ended question.
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Friday, November 14th Concurrent Oral Presentation Schedule Session 1
Conference Room 2 (ICLLT)
Executive Room 3 (IC21CE)
Addressing the Skills Gap through Quality Vocational Education (Mark Andrews, Pearson Qualifications International)
Developing Metacognitive Awareness in the CLIL Classroom (Yolanda Ruiz de Zarobe, University of the Basque Country)
Tools for Learning (Asma Aamer, University of Management and Technology)
11:00 - 11:30
Preparing Internship Students for the Job Market: Challenges and Opportunities (Saif Alshaali, United Arab Emirates University)
A Shift in Focus: The Benefits of Switching from Content-Based to General Language (Wael ElSokkary, The Petroleum Institute)
Global Leadership Guiding 21st Century Learning and Life (Raghad Ebied, Destination Excellence KAUST)
11:30 - 12:00
Towards a Pedagogy of Entreprenuring in a Knowledge Society (Yu-Chung (Ted) Liu, National Pingtung University)
The Role of Task Complexity and Task Motivation in Language Production (Umi Kalsom Masrom, Universiti Malaysia Pahang)
Higher Standards for Education in the XXI Century (Vladamir Komarov, St Petersburg State University)
Session 2
Conference Room 1 (IC21CE)
Conference Room 2 (ICLLT)
Executive Room 3 (IC21CE)
1:00 - 1:30
An Inductive Approach to Teaching Wireless Communication Fundamentals (Atef Abdrabou, UAE University)
The Power of English in CareerMaking and Business Building: Introducing the Global Scale of English (Fadi Khalek, Pearson Vice President, Strategic Partnerships and Efficacy)
How to Get Ready for a Chamber Music Course: Basic Instructions for a Music Student (Burcu Yazıcı, Anadolu University)
1:30 - 2:00
Student’s Readiness for ICT Learning: A Case Study Investigation in a Large MultiNational ICT Organization (Mohamed Kazi, Sharjah Higher Colleges of Technology)
Making the Implicit Explicit: Operationalising Academic Language in a Multilingual Setting (Marco MacFarlane, Umalusi Council for Quality Assurance in Education)
Investigation of the Curriculum and the Skills of First Year Violin Students in a Conservatory (Ezgi Gonlum Yalcin, Anadolu University)
2:00 - 2:30
Learning with Mobile Technology in Nigerian Universities: Challenges and Opportunities in Preparing 21st Century Citizens (Melody Modebelu, Michael Okpara University of Agriculture, Umudike)
The Diffusion of Innovation in ELT (Edith Flahive, Abu Dhabi Men’s College)
The Minimum Level Expected at the Entrance Exam for the Faculty of Education Department of Music for a Stringed Instrument Student Who Graduated from Anatolian Fine Arts High School (Burcu Yazıcı, Anadolu University)
2:30 - 3:00
Effects of Activity Based Blended Learning Strategy on Prospective Teachers’ information Sharing (Ahmed Abdelraheem, Sultan Qaboos University )
Readiness for Flexible Learning and ICT Supported Educational Environments (Hiroshi Hasegawa, Curtin University)
Role of Nature and Health (Kiran Arora, PCM S.D. College for Women)
Session 3
Conference Room 1 (IC21CE)
Conference Room 2 (ICLLT)
Executive Room 3 (IC21CE/ICLLT)
3:30 - 4:00
Esteem at Decision Making of University Students Regarding to Shyness and Self Esteem Level (Coskum Arslan, Necmettin Erbakan University)
English Teachers’ Barriers to Using CALL: A Metamorphic View (Mohammad Mehdi Etedali, University of Jyvaskyla)
Implementing a College Wide Electronic Portfolio System in ECAE (Naglaa Ali, Emirates College for Advanced Education)
4:00 - 4:30
Assessment of Skills Acquisition for Self Reliance by Students in Junior Secondary Schools in Imo State, Nigeria (Benson Afianmagbon, Abia State University, Uturu)
Low Level Students’ Perceptions about Usefulness of Online Vocabulary Learning (Sermin Celik, Bilkent University)
Developing the Creative Learner (Eli Ghazel, 21st Century Academic Forum)
4:30 - 5:00
Pupils’ Mathematical Selfconcept as a Starting Point for Game-based Learning (Päivi Perkkilä and Päivi Valli, Kokkola University Consortium Chydenius)
The Use of Clicker Systems in Writing Classes (Randa Bou-Mehdi, American University of Sharjah)
EFL Students’ Perception toward Class Participation in General English Courses (Laleh Khojasteh, Shiraz University of Medical Sciences)
10:30 - 11:00
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Conference Room 1 (IC21CE)
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IC21CE Session 1 |
Friday, November 14th | 10:30 – 11:00
Room: Conference Room 1 Presenters: Mark Andrews, Saif Alshaali, Yu-chung (Ted) Liu Session Chair: Emmanuel Thomas Abraham
10:30 – 11:00 Presentation Title: Addressing the Skills Gap through Quality Vocational Education Presenter: Mark Andrews, Pearson Qualifications International (UAE) Summary: Mark Andrews explores the skills gap epidemic, which threatens the social, economic and political stability of countries all around the world. Mr Andrews discusses Pearson’s extensive global and regional research into the crisis, with a view to meaningfully addressing the problem through the provision of quality, accessible and efficacious education solutions.
11:00 – 11:30 Presentation Title: Preparing Internship Students for the Job Market: Challenges and Opportunities Presenter: Saif Alshaali, United Arab Emirates University (UAE) Summary: We introduce the audience to the types of challenges and opportunities facing the graduating students when placed in the job market. Based on data from CBE, UAEU we introduce an overarching system that allows for the proper preparation of students for the job market.
11:30 – 12:00 Presentation Title: Towards a Pedagogy of Entreprenuring in a Knowledge Society Presenter: Yu-chung (Ted) Liu, National Pingtung University (Taiwan) Summary: Although it is commonly claimed that knowledge has become the crucial capital in the emergent knowledge society, however, how and to what extent the current pedagogy could continue to serve as the productive process of benefit to the dynamics of knowledge economy remains less explored. Based on the recent development of entrepreneurship studies that emphasized the context-practice-based nature of experiential knowledge, this paper proposes a different version of pedagogy, stressing that the acquiring of knowledge should be embedded within the process of entreprenuring, which refers to the becoming practice in individual daily life and/or in organizational/institutional routines beyond the traditionally economic aspect.
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ICLLT Session 1 | Friday, November 4th
| 10:30 – 11:00
Room: Conference Room 2 Presenters: Yolanda Ruiz de Zarobe, Wael El-Sokkary, Umi Kalsom Masrom Session Chair: Hector De la Rosa
10:30 – 11:00 Presentation Title: Developing Metacognitive Awareness in the CLIL Classroom Presenter: Yolanda Ruiz de Zarobe, University of the Basque Country (Spain) Summary: The aim of this presentation is to provide some tools to develop metacognitive awareness in the CLIL (Content and Language Integrated Learning) classroom. Some of these involve classroom interaction and strategy training as a means to help students become more effective language learners. Furthermore, we will discuss how CLIL can provide an appropriate setting to develop learning strategies and to increase awareness of the language itself.
11:00 – 11:30 Presentation Title: A Shift in Focus: The Benefits of Switching from Content-Based to General Language Presenter: Wael El-Sokkary, The Petroleum Institute (UAE) Summary: The highlight of the presentation will be on the switch from Content-Based Instruction to a more general approach in language teaching. A heavy focus on language input through extensive reading and listening helped an engineering university Bridge Program to better prepare high school graduates who lacked the required language proficiency.
11:30 – 12:00 Presentation Title: The Role of Task Complexity and Task Motivation in Language Production Presenter: Umi Kalsom Masrom, Universiti Malaysia Pahang (Malaysia) Summary: This study investigates the relationship between the cognitive demands of task complexity and learners’ task motivation using task-based instruction during asynchronous computer-mediated communication (ACMC) writing tasks. Analyses of results showed that there is a correlation between task complexity and task motivation among learners. In short, this study is important as it identifies the relationship and roles between task complexity and task motivation in mediating the acquisition of language.
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IC21CE Session 1
| Friday, November 14th | 10:30 – 11:00
Room: Executive Room 3 Presenters: Asma Aamer, Raghad Ebied, Vladamir Komarov Session Chair: Vladamir Komarov
10:30 – 11:00 Presentation Title: Tools for Learning Presenter: Asma Aamer, University of Management and Technology (Pakistan) Summary: The integration of technology in education is no longer a “new” idea. Technology has become such an integral part of society, it is necessary to integrate its use in education in a variety of ways. Today’s technology can provide teachers and students with opportunities for teaching and learning that were impossible in the past.
11:00 – 11:30 Presentation Title: Global Leadership Guiding 21st Century Learning and Life Presenter: Raghad Ebied, Destination Excellence KAUST (Saudi Arabia) Summary: Preparing students to thrive in the 21st century, which is characterized by increasing diversity and innovation, involves fostering a variety of skills beyond basic literacy, including global leadership. Global leadership can be summarized as having the ability to think globally; appreciate diversity; develop technological competence; build partnerships; and distribute leadership (Cohen 2010).
11:30 – 12:00 Presentation Title: Higher Standards for Education in the XXI Century Presenter:Vladamir Komarov, St Petersburg State University (Russia) Summary: It is proposed to form a spiral teaching for children and students. Based on the concepts of Combinatorics, Homology and Symmetries layouts offered educational playgrounds and schools decoration corridor walls by educational posters. It is shown how postulates of physics and chemistry help to study the other disciplines. It is proposed a new principle of formation of databases.
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IC21CE Session 2
| Friday, November 14th | 1:00 – 3:00
Room: Conference Room 1 Presenters: Atef Abdrabou, Mohamed Kazi, Melody Modebelu, Ahmed Abdelraheem Session Chair: Ahmed Abdelraheem
1:00 – 1:30 Presentation Title: An Inductive Approach to Teaching Wireless Communication Fundamentals Presenter: Atef Abdrabou, UAE University (UAE) Summary: The presentation provides an inductive teaching approach for wireless communication fundamentals. A proposed design of lab and field tasks is introduced with an integration to a typical curriculum of introductory wireless communication courses. The tasks’ design follows discovery-based and problem based learning approaches that simplify the abstract concepts of the topic.
1:30 – 2:00 Presentation Title: Student’s Readiness for ICT Learning: A Case Study Investigation in a Large Multi-National ICT Organization Presenter: Mohamed Kazi, Sharjah Higher Colleges of Technology (UAE) Summary: The purpose of this qualitative study is to investigate student’s readiness towards ICT initiatives within higher educational organization. In particular, the study explores the various influential factors that support and inhibit a student’s learning of new ICT technologies within fast developing nations.
2:00 – 2:30 Presentation Title: Learning with Mobile Technology in Nigerian Universities: Challenges and Opportunities in Preparing 21st Century Citizens Presenter: Melody Modebelu, Michael Okpara University of Agriculture, Umudike (Nigeria) Summary: The paper investigated the extent lecturers and students in Nigerian universities apply and utilize mobile technology in learning. Challenges and opportunities in preparing 21st century citizens were also examined.
2:30 – 3:00 Presentation Title: Effects of Activity Based Blended Learning Strategy on Prospective Teachers’ information Sharing Presenter: Ahmed Abdelraheem, Sultan Qaboos University (Oman) Summary: The presentation will cover the following points: Definition of activity based blended learning (ABBL), Literature review of the topic, importance of the study Questions asked sample and statistics results and conclusion Recommendations.
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ICLLT Session 2 |
Friday, November 14th | 1:00 – 3:00
Room: Conference Room 2 Presenters: Fadi Khalek, Marco MacFarlane, Edith Flahive, Hiroshi Hasegawa Session Chair: Hiroshi Hasegawa
1:00 – 1:30 Presentation Title: The Power of English in Career-Making and Business Building: Introducing the Global Scale of English Presenter: Fadi Khalek, Pearson Vice President, Strategic Partnerships and Efficacy (UAE) Summary: Fadi Khalek will introduce the Global Scale of English, the culmination of 25 years’ work that will change the way English is taught, learnt and assessed. Emphasis will be placed on the Scale’s ability to measure the effectiveness of English language learning, and the benefits this holds for individuals and the organisations for which they work.
1:30 – 2:00 Presentation Title: Making the Implicit Explicit: Operationalising Academic Language in a Multilingual Setting Presenter: Marco MacFarlane, Umalusi - Council for Quality Assurance in Education (South Africa) Summary: This presentation explores the concept of Academic Language as a fundamental skill for schooling, and discusses ways to operationalize and render this concept explicit for teachers and learners alike.
2:00 – 2:30 Presentation Title: The Diffusion of Innovation in ELT Presenter: Edith Flahive, Abu Dhabi Men’s College (UAE) Summary: This presentation will investigate the concept of innovation in the context of ELT and elicit the reasons why some teachers are interested in innovation and others are not. Diffusion of Innovations Theory will be examined, and key studies related to the success or failure of innovations in ELT will be considered.
2:30 – 3:00 Presentation Title: Readiness for Flexible Learning and ICT Supported Educational Environments Presenter: Hiroshi Hasegawa, Curtin University (Australia) Summary: This paper focuses on the problems that teachers currently face which derive from the relationship between (1) contemporary students’ study behaviour patterns and ICT, and (2) policy making/administrative management and ICT.
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IC21CE Session 2 |
Friday, November 14th | 1:00 – 3:00
Room: Executive Room 3 Presenters: Burcu Yazıcı, Ezgi Gonlum Yalcin, Kiran Arora Session Chair: Kiran Arora
1:00 – 1:30 Presentation Title: How to Get Ready for a Chamber Music Course: Basic Instructions for a Music Student Presenter: Burcu Yazıcı, Anadolu University (Turkey) Summary: The habits acquired by the students when getting ready for chamber music, which is an indispensible part of conservatory education, exert influence over their whole music career. This paper aims to specify what the students are to do to be fully prepared for chamber music.
1:30 – 2:00 Presentation Title: Investigation of the Curriculum and the Skills of First Year Violin Students in a Conservatory Presenter: Ezgi Gonlum Yalcin, Anadolu University (Turkey) Summary: Searching the curriculum designed for the freshman students at the conservatory violin department and the skills they have to improve by the end of the first year. The paper will be supported with photos and exercises to clarify what is done in the first year.
2:00 – 2:30 Presentation Title: The Minimum Level Expected at the Entrance Exam for the Faculty of Education Department of Music for a Stringed Instrument Student Who Graduated from Anatolian Fine Arts High School Presenter: Burcu Yazıcı, Anadolu University (Turkey) Summary: The question of which behavior is mostly observed at the entrance exams is a frequently asked question to stringed instrument teachers who work at the entrance exam for the faculty of educatıon department of musıc which provide undergraduate education. These questions which are often encountered constitute the problem statement of this study.
2:30 – 3:00 Presentation Title: Role of Nature and Health Presenter: Kiran Arora, PCM S.D. College for Women (India) Summary: My presentation will explore living well from a diverse range of knowledge and perspectives. Living well is about being able to have a good life; it is something that most persons would want for themselves and others. I would like to impress upon the audience that if we violate the rules of Nature, We will be punished by Nature so to have a healthy life we should follow the principles of Nature and should be disciplined and I will give some tips pertaining to this.
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IC21CE Session 3 |
Friday, November 14th | 3:30 – 5:00
Room: Conference Room 1 Presenters: Coskum Arslan, Benson Afianmagbon, Päivi Perkkilä, Päivi Valli Session Chair: Amah jnr Amah
3:30 – 4:00 Presentation Title: Analyzing Decision Making Styles and Self Esteem at Decision Making of University Students Regarding to Shyness and Self Esteem Level Presenter: Coskum Arslan, Necmettin Erbakan University (Turkey) Summary: This study examined decision-making styles and self-esteem levels of university students regarding shyness, self-esteem. As a result of the research, a significant correlation was found between the university students’ self-esteem levels in decision-making and their self-esteem. A significant correlation was detected between buck-passing decisionmaking and hyper vigilance approach in decision-making, which are two sub-dimensions of decision-making styles. However, there were no significant correlations detected between self-esteem and other sub-dimensions; vigilance decision-making, and procrastination approach in decision making. Another finding of the present research is that, there is a negative correlation between self-esteem and decision making styles in decision making with shyness.
4:00 – 4:30 Presentation Title: Assessment of Skills Acquisition for Self Reliance by Students in Junior Secondary Schools in Imo State, Nigeria Presenter: Benson Afianmagbon, Abia State University, Uturu (Nigeria) Summary: Nigeria is a nation with abundant resources. Unfortunately, she is still poor due to unemployment. The citizens depend on the government to create jobs. Teachers perhaps do not impart skills in learners to become selfreliance. This is irrespective of the fact that the curriculum makes provision for this job creation.
4:30 – 5:00 Presentation Title: Pupils’ Mathematical Self-concept as a Starting Point for Game-based Learning Presenter: Päivi Perkkilä, Päivi Valli, Kokkola University Consortium Chydenius (Finland) Summary: The aim of this paper is to investigate pupils’ concepts of themselves as learners of mathematics and their ideas about learning and teaching mathematics. The focus is on the working methods of mathematics as well as the potential of these methods to contribute positively to the development of pupils’ self-concept.
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ICLLT Session 3
| Friday, November 14th | 3:30 – 5:00
Room: Conference Room 2 Presenters: Mohammad Mehdi Etedali, Sermin Celik, Randa Bou-Mehdi Session Chair: Randa Bou-Mehdi
3:30 – 4:00 Presentation Title: English Teachers’ Barriers to Using CALL: A Metamorphic View Presenter: Mohammad Mehdi Etedali, University of Jyvaskyla (Kuwait) Summary: This presentation intends to try a new look at the barriers that prevent language teachers from using CALL in their teaching practice believing that understanding new barriers would help language teachers overcome them and use more of the potentials the technology bestows upon them.
4:00 – 4:30 Presentation Title: Low Level Students’ Perceptions about Usefulness of Online Vocabulary Learning Presenter: Sermin Celik, Bilkent University (Turkey) Summary: This study seeks to explore A2 level ESL students’ perceptions about learning vocabulary through an interactive online vocabulary learning software as a course component in the preparatory programme of a private university in Turkey. It focuses on the students’ perceptions toward usefulness, usability and enjoyment of online vocabulary learning.
4:30 – 5:00 Presentation Title: The Use of Clicker Systems in Writing Classes Presenter: Randa Bou-Mehdi, American University of Sharjah (UAE) Summary: This presentation focuses on the use of electronic response systems, also known as clickers, to test students’ comprehension of run-on sentences and sentence fragments. The use of this technology can be adapted to various lesson plans to benefit from the immediate feedback it provides the instructor and the students.
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IC21CE / ICLTT 2014 in Dubai
ICLLT Session 3
| Friday, November 14th | 3:30 – 5:00
Room: Executive Room 3 Presenters: Naglaa Ali, Eli Ghazel, Laleh Khojasteh Session Chair: Laleh Khojasteh
3:30 – 4:00 Presentation Title: Implementing a College Wide Electronic Portfolio System in ECAE Presenter: Naglaa Ali, Emirates College for Advanced Education (UAE) Summary: Currently, our Teacher Training College in UAE doesn’t facilitate the use of the electronic portfolios. The purpose of this presentation is to report the preparation aspect of a work in progress funded progress that aims to investigate how to successfully implement a college wide portfolio system to support students’ learning.
4:00 – 4:30 Presentation Title: Developing the Creative Learner Presenter: Eli Ghazel, 21st Century Academic Forum (UAE) Summary: In twenty years time, nine out of ten of the jobs that will become available do not exist at present. How should schools be preparing children for the future? The exiting paradigm of transmitting knowledge to the novice is no longer a viable one. To prepare today’s children for the future, centers of learning should be shifting towards developing creative learners – those who can extend their learning into new areas. The future is not for those who know, but for the ones who can create new knowledge from existing knowledge.
4:30 – 5:00 Presentation Title: EFL Students’ Perception toward Class Participation in General English Courses Presenter: Laleh Khojasteh, Shiraz University of Medical Sciences (Iran) Summary: This study aimed to identify how Iranian students perceive class participation, investigate the relationship among the students’ perception toward class participation and their gender, identify the relationship among the students’ perception toward class participation and the type of their English course, and find out the EFL students’ perception about participation grade.
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Saturday, November 15th Concurrent Oral Presentation Schedule Session 1
Conference Room 1 (IC21CE)
Conference Room 2 (ICLLT)
Executive Room 3 (IC21CE)
Management of Education for All (EFA) by 2015: The Situation so far in Developing Countries (Uche Emetarom, Abia State University, Uturu)
Changes in Practice and Professionalism in EFL in the Arabian Gulf Context (Richard Peel, Higher Colleges of Technology, Dubai)
Acculturation, Identity Formation, and Attrition of Freshmen Female Emirati Engineering Students (Nader Ayish,The Petroleum Institute)
11:00 - 11:30
Perceived Impact of Budget Preparation Procedure by School Heads on the Administration of Secondary Schools in Abia State, Nigeria (Levi Nwokocha, Abia State University, Uturu)
Assisting Arabic Spellers through Digital Games (Kristian Kirkwood,Higher Colleges of Technology, Dubai Women’s College)
Using Academic Cases to Improve Communication and Collaboration Skills of Students: Demonstrating an Approach Using a Case On Supply Chain Complexity (Ila Manuj, Upper Austria University of Applied Sciences)
11:30 - 12:00
The Specifications of Iranian Model of Faculty Recruitment in Iranian State Universities: Its Pros and Cons (Hadi Mosadegh, Kharazmi University)
Effective Strategies Used in Teaching Two Core-Curriculum Science Courses in an English Language Learning Environment of Native Arabic Speakers (Eddia Solas, Zayed University)
Level Five Leaders: Humility and Will (Yara Azouqa / Reem Hashem, Abu Dhabi University
Session 2
Conference Room 1 (IC21CE)
Conference Room 2 (ICLLT)
Executive Room 3 (IC21CE)
1:00 - 1:30
Ako Wananga – An Educational Tool to Transform and Prepare 21st Century Citizens (Tomazina Manu, Te Wananga o Aotearoa)
Scaffolding Language Development through Feedback on Writing (Grant Hartley, Higher Colleges of Technology)
Functional Education: A Tool for Combating Terrorism in Nigeria (Olusegun Omoluwa, Adeyemi College of Education, Ondo)
1:30 - 2:00
Joyful Learning and Professional Learning Communities: The Msamvu (Tanzania) Experience (Mutindi Ndunda, College of Charleston)
Using a Shadowing Task to Test the Effects of Bi-modal Input on L2 Listening (Tendai Charles,University of York)
The Function of Folktales as a Process of Educating and Preparing the Child Towards The 21st Century: A Case Study of Idoma Folktales (Amina Bashir, Federal University Dutse)
2:00 - 2:30
Teachers’ Use of Social Studies Methods in Gombe Local Government-Nigeria (Salisu Ali Rakum, Federal University Kashere)
Motivation in Language Teaching, Learning and Acquisition: The Kenyan Context (Jane Muasya, United States International University - USIU Africa)
Peace Education and National Unity in Nigeria: Problems and Prospects (Isaac Nwankwo, Nnamdi Azikiwe University)
2:30 - 3:00
The Challenge to Care in the Classroom (Aleya James / Nicole Shammas, Higher Colleges of Technology - Dubai, Women’s Campus)
Task Based Language Learning Approach Using Textual Resources (Asabe Sadiya Mohammed, Bauchi State University)
Refocusing the Teaching of Basic Science in Nigeria for Developing Learners’ Meta-Cognitive Skills (Isaac Nwankwo, Nnamdi Azikiwe University)
Session 3
Conference Room 1 (IC21CE)
Conference Room 2 (ICLLT)
Executive Room 3 (IC21CE)
3:30 - 4:00
Emerging Trends in Home Economics Teachers’ Education Curriculum in an Era of Degree Awarding in Nigerian Colleges of Education (Grace Akanbi, Federal College of Education – Special)
The Jerry Springer Show: Real Life (!) Arguments in the Language Classroom (Ipek Kuru Gönen, Anadolu University)
Impact of ICT on Human Capacity Development in Ebonyi State College of Education Ikwo (Francisca N. Ogba, Ebonyi State College of Education)
4:00 - 4:30
Investigation of the Relation Between Teachers’ Anger Expression Styles and Burnout Levels (Hasan Yilmaz, Necmettin Erbakan University)
The Application of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistics Learners (Aisha Noour, The University of Huddersfield and Arab Academy for Science, Technology & Maritime Technology)
Educational Technology, Potentials, Expectations and Challenges (Hala El Miniawi, UAE Ministry of Education)
4:30 - 5:00
Te Wananga o Aotearoa an Alternative to Mainstream Education in New Zealand (Wilson Brett Poha, Te Wananga o Aotearoa)
Teachers' Portfolios: A Reflective Tool Towards Professional Development (Zineb Djoub, Abdelhamid Ibn Badis University)
Effects of Instructional Materials in the Teaching and Learning of Social Studies in Lower Basic Education in Nigeria: A Case Study of Ebonyi State College of Education Staff School, Ikwo (Ntasiobi C. N. Igu, Ebonyi State College of Education)
10:30 - 11:00
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IC21CE Session 1
| Saturday, November 15th | 10:30 – 11:00
Room: Conference Room 1 Presenters: Uche Emetarom, Levi Nwokocha, Hadi Mosadegh Session Chair: Hadi Mosadegh
10:30 – 11:00 Presentation Title: Management of Education for All (EFA) by 2015: The Situation so far in Developing Countries Presenter: Uche Emetarom, Abia State University, Uturu (Nigeria) Summary: Fourteen years after the pronouncement of Education for All by 2015 the World appears to be faced with its fulfillment. Verbal commitments alone may not translate into the desired changes in Policy and practices in achieving the goals; hence the need to examine the situation so far in developing countries.
11:00 – 11:30 Presentation Title: Perceived Impact of Budget Preparation Procedure by School Heads on the Administration of Secondary Schools in Abia State, NIigeria. Presenter: Levi Nwokocha, Abia State University, Uturu (Nigeria) Summary: The study reports information about principals perception on the budget procedure and the impact it has on school administration. It examined budgeting on the principal task areas and the results gave evidence to a new conception focused on regular retraining of serving principals in Abia State in financial matters.
11:30 – 12:00 Presentation Title: The Specifications of Iranian Model of Faculty Recruitment in Iranian State Universities: Its Pros and Cons Presenter: Hadi Mosadegh, Kharazmi University (Iran) Summary: Specifications of the faculty recruitment model in Iran. First, the researchers investigated the current issues of faculty recruitment around the globe, considering the related criteria in the world-class accredited universities. Next specifications of the latest recruitment model which started in 2008. This paper delineates the pros and cons of this model.
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ICLLT Session 1
| Saturday, November 15th | 10:30 – 11:00
Room: Conference Room 2 Presenters: Richard Peel, Kristian Kirkwood, Eddia Solas Session Chair: Eddia Solas
10:30 – 11:00 Presentation Title: Changes in Practice and Professionalism in EFL in the Arabian Gulf Context Presenter: Richard Peel, Higher Colleges of Technology, Dubai (UAE) Summary: This presentation examines how a highly-experienced cohort of EFL teachers in the Gulf have evolved pedagogically since their initial training in the Communicative Language Teaching (CLT) approach. The phenomenological study found that though all teachers had diverged markedly from CLT methodology, nevertheless tenets of CLT pedagogy had been retained.
11:00 – 11:30 Presentation Title: Assisting Arabic Spellers through Digital Games Presenter: Kristian Kirkwood, Higher Colleges of Technology, Dubai Women’s College (UAE) Summary: Looking at the role digital games can play in helping Arabic students with spelling. The strengths and weaknesses of digital games will be examined along with examples of digitall games that have been designed for Arabic students preparing for the IELTS test.
11:30 – 12:00 Presentation Title: Effective Strategies Used in Teaching Two Core-Curriculum Science Courses in an English Language Learning Environment of Native Arabic Speakers Presenter: Eddia Solas, Zayed University (UAE) Summary: The presentation includes an introduction of the teaching strategies used to teach science to conscience majors in an ELL environment. Examples will be highlighted and the effectiveness outlined for each strategy.
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IC21CE Session 1
| Saturday, November 15th | 10:30 – 11:00
Room: Executive Room 3 Presenters: Nader Ayish, Ila Manuj, Yara Azouqa, Reem Hashem Session Chairs: Yara Azouqa and Reem Hashem
10:30 – 11:00 Presentation Title: Acculturation, Identity Formation, and Attrition of Freshmen Female Emirati Engineering Students Presenter: Nader Ayish, The Petroleum Institute (UAE)) Summary: The main aim of this presentation is to share findings and insight from a study that investigated through interviews and classroom observations in a communication course the effect acculturation has on the identity formation and attrition rate of first-semester Emirati female students at the Petroleum Institute (PI), a segregated engineering university in Abu Dhabi.
11:00 – 11:30 Presentation Title: Using Academic Cases to Improve Communication and Collaboration Skills of Students: Demonstrating an Approach Using a Case On Supply Chain Complexity Presenter: Ila Manuj, Upper Austria University of Applied Sciences (Austria) Summary: The purpose of this presentation is to describe an approach to develop and employ academic cases in different disciplines. Using this approach, teachers can help students apply concepts to real problems, sharpen their problem-solving skills, improve their communication and collaboration skills and actively engage in learning.
11:30 – 12:00 Presentation Title: Level Five Leaders: Humility and Will Presenter: Yara Azouqa and Reem Hashem, Abu Dhabi University (UAE) Summary: This presentation aims at introducing level five leaders depicting their unique attributes. It takes on an interdisciplinary approach as it takes the theory of level five leaders from the business management context into an educational context.
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IC21CE Session 2
| Saturday, November 15th | 1:00 – 3:00
Room: Conference Room 1 Presenters: Tomazina Manu, Mutindi Ndunda, Salisu Ali Rakum, Aleya James, Nicole Shammas Session Chairs: Aleya James and Nicole Shammas
1:00 – 1:30 Presentation Title: Ako Wananga – An Educational Tool to Transform and Prepare 21st Century Citizens Presenter: Tomazina Manu, Te Wananga o Aotearoa (New Zealand) Summary: My presentation will explore an indigenous framework for teaching practices. This framework is called Ako Wananga. I will also share how I apply the elements of this framework in my teaching. I will also make some connections with how this framework helps prepare my students for the 21st century.
1:30 – 2:00 Presentation Title: Joyful Learning and Professional Learning Communities: The Msamvu (Tanzania) Experience Presenter: Mutindi Ndunda, College of Charleston (USA) Summary: I am proposing to present a paper highlighting how implementing professional learning communities (PLCs) can cause learning environments to become joyful thus promoting vigorous learning environments. This work is informed by my work with students, teachers and parents at MSAMVU elementary school in Tanzania. This presentation argues that a successful professional learning communities bear learning environments where children are encouraged to be demonstrate active physical and mental strength (vigor).
2:00 – 2:30 Presentation Title: Teachers’ Use of Social Studies Methods in Gombe Local Government-Nigeria Presenter: Salisu Ali Rakum, Federal University Kashere (Nigeria) Summary: Social Studies was included into Nigerian school curriculum with a view a to shape character in the desired direction, It is, therefore, worrisome if Social Studies is not properly taught using recommended methods. Teachers inability to use recommended methods represent discrepancy between what ought to and actual practice, this unwanted scenario informed this study.
2:30 – 3:00 Presentation Title: You Matter: The Challenge to Care in the Classroom Presenter: Aleya James and Nicole Shammas, Higher Colleges of Technology - Dubai, Women’s Campus (UAE) Summary: This presentation demonstrates how the notion of teacher care and ensuring students feel they matter is fundamental to student engagement, motivation and success. Theory and practical classroom implications of this philosophy are discussed. Findings from a UAE-based research project indicate this approach is vital for student success in this region.
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ICLLT Session 2
| Saturday, November 15th | 1:00 – 3:00
Room: Conference Room 2 Presenters: Grant Hartley, Tendai Charles, Jane Muasya, Asabe Sadiya Mohammed Session Chair: Asabe Sadiya Mohammed
1:00 – 1:30 Presentation Title: Scaffolding Language Development through Feedback on Writing Presenter: Grant Hartley, Higher Colleges of Technology (UAE) Summary: The reason teachers provide feedback on writing is to help students develop their linguistic competence. But does correction of syntax really achieve this aim. Drawing on systemic functional linguistics the presenter will report on research exploring feedback, which focuses on scaffolding students’ linguistic competence at the level of register.
1:30 – 2:00 Presentation Title: Using a Shadowing Task to Test the Effects of Bi-modal Input on L2 Listening Presenter: Tendai Charles, University of York (United Kingdom) Summary: In this presentation, I aim to explain what ‘bi-modal’ input means, why it is significant for L2 learners of English, and what I have discovered about its impact on L2 listening, after conducting 3 years of lab experiments during my PhD studies to date.
2:00 – 2:30 Presentation Title: Motivation in Language Teaching, Learning and Acquisition: The Kenyan Context Presenter: Jane Muasya, United States International University - USIU Africa (Kenya) Summary: Motivation in language teaching and learning is important in order to sustain the initial interest and face challenges. Teacher and learner have to be active agents, and continuing teacher education should be encouraged. Multilingualism and multiculturalism open the mind and prepare us to be competent citizens of the globalized world.
2:30 – 3:00 Presentation Title: Task Based Language Learning Approach Using Textual Resources Presenter: Asabe Sadiya Mohammed, Bauchi State University (Nigeria) Summary: The paper applies the use of Halliday’s textual resources to the teaching of English and exemplifies strategies for the teaching of writing. It is believed that the approach will lead undergraduate students to write textured essays. It involves teaching the students the processes of thematization and cohesion.
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IC21CE Session 2
| Saturday, November 15th | 1:00 – 3:00
Room: Executive Room 3 Presenters: Olusegun Omoluwa, Amina Bashir, Isaac Nwankwo Session Chair: Isaac Nwankwo
1:00 – 1:30 Presentation Title: Functional Education: A Tool for Combating Terrorism in Nigeria Presenter: Olusegun Omoluwa, Adeyemi College of Education, Ondo (Nigeria) Summary: My presentation will show the attitude of the Almajiris to education, and the need to provide entrepreneurial education as a tool for discouraging youths from violence and terror activities.
1:30 – 2:00 Presentation Title: The Function of Folktales as a Process of Educating and Preparing the Child Towards The 21st Century: A Case Study of Idoma Folktales Presenter: Amina Bashir, Federal University Dutse (Nigeria) Summary: This research has attempted an analysis of the functionality of Idoma folk tales in preparing the child and educating him towards facing the current challenges of the 21st Century. A number of Idoma folk tales are selected and used in the study. Each of the tales is translated and analysed. It is observed that the folk tales perform good functions in preparing the mind of the child thereby availing him courage in facing the challenges of the modern times. Folk tales can form a bedrock for imparting educational ideals.
2:00 – 2:30 Presentation Title: Peace Education and National Unity in Nigeria: Problems and Prospects Presenter: Isaac Nwankwo, Nnamdi Azikiwe University (Nigeria) Summary: The purpose of the paper therefore is to examine ethnic hostility and religious fundamentalism as factors in national unity in Nigeria. The paper also examined the prospects of national unity in the country as well as the strategies for using peace education at local, state and national levels for national peace and unity in the country.
2:30 – 3:00 Presentation Title: Refocusing the Teaching of Basic Science in Nigeria for Developing Learners’ Meta-Cognitive Skill Presenter: Isaac Nwankwo, Nnamdi Azikiwe University (Nigeria) Summary: The purpose of this paper is to highlight how the teaching of basic science in Nigeria can be focused in order to develop the learners’ meta-cognitive skills. The paper presents the problems of teaching basic science in schools and their solutions. It highlights also the meaning and theories of meta-cognitive as well as the strategies for developing learners’ meta-cognitive skills through the teaching of basic science.
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IC21CE / ICLTT 2014 in Dubai
IC21CE Session 3
| Saturday, November 15th | 3:30 – 5:00
Room: Conference Room 1 Presenters: Grace Akanbi, Hasan Yilmaz, Wilson Brett Poha Session Chair: Wilson Brett Poha
3:30 – 4:00 Presentation Title: Emerging Trends in Home Economics Teachers’ Education Curriculum in an Era of Degree Awarding in Nigerian Colleges of Education Presenter: Grace Akanbi, Federal College of Education – Special (Nigeria) Summary: This study was carried out in Nigeria on assessment of Home Economics Teachers’ Education Curriculum in Degree Awarding Era in Colleges of Education so as to suggest the implications of the study’s findings for curriculum designing in Home Economics Teachers’ Education at undergraduate level. Three objectives were set for the study. A content analysis research design was adopted for the study.
4:00 – 4:30 Presentation Title: Investigation of the Relation Between Teachers’ Anger Expression Styles and Burnout Levels Presenter: Hasan Yilmaz, Necmettin Erbakan University (Turkey) Summary: This research investigates the relationship between teachers” constant anger, their anger expression styles and their fatigue level. . The research comes up with the results that; teachers” fatigue low level facet personal success points change meaningfully with seniority level; emotional fatigue, personal success and fatigue total points change meaningfully with the seniority level; decentizitation points change meaningfully according to the sex; personal success points change meaningfully according to the branch.
4:30 – 5:00 Presentation Title: Te Wananga o Aotearoa an Alternative to Mainstream Education in New Zealand Presenter: Wilson Brett Poha, Te Wananga o Aotearoa (New Zealand) Summary: Te Wananga o Aotearoa are leading the field in Indigenous people taking charge of their own education. Mainstream education simply is not working and many of our people have become disillusioned. By providing a holistic approach to education imbedded with our cultural beliefs and values, the tide is turning. Maori are re-engaing with education in the 21st century and the opportunities provided are limitless. This is our story.
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ICLLT Session 3
| Saturday, November 15th | 3:30 – 5:00
Room: Conference Room 2 Presenters: Ipek Kuru Gönen, Aisha Noour, Zineb Djoub Session Chair: Zineb Djoub
3:30 – 4:00 Presentation Title: The Jerry Springer Show: Real Life (!) Arguments in the Language Classroom Presenter: Ipek Kuru Gönen, Anadolu University (Turkey) Summary:The study analyzes a popular television talk show for the emergence of arguments and verbal violence, and brings it as a material to a young adult classroom to help them make cross cultural comparisons. From a pedagogical perspective, this study reveals young adults’ perceptions of a talk show as a genre and have useful implications for teachers to use media texts as materials.
4:00 – 4:30 Presentation Title: The Application of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistics Learners Presenter: Aisha Noour, The University of Huddersfield and Arab Academy for Science, Technology & Maritime Technology (Egypt) Summary: Nowadays, there is a movement towards Blended e-Learning (BL) method, consisting of a mixture of virtual and traditional Face-to-Face (TF2F) learning methods. BL is an effective learning method in multiple domains, which opens several opportunities for its participants to engage in the learning environment. This research explores learners’ perspective of BL according to the Self-Determination Theory (SDT).
4:30 – 5:00 Presentation Title: Teachers’ Portfolios: A Reflective Tool Towards Professional Development Presenter: Zineb Djoub, Abdelhamid Ibn Badis University (Algeria) Summary: I will suggest a teaching portfolio model that aims at enhancing teacher’s reflection on their profession. Meanwhile, a description of the process of implementing this tool will be provided as well a long with illustrations and explanation.
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IC21CE / ICLTT 2014 in Dubai
IC21CE Session 3
| Saturday, November 15th | 3:30 – 5:00
Room: Executive Room 3 Presenters: Francisca N. Ogba, Hala El Miniawi, Ntasiobi C. N. Igu Session Chair: Ntasiobi C. N. Igu
3:30 – 4:00 Presentation Title: Impact of ICT on Human Capacity Development in Ebonyi State College of Education Ikwo Presenter: Francisca N. Ogba, Ebonyi State College of Education (Nigeria) Summary: This study investigated the impact of ICT on human capacity development using Ebonyi State College of Education Ikwo, Nigeria as a case study. The population comprised all the academic and non-academic staff of the College (200 academic and 450 non-academic staff) totaling 650 staff. Using stratified sampling technique, a sample of 350 staff (100 academic and 250 non- academic staff) was drawn. 24 item structured Questionnaire was developed by the researchers which was titled Impact of ICT on Human Capacity Development in Ebonyi State College of Education Questionnaire (ICHDESCEQ).
4:00 – 4:30 Presentation Title: Educational Technology, Potentials, Expectations and Challenges Presenter: Hala El Miniawi, UAE Ministry of Education (UAE) Summary: A learning environment is a category of educational software where the learner`s task is not to answer a predefined series of questions but to explore a complex world with the assistance of computational agents. In this aspect, the implementation of modern technology ( in spite of the challenges it creates) may highly enrich the teaching learning process, a concept that the Gulf region and the UAE in particular is seeking to adapt in most educational institutions.
4:30 – 5:00 Presentation Title: Effects of Instructional Materials in the Teaching and Learning of Social Studies in Lower Basic Education in Nigeria: A Case Study of Ebonyi State College of Education Staff School, Ikwo Presenter: Ntasiobi C. N. Igu, Ebonyi State College of Education (Nigeria) Summary: The study investigated the effect of instructional materials in teaching and learning social studies in Nigerian schools. Ebonyi State College of Education staff school was used to establish the purpose of the study. From the two groups used, the findings showed that instructional materials are effective in teaching and learning.
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GLOBAL LEARNING
GLOBAL LEARNING
Empowering Young Minds Everywhere
Empowering Young Minds Everywhere
EMPOWERING
GLOBAL LEARNING YOUNG MINDSEmpowering EVERYWHERE Young Minds Everywhere learning.xprize.org
GLOBAL LEARNING
EMPOWERING YOUNG MINDS EVERYWHERE
OBJECTIVE: DEVELOP NEW LEARNING SOLUTIONS TO EMPOWER CHILDREN AND COMMUNITIES AROUND THE WORLD.
GLOBAL teachers globally by 2015. And that number is set to double by 2030. LEARNING
GRAND CHALLENGE An estimated 250 million children around the world cannot read, write, or do basic arithmetic. Many of these children are in developing countries without regular access to schools or teachers.
EMPOWERING YOUNG MINDS EVERYWHERE
We need a new approach. One that will remove the arriers to a quality learning experience where the seeds of innovation can be imparted to every child, regardless of location or economic status. It’s time to democratize learning.
GLOBAL LEARNING
he enefits of a quality education cannot be understated. UNESCO estimates a 12% drop in world poverty if all children in developing countries had basic reading skills. In addition, studies link education to improved self-esteem, personal empowerment, creativity and critical re ection, along with improved health, increased political participation and community development.
world, to be iterated, improved upon and employed where needed. PRIZE PURSE The $15 million dollar prize will be awarded as follows: Phase I: ive finalist teams $1 million each
Phase II: Winning team - $10 million EMPOWERING YOUNG MINDS EVERYWHERE COMPETITION TIMELINE The $15M Global Learning XPRIZE Prize launch: September 2014 is a competition that challenges teams from around the world to develop Registration: Sept – March 2015 open source software solutions Phase I: Teams will have 18 months that will facilitate an autonomous to develop their solutions five finalist learning environment for children teams will be selected Fall 2016 living in remote areas of the world. The winning technology will result in EMPOWERING YOUNG Phase II: he five finalist teams children achieving a predetermined MINDS EVERYWHERE solutions will be deployed across level of proficiency in reading, writing 100 villages in a developing country, and arithmetic. reaching 3,000 children (ages 7-12), over the course of an 18-month period The winning technology created from the Global Learning XPRIZE will be Prize award: Early 2019 EMPOWERING YOUNG open sourced and available to the
GLOBAL LEARNING
Unfortunately, traditional models of education are not scalable. We simply cannot build enough schools or train enough teachers to meet the need.
GLOBAL LEARNING
In fact, UNESCO estimates that the world will need 1.6 million more
MINDS EVERYWHERE
MAKING THE IMPOSSIBLE POSSIBLE
GLOBAL LEARNING
34
IC21CE / ICLTT 2014 in Dubai
xprize.org
EMPOWERING YOUNG MINDS EVERYWHERE
PRIZE IMPACT The impact of the Global Learning XPRIZE will be exponential. Based on a recent UNESCO research study, if all students in developing countries had basic reading skills, 171 million people could be lifted out of poverty. We believe that, with the addition of writing and arithmetic, we are poised to exceed this figure. In order to achieve the greatest impact, XPRIZE will work closely with our partners to create enthusiastic engagement of both the teams and the public through a variety of events, team summits and other forms of outreach. We strive to ensure that the solutions the teams develop will have substantial market opportunities to create impact and value to those working tirelessly to achieve equal access to quality learning for all. XPRIZE envisions a future with unprecedented, individually tailored opportunities for lifelong learning, literacy, and autonomy, as well as widespread tools for uplifting entire populations from the vicious cycle of poverty. We aim to empower all, with equal access to information and knowledge regardless of age, gender, race, nationality, or socioeconomic status. DONORS Because XPRIZE is committed to accelerating a more positive future, the vision of a literate, educated, and empowered world is one that is shared by many in our XPRIZE family. We are immensely proud and incredibly grateful for the generous consortium of sponsors, thought leaders, and passionate experts who made this prize possible. Whether they hail from science, technology, education, energy, industry or business, all of our Global Learning XPRIZE benefactors recognize the immense value in empowering young minds everywhere. For now and for the future. The Global Learning XPRIZE is funded by a group of donors including the Dick & Betsy DeVos Foundation, the Anthony Robbins Foundation, the Econet Foundation, the Merkin Family Foundation, Scott Hassan, John Raymonds, and Suzanne West. GLOBAL
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EMPOWERING YOUNG MINDS EVERYWHERE
GLOBAL LEARNING Empowering Young Minds Everywhere learning.xprize.org
GLOBAL LEARNING Empowering Young Minds Everywhere
PRESS CONTACT: Eric Desatnik | eric@xprize.org | 310.741.4880
GLOBAL LEARNING
Empowering Young Minds Everywhere
XPRIZE is an innovation engine. A facilitator of exponential change. A catalyst for the benefit of humanity. We provide the thought leadership to identify the Grand Challenges of our time – the national or global crises, market failures and opportunities where solutions are thought to be either out of reach or just, plain impossible. And then we design and operate incentivized prize competitions to solve them. Our competitions include awarded prizes such as the $10M Ansari XPRIZE, $2M Northrop Grumman Lunar Lander XCHALLENGE, $1.4M Wendy Schmidt Oil Cleanup XCHALLENGE, $10M Progressive Automotive XPRIZE and current prizes, the $30M Google Lunar XPRIZE, $10M Qualcomm Tricorder XPRIZE, $2.25M Nokia Sensing XCHALLENGE and the $2M Wendy GLOBAL Schmidt Ocean Health XPRIZE.
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We act as a convening platform, bringing EMPOWERING YOUNG MINDS EVE together passionate partners to accelerate a positive future based upon our vision of a preferred state: the sponsors, entrepreneurs, philanthropists, industry, government, academia and innovators GLOBAL who help us make the impossible possible.LEARNING Empowering We don’t dictate the solution. We askYoung the Minds Eve
right questions. And we provide the platform, global visibility, credibility and opportunity for our partners to take risks that ultimately lead to radical breakthroughs. Together, we GLOBAL create the future. The result? Averted crises. LEARNING Revitalized markets. Better technologies. New industries. And empowered people. Young Minds Eve Empowering MAKING THE IMPOSSIBLE POSSIBLE
GLOBAL LEARNING IC21CE / ICLTT 2014 in Dubai
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IC21CE 2014 PRESENTER’S ABSTRACTS First Author: Aamer, Asma Title: Tools for Learning ABSTRACT: This article details the idea of evolving tools for learning. These tools are continuously evolving from blackboard to whiteboard leading to advance tools.Learners had always a wish to work and interact with the tools of their own time. That is why mini blackboards and mini white boards were made available for students to handle independently. Today’s students, digital natives also have a thirst to work and interact with the tools of their own time. The world is on a digital boom. Tools for teaching have changed , so as tools for learning! The tools of their own time help them construct thinking patterns and organize their learning process as independent learners. Learning basically is a process and for this process, supportive tools had always been in use. The major benefit of students’ exposures to digital technologies is to provide them enhanced learning opportunities. These tools or technologies help them to learn actively, work with real data and collaborate with real audience that can reach outside the school. They allow students to learn and present in their own learning style and share work with a large audience. It gives them a sense that knowledge expands with sharing . Embedding ICT in education involves a lot of role on developing social skills among learners and teachers. So, it is the need of the time that the tools of the time take the role of students learning but old methods and old tools should be eliminated as they lead our students to rote learning i.e remembering by repetition. First Author: Abdelraheem, Ahmed Title: Effects of Activity Based Blended Learning Strategy on Prospective Teachers’ information Sharing ABSTRACT: Activities in blended learning strategies play crucial role in motivation, attitudes, interaction with the subject and practical skills. However, their relationship with students’ sharing of information were not studied enough and this would be the focus of the current study. Therefore, The aim of the study was to investigate the effectiveness of Activities Based Blended learning Strategy (ABBLS) on increasing information sharing among prospective teachers. A sample of 34 students participated in the study. They were divided randomly into two groups. One group studied through ABBLS and the other through regular conventional blended learning method. Both groups were asked to respond to an information sharing scale. The results indicated that the group in the ABBLS outscored in grades significantly their counter partners in conventional blended learning method.. Within the scope of this study, the results implied that ABBLS provided better learning environment for information sharing among prospective teachers. First Author: Abdrabou, Atef Co-Author: Hosam Hittini Title: An Inductive Approach to Teaching Wireless Communication Fundamentals ABSTRACT: Learning wireless communication fundamentals by engineering students is often faced with the difficulty of relating the theory to real-world practice. In this paper, we address the use of inductive teaching methods in wireless communication education for undergrad students in UAE University. Our approach is student-centered. It is hinged on a combination of discovery-based and problem-based learning. We offer an integrated design of a series of collaborative laboratory and field work tasks with the typical course material for wireless communication fundamentals. In addition, the paper outlines some low-cost and ultra-portable wireless communication devices the can be used in performing these tasks. The proposed design of the field and lab tasks follows a discovery-based learning approach that allows the students to discover wireless channel effects on transmitted signals before the theory is presented to them in regular lectures. Moreover, the analytical modelling of wireless signal path loss (a core topic in a typical wireless communication course curriculum) will be introduced to the students following a problem-based learning approach. Based on the outcome of the proposed tasks, the students will be asked to express mathematically the amount of power lost by a wireless signal in its path to a receiver by using their background in statistics. Different from the abstract concepts introduced in textbooks, the proposed approach helps the students to touch and feel the nature of wireless channels. Furthermore, it aims at strengthening their ability to form a mathematical model, which is a very important research tool in the wireless communication field. First Author: Afianmagbon, Benson Co-Author: Felix Obiukwu Title: Assessment of Skills Acquisition for Self Reliance by Students in Junior Secondary Schools in Imo State, Nigeria
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ABSTRACT: Global unemployment is one of the modern social phenomenon that is currently making waves all over the world. This is, to a large extent, the result of economic recession and over dependent on’ white collar’ jobs. Unemployment is of particular preponderance in the developing economies of the under developed nations. This is because the citizens of such countries are over dependent on jobs created by the government. The absence of such jobs have left a large number of the population unemployed. This situation therefore showcases the need for individuals to create jobs and become self reliant. Self reliance is only possible if the education system equips the learner with some skills which they can later develop to become gainfully employed. Before the introduction of western education, the generality of Nigerians were educated and trained to acquire skills in different fields of endeavour such as carpentry, bricklaying, sawing, catering, fishing, farming, craft etc. Recognise the value of this form of non-formal education, the Federal Government of Nigeria introduced subjects that can instil these skills in the learners so that upon graduation, they can become self reliant. The problem of this study therefore is to assess the extent to which skills are being taught in junior secondary schools in Imo State, Nigeria for self reliance. First Author: Akanbi, Grace Title: Emerging Trends in Home Economics Teachers’ Education Curriculum in an Era of Degree Awarding in Nigerian Colleges of Education ABSTRACT: The aim of this paper was to provide a synoptic view of curriculum of Home Economics Teachers’ Education in Nigeria Certificate of Education (NCE) within the context of the changing policy paradigm of degree awarding education so as to suggest the implications of the study’s findings for curriculum designing in Teachers’ Education at undergraduate level. The paper assessed the philosophy and objectives, personnel, mode of teaching, course components, and frame work for monitoring and evaluation of Home Economics Education programme. The hard copies of National Commission for Colleges of Education (NCCE) 2002, 2007 and 2012 editions, brochures and published journals on the subject matter were used as instruments for the study. The paper discussed the problems, trends and developments in key areas affecting Home Economics Education in teaching career. The findings were that within 2002 and 2012, not much improvement had occurred in the curriculum of Home Economics Education. The paper concluded that Home Economics Education curriculum had not been fully reviewed by the curriculum planners to incorporate all the required course components, objectives and other information that can enable trainees to participate in degree awarding programme in Nigeria Certificate Education system. It thus recommended that a comprehensive policy for review of the Teachers’ Education for Home Economics curriculum needs to be a focus and that experienced teachers in the subject should be consulted on policy formulation and implementation as regards new policy on curriculum in teaching career of Home Economics in Colleges of Education in Nigeria. First Author: Ali, Naglaa Co-Authors: Ieda Santos, Anthony Hill, Mariam Alhammadi, Mubarak Aljabri Title: Implementing a College Wide Electronic Portfolio System in ECAE ABSTRACT: Electronic portfolios (e-folios or e-Portfolios) are widely used in the higher education institutions as a tool or a place to gather samples from students’ work for many purposes. For example, some institutions used e-Portfolios for accreditation purposes. In this case, the students submit assignments and work that meet a set of standards. Other institutions used e-Portfolios as a tool for organizing students’ work, students’ reflections on their own learning, assignments, and to allow faculty and students to monitor students’ progress. Others use the ePortfolio as a platform to promote lifelong learning, meaning that students organize and reflect on their progress during the program and continue organizing their portfolio throughout their professional lives. Currently, our Teacher Training College in UAE doesn’t facilitate the use of the electronic portfolios to assess students and organize students’ work developed across the B.ED program, as well as to allow them reflect on their learning progress and aspects to improve. The purpose of this presentation is to report the preparation aspect and preliminary results of a work in progress funded progress that aims to investigate how to successfully implement a college wide portfolio system to support students’ learning. First Author: Alshaali, Saif Co-Author: Marina-Selini Katsaiti Title: Preparing Internship Students for the Job Market: Challenges and Opportunities ABSTRACT: Recent literature has highlighted the gap between university graduates’ skills and job market needs. Students graduate having acquired the necessary academic skills but lack significant professional development crucial for successful integration into the job market. Universities often require undergraduate students to complete a minimum period of internship or training before graduation in order to prepare them towards this purpose. Experience has shown that this type of professional development provides the bridge that fills the gap between theory and IC21CE / ICLTT 2014 in Dubai
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practice. In this paper, using data from the College of Business and Economics of the United Arab Emirates University, we show how the internship requirement for all business majors provides the link between academia and the work place. Based on the experience of the Internship and Career Development Unit (CBE, UAEU) over the past three years, we analyze both challenges and opportunities identified during this period. This activity does not only involve the internship but rather it is a complete set of skill building tasks and activities. That allows students to become more familiar with the work place, taking into consideration the fact that the majority of students in the UAE have no work experience prior to graduation. First Author: Amali, Halima Title: The Function of Folktales as a Process of Educating and Preparing the Child Towards The 21st Century: A Case Study of Idoma Folktales ABSTRACT: The value of folktales in the traditional society cannot be overemphasised. This very important genre of traditional literature has played significant roles in imparting educational, cultural, religious and social ideologies of the society into the growing child. Modern literature which is written is indisputably a product of the oral genre, one of which is the folk tale. Folk tales therefore serve as a source of modern literary creative inspiration. This study examines the function of folk tales as an important process of educating and preparing the child towards serving the numerous challenges that have come with the 21st Century. The paper goes beyond the functionality of the genre of folk tales in the 21st Century by examining the interface between folk tales and the media where the media intervenes in the propagation and promotion of the genre for its sustenance in the society. In this study, the folk tales of the Idoma people of the lower Benue. The selected folk tales are translated for the purpose of our current analysis, some of which are contained in the appendix of this study for better illustration. First Author: Andrews, Mark Title: Addressing the Skills Gap through Quality Vocational Education ABSTRACT: The Arab World, like many other regions, is suffering from a serious, and growing skills gap. Whilst an increasing number of young people are completing secondary school and attaining a higher education they nevertheless face a dire job market. Yet employers consistently complain that their organisations’ employment requirements cannot be met – there are simply not enough candidates with the qualifications required by the GCC’s increasingly competitive and globalised workforce. A key contributing factor to the skills gap is the overwhelming number of graduates completing business or humanities focussed degrees in the face of extreme shortages in areas which require STEM or vocationally-based qualifications. Pearson has been intimately involved in studying this global phenomena and has been at the heart of many projects analysing possible solutions. Mark Andrews says that despite the desperate need for employees with a vocational education, young Arabs continue to disregard this employment pathway because of the traditional stigma associated with vocational education and the widely held perception that a vocational education is not a viable alternative to university. Mr Andrews believes it is up to policy makers, education providers and parents to change these beliefs, focussing on the reality that a vocational education will make a young person in-demand amongst the region’s leading employers, and prepare them for a meaningful, rewarding and well-renumerated career. The evidence shows that for smart, motivated and ambitious young people a vocational education can lead to excellent long-term earning capacity as well as enviable job-security and career development, in both this region and further abroad. At a macro-economic level, improved vocational offerings will help reduce and improve productivity, innovation and economic growth. First Author: Arora, Kiran Title: Role of Nature and Health ABSTRACT: In the age of so-called modern science, as man becomes a slave of physical comforts and goes away from Nature, he is becoming a victim of new and dangerous diseases. Since ambitions have increased in his life, tension, stress and worry have became part of his life. As competition increases at national and international level in business and commerce, people are losing their peace of mind. The growing inflation and high prices, adulterated and unnatural food are responsible for destroying the health of people. But the most dangerous and harmful factor is the modern medical system in which poisonous and strong medicines and injections which give temporary relief but because of person is caught in the vicious circle of modern life and modern medicine and sees no way to get out of this frightening problem, he turns to Nature and God.
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The Father of our Nation, Mahatma Gandhi had repeatedly told during his life that to maintain good health one must live in harmony with Nature and advocated Nature cure in case someone fell sick. Nature cure recognizes ten basic principles which should be thoroughly understood. An understanding of these principles would enable anyone to maintain good health and live a long and healthy life and full of Joy. First Author: Arslan, Coskum Co-Author: Ahmet Selcuk Yılmaz Title: Analyzing Decision Making Styles and Self Esteem at Decision Making of University Students Regarding to Shyness and Self Esteem Level ABSTRACT: This study examined decision making styles and self-esteem levels of university students regarding shyness, self-esteem. The working group of the study has been determined as Faculty of Education, Faculty of vocational Training, Technical Training Faculty and Faculty of Arts & Science in Seljuk University. Total research sampling composes 636 students. Regression analyze technique has been used to determine self-esteem at decision-making and decision making styles and shyness and self-esteem explanation power and to determine in what level it was explained. When the research findings were considered regarding shyness, it has been concluded that there is negative relation between shyness and self-esteem in decision-making and vigilance decision making; in another mean as much as shying increases self-esteem and vigilance decision-making decreases. It has been concluded that a significant relation was determined between self-esteem at decision making and hyper vigilance decision-making; beside this no any significant relation was found between procrastination approaches at decision making. First Author: Ayish, Nader Title: Acculturation, Identity Formation, and Attrition of Freshmen Female Emirati Engineering Students ABSTRACT: What role does acculturation play in the identity formation of freshman Emirati female engineering students as they engage with a field of study and with an industry dominated by non-Arab Western males. How do these students see themselves in relation to Western stereotypes that have historically portrayed Arab women as anything but intelligent, creative, and independent thinkers capable of great achievements. Finally, what is the effect of acculturation on the attrition rate of these students. The main aim of this study is to investigate through interviews and classroom observations in a communication course the effect acculturation has on the identity formation and attrition rate of first-semester Emirati female students at the Petroleum Institute (PI). The PI is a segregated engineering university and research center in Abu Dhabi funded and governed by the Abu Dhabi National Oil Company (ADNOC) and a number of other international oil companies. Highlights of the interviews and classroom observations suggest that understanding the challenges posed by acculturation on these students is worth considering for a number of practical reasons, foremost among them the need to reduce the rate of attrition. First Author: Azouqa, Yara Co-Author: Reem Hashem Title: Level Five Leaders: Humility and Will ABSTRACT: This presentation aims at introducing level five leaders, depicting their unique attributes and high emotional quotient. It further explains how level five leaders are capable of moving their companies from good to great. The concept came about during a study that began in 1996, when Collins began researching what makes a great company. He started by looking at 1,435 companies, and ended up choosing 11 truly great ones. These 11 companies were all headed by what Collins called “Level 5 Leaders.”He found that these leaders have humility, and they don’t seek success for their own glory; rather, success is necessary so that the team and organization can thrive. They tend to share credit for success, and they’re the first to accept blame for mistakes. This presentation takes on an interdisciplinary approach as it takes this theory from the business management context into an educational context. This presentation will, therefore, use Collins level five leaders’ theory to examine different leaders from a variety of contexts. First Author: Ebied, Raghad Title: Global Leadership Guiding 21st Century Learning and Life ABSTRACT: The world we live in today is vastly different than it was even 20 years ago which drives us to question how we are preparing our young members of society to live and thrive in it. How does our education system prepare students to succeed in the 21st century, which is characterized by increasing diversity and innovation. Beyond basic literacy, many skills including cognitive, interpersonal and intrapersonal skills (Soland, Hamilton, and Stecher, 2013) are now necessary for students to thrive in the 21st century, among which and arguably can be one of the most IC21CE / ICLTT 2014 in Dubai
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important, are global leadership skills. Research has shown that global leadership can be summarized as having the ability to think globally; appreciate diversity; develop technological competence; build partnerships; and distribute leadership (Cohen, 2010). In order to develop global leadership skills, adopting a global leadership mindset is in order first which involves a process of examination, education, experience and exposure (Cohen, 2010). To foster this mindset and set of skills, educators need to consider modeling global leadership skills and applying a strong interdisciplinary curriculum through an inquiry based approach which provides extensive, connected ‘real life’ experience that can be supported through partnerships with universities and the greater community, and evaluated using performance-based assessments (AACTE, 2010). First Author: El Miniawi, Hala Title: Educational Technology, Potentials, Expectations and Challenges ABSTRACT: New concepts of language teaching are evolving as the internet continues to offer tremendous potentials for teachers and learners. So what are the new challenges and options that might enhance English language teaching in our classes in which learners may experience real involvement in authentic educational situations, allowing them the chance of independent learning ,and catering for their individual learning styles that make technical aids (such as social networking, blogs, wikis, online collaborative tools, media manipulation and distribution tools) a must rather than an option for those flexible teachers who are able to adapt themselves to a fast moving world ,that continues to excel over the limits of potentials to those of high expectations .How are the Gulf countries and the UAE in particular adapting to such changes. First Author: Emetarom, Uche Co-Author: Levi Nwokocha Title: Management of Education for All (EFA) by 2015: The Situation so far in Developing Countries ABSTRACT: Education for ALL (EFA) is the Commitment made in 2000 by the International Community to provide quality access to education for children, youth and adults by 2015. Fourteen years after the pronouncement, the World appears to be faced with fulfilling one of the most modest yet crucial commitments to humanity, particularly in developing countries. Although the goal of providing all children with Primary or Basic education has received wide support in both developed and developing countries, verbal commitments only can hardly translate into the desired changes in Policy and practices to achieve the EFA goals, particularly for developing countries where education and skills are critical weapons in the war against poverty. If developing countries are to achieve faster economic growth education for all is imperative. The paper examined the “Management of Education for All (EFA) by 2015: The situation so far in developing Countries.” The paper discussed the concept of Education for All and its goals. The importance of achieving these goals by developing Countries was highlighted. It addressed the management of EFA in developing Countries. The progress made so far was identified and the challenges were ex-rayed. Recommendations were made for improved management of the EFA commitment in developing Countries even beyond the 2015 target year. The paper concluded by focusing on relevant stakeholders to increase efforts towards adopting and adapting practical approaches in achieving Education for All in developing Countries. First Author: Fayzulloeva, Munira Title: The Problem of Marriage and Family ABSTRACT: First of all, I want to thank you for the fact that you keep us in industry education. I’m specialist in history subject. I taught history of ours motherland, general history, to social science, a human right and history of religions. I defended the PhD thesis in branch of National history. Last some years I’m interesting about the questions of family’s moral and on this sphere I studied many materials. My research work is called «The problem of family and marriage”. The moral is an invaluable pearl in spiritual life of mankind and it is the best guarantee of prosperity of society, the state, and friendship of the people, happiness and wellbeing. Today in our society the family relation is an actual social problem. According to statistical data the number of the divorced families year after year is increased. The family is part of society. Initial education and addition of character of the person begins in a family. The care and love of parents is necessary for a full development of the child. I would like to take up such questions, whether as there is a difference between family moral of Asia, USA and Europe, whether is observed the rights of women in a family, whether there is a discrimination of women and the child in a family. I hope researches will assist in stabilization of the family relations in society.
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First Author: Gerschberger, Markus Co-Author: Ila Manuj Title: Using Academic Cases to Improve Communication and Collaboration Skills of Students: Demonstrating an Approach Using a Case On Supply Chain Complexity ABSTRACT: The purpose of this presentation is to describe an approach that can be used by teachers to develop and employ academic cases in their courses. Case-based education helps students apply concepts to real problems, sharpen their problem-solving skills, improve their communication and collaboration skills, and actively engage in learning. The presenters have extensive experience in developing cases within a variety of industries such as steel manufacturing, farm equipment manufacturing, logistics service, and electronics. The presenters have successfully used cases with students in multiple countries including Austria, USA, and Italy. The case development approach comprises of five steps. The first step is to identify sources of interesting information for cases. The second step is to develop the central idea along with two or three related problems that will drive the case. The third step is to assemble qualitative and/or qualitative data to support the problems. The fourth step is to develop a set of questions. The final step is to create a teacher’s manual for effective use of the case. The approach will be elaborate using a case on supply chain complexity. This case was developed with the sponsorship of the Marie Curie Actions of the European Commission. While this case is from business education, the same approach may be applied to any other discipline where real-world experience, communication, collaboration, and problem-solving are essential to student success. First Author: Ghazel, Eli Title: Developing the Creative Learner ABSTRACT: In twenty years time, nine out of ten of the jobs that will become available do not exist at present. How should schools be preparing children for the future? The exiting paradigm of transmitting knowledge to the novice is no longer a viable one. Knowledge is exploding at a dizzying rate and has become readily available to all those who seek it through OER. To prepare today’s children for the future, centers of learning should be shifting towards developing creative learners – those who can extend their learning into new areas. The future is not for those who know, but for the ones who can create new knowledge from existing knowledge. First Author: Gonlum Yalcin, Ezgi Title: Investigation of the Curriculum and the Skills of First Year Violin Students in a Conservatory ABSTRACT: This paper studies the least target level of a student with no prior training at the end of the first year education of violin training. Methods used and criteria taken into consideration throughout the first year training and the exams by 10 violin instructors at Anadolu University State Conservatory Music Department have been searched and the process the learners are to follow to reach the target level has been observed. The study was conducted in two terms, each of which takes 4 months. In addition to these, the first year of the student was also seen as an adaptation period considering the predisposition of the student to the instrument, his/ her studying discipline, and adaptation to the instructor. First Author: Igu, Ntasiobi C. N. Co-Author: F.N. Ogba Title: Effects of Instructional Materials in the Teaching and Learning of Social Studies in Lower Basic Education in Nigeria: A Case Study of Ebonyi State College of Education Staff School, Ikwo ABSTRACT: This study was carried out to ascertain the effects of using instructional materials in the teaching and learning of social studies in Nigeria using Ebonyi State College of Education Ikwo staff school as a case study. It was hypothesized that students taught with instructional materials will not perform significantly better than those taught without instructional materials. The design of the study was quasi experimental. The population of the study comprised all the pupils in the five streams of primary five (5) totaling one hundred and forty (140). Due to the smallness of the number no sampling was carried out on the population. However, simple random sampling technique was applied to choose the experimental and control groups. The instrument for data collection was a pre test and post test multiple choice questions based on the topics that were taught with instructional materials. The face and content validity of the instrument was ascertained by three experts from the Faculty of Education in Ebonyi State University Abakaliki. Split half coefficient method was used to determine the reliability of the instrument and it yielded an index of 0.81. Analysis of covariance (ANCOVA) was used to test the null hypothesis after obtaining the mean of the pre test and post test scores. The result revealed that those taught with instructional materials performed significantly better than those taught without instructional materials. Based on this finding, it was recommended that instructional materials be used in the teaching and learning of social Studies since it enhances students’ performance. IC21CE / ICLTT 2014 in Dubai
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First Author: James, Aleya Co-Author: Nicole Shammas Title: You Matter: The Challenge to Care in the Classroom ABSTRACT: “You Matter: These two words can change your mood, change your mind, change your heart, change lives and change the world” Angela Maiers. This paper was inspired by Maier’s 2011 TED Talk in which she demonstrates the success of her everyday classroom practice entitled “You Matter”. Thus motivated, we begin with a brief overview of research that demonstrates a positive correlation between teacher investment/support and student motivation, engagement and achievement. We draw on the theoretical philosophies of Noddings’ care in education (2012), Biesta’s work concerning subjectivity (2006) and research identifying motivation and engagement as crucial to academic success. We explore teacher support through the ethical concepts espoused by Noddings who, in a departure from traditional views of teacher support, posits caring as a fundamental aspect of education, with the notion of teacher/ student as carer and cared-for at the core. We assert that once students experience teacher care and feel that they matter a positive cycle is triggered leading to both academic and personal success. We report a case-study from a UAE tertiary institution which explores the implications of teacher care and ‘mattering’. Students express a strong resonance with Maier’s TED Talk, describing how the talks’ themes play out in their own lives. Our findings indicate the philosophy of care is imperative for this group of students: making them feel they matter is one of our biggest challenges as teachers. We end this presentation with practical guidelines and ways of incorporating the philosophy of You Matter into the classroom. First Author: Kazi, Mohamed Co-Author: Khalid Samara Title: Student’s Readiness for ICT Learning: A Case Study Investigation in a Large Multi-National ICT Organization ABSTRACT: The increase of Information and Communication Technologies (ICT) in higher education means that student’s readiness plays a critical role for the success of ICT. Readiness towards learning new technologies can be seen as an indicator of the organization’s capacity to successfully make changes. This study explores the factors that affect student’s readiness towards ICT learning when implementing new technologies in higher educational institutions within fast developing nations. The study undertook a single case study design using multiple qualitative sources of evidence within a large multinational ICT organization to investigate the perceptions of student’s readiness level. Two major themes were identified to inhibit or support a student’s readiness towards ICT learning. Both major themes ascertain that without persuasive communication between the organisation and between individuals can result in uncertainty (or lack of awareness) about a change. First Author: Komarov, Vladimir Title: Higher Standards for Education in the XXI Century ABSTRACT: Increasing the amount of information in all 15 areas of knowledge base requires from teachers to establish its rules of selection , sorting, ordering, ways of presenting and tools of presentation. Selection of information is determined by the individual and the demands of social development in the coming decades . Sort information defined basic human activities and developing their methodological and logical apparatus . Ordering information is based on creation and allocation of a set of mnemonic devices and rules. Form submission of information should be based on systematic. A feature of such systematic should not only function “ restore order “ in the already known information field (along with the correction of false information ) , but the predictive function. In addition, the taxonomy should not be formed by creating a formal spreadsheets and databases and based on the general laws of nature - concept of the symmetry , Homology, conservation laws involving combinatorics , which has repeatedly “used “ by Nature as a search for optimal mutational paths of evolution , selection, adaptation and adjustment. Reporting tools should be used as a conditioned reflex and unconditioned reflex students activity. Keywords: Education, Combinatory, Homology, Homologous series, Unitary Symmetry, Science Tree, Data base, Teaching Play Rope Playground Equipment. First Author: Liu, (Ted) Yu-chung Title: Towards a Pedagogy of Entreprenuring in a Knowledge Society ABSTRACT: Although it is commonly claimed that knowledge has become the crucial capital in the emergent knowledge society, however, how and to what extent the current pedagogy could continue to serve as the productive process of benefit to the dynamics of knowledge economy remains less explored. Based on the recent development of entrepreneurship studies that emphasized the context-practice-based nature of experiential knowledge , this paper proposes a different version of pedagogy, stressing that the acquiring of knowledge should be embedded within
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the process of entreprenuring, which refers to the becoming practice in individual daily life and/or in organizational/ institutional routines beyond the traditionally economic aspect. Further indebted to Deleuzian conception of Fold, Life and Creation, such pedagogy of entreprenuring is thus focused on the becoming process of learners, in order to elaborate how the practice of knowledge creation is, in fact, embodied with the folding, unfolding and refolding of learners as the folds in terms of their life world and immanent field. By locating the usage of knowledge in the becoming process of learners, it is suggested that a substantial machine of knowledge creation in Knowledge Society must be concerned not only with the actuality of creativity in material world but also with its virtuality in learners’ life and their immanent field. First Author: Manu, Tomazina Title: Ako Wananga – An Educational Tool to Transform and Prepare 21st Century Citizens ABSTRACT: At Te Wãnanga o Aotearoa, we have an indigenous framework called Ako Wãnanga that has been developed to assist us as kaiako (teachers) when teaching. There are four elements of Ako Wãnanga which are: • Whanaungatanga (professional relationships and values): links life experiences and relationships to the ako experience at TWoA and emphasises connection between Kaiako and ãkonga (students) as a collective body • Ako (professional practice): acknowledged reciprocal responsibility and obligation to learning. It is sharing ideas, sharing knowing, experience, time and energy • Aro (reflection and evaluation): Focused on knowing, knowledge creation and knowledge building. It incorporates ideas of critical reflection to support growth, change and transformation at individual and group levels. • Te Hiringa (passion): Recognises the inherent nature and presence of spirituality within indigenous world views including education. This element is made apparent by motivation, passion and intent, what many Mãori call, te ihi, te wehi and te wana that provides the ethos and added value in practice (Te Wãnanga o Aotearoa, 2012, pp. 15 – 25). My presentation will explain this framework in more detail and explore how I apply these elements in my teaching. I will also make some connections with how this framework helps prepare my students for the 21st century. First Author: Modebelu, Melody Title: Learning with Mobile Technology in Nigerian Universities: Challenges and Opportunities in Preparing 21st Century Citizens ABSTRACT: The study was carried out to determine learning with mobile technology in Nigerian universities: Challenges and opportunities in preparing 21st century citizens. Descriptive survey design was employed. Four research questions and a null hypothesis guided the study. Simple random sampling technique was used to obtain 360 respondents (120 Senior academics and 240 Science Education Students) from six faculties of Education from the six purposively selected federal universities in the South East Geo-political Zone of Nigeria which was used for the study. A twenty-two item structured questionnaire built on a 4-Point scale was used for data collection. The instrument was validated by experts in Education Technology, Educational Administration and Educational Measurement/Evaluation. Cronbach alpha technique was employed to determine the internal consistency of the questionnaire items. Reliability index values of 0.82, 0.80, 0.80 and 0.85 were obtained. Data collected were analysed using mean and ANOVA statistic tool for the research questions and hypothesis respectively. Findings showed that both lecturers and students possess the M-Learning devices to a low extent, majority of the students have not embarked on any online-learning (Skype or video). There is no significant difference in the students’ level of possession M-Learning skills and that of senior academics. Recommendations based on the findings include repositioning of teacher preparation institutions in Nigeria on M- Learning technology skills, enhancing availability of and access to Mobile Technology devices in the three major levels of education in Nigeria etc. First Author: Mosadegh, Hadi Co-Authors: Hassanreza Zeinabadi, Mohammad Hussein Norouzi Title: The Specifications of Iranian Model of Faculty Recruitment in Iranian State Universities: Its Pros and Cons ABSTRACT: The present research aimed at the investigating the specifications of the faculty recruitment model in Iran through library research and in a descriptive-analytic framework. First, the researchers investigated the current issues of faculty recruitment around the globe, considering the related criteria in the world-class accredited universities. Next, they considered the history of faculty recruitment in Iranian universities, and then the specifications of the latest recruitment model which started in 2008. This method, which is largely influenced by Iranian philosophical and governmental thoughts, has characteristics such as being highly centralized, nation-wide and centrally-controlled. In this method, the roles of universities’ scientific departments and managerial boards, as well of the role of the decisionmakers in the Iranian Ministry of Science, Technology and Research have meticulously been specified. In this method, which begins with a nation-wide call for recruits on the part of the Ministry of Science, Technology and Research, a IC21CE / ICLTT 2014 in Dubai
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clearly defined course is taken by the universities, and the final decision is made by the Ministry Science, Technology and Research. This paper delineates the pros and cons of the said method. Key words: faculty recruitment, Iranian state universities First Author: Ndunda, Mutindi Title: Joyful Learning and Professional Learning Communities: The Msamvu (Tanzania) Experience ABSTRACT: I am proposing to present a paper highlighting how implementing professional learning communities (PLCs) can cause learning environments to become joyful thus promoting vigorous learning environments. This work is informed by my work with students, teachers and parents at MSAMVU elementary school in Tanzania. This presentation argues that a successful professional learning communities bear learning environments where children are encouraged to be demonstrate active physical and mental strength (vigor). The presentation will highlight a) The collaboration between teachers, students, parents and community in the development/articulation of shared vision for Msamvu Elementary schoo. b) The small organizational changes that were implemented to make learning more accessible to students in two large classes. c) Joyful learning : AKA The impact of the PLC which includes students demonstrating their mathematical conceptual understanding. Joyful learning is an important component of a successful PLC. First Author: Nwankwo, Isaac Title: Peace Education and National Unity in Nigeria: Problems and Prospects ABSTRACT: Nigeria is a country characterized by ethnic nationalities, ethnic hostility and religious fundamentalism especially in the northern region. So much effort has been made in the country to promote national unity but ethnic loyalty and religious intolerance have always threatened the corporate existence of the country. The purpose of this positional paper therefore is to examine ethnic hostility and religious fundamentalism as factors in national unity in Nigeria. Other factors in national unity in the country examined in the work include Boko Haram insurgency, poverty, unemployment, political alienation and street children. Their problems to national unity in Nigeria were also examined. Prospects of national unity in the country were also discussed. Strategies for using peace education at local, state and national levels for national peace and unity were also highlighted. Among others, it is recommended that peace education is imperative in guaranteeing national unity and government at all levels in the country should make efforts at promoting peace education. First Author: Nwokocha, Levi Co-Authors: Benson Afianmagbon, Uche Emetarom Title: Perceived Impact of Budget Preparation Procedure by School Heads on the Administration of Secondary Schools in Abia State, NIigeria ABSTRACT: The study investigated the Perceived Impact of Budget Preparation Procedure by School Heads on the Administration of Secondary Schools in Abia State , Nigeria. A descriptive survey was employed with a sample of one hundred and ninety two (192) duty principals spread across the three education zones of Abia state. Four (4) research questions were addressed , data were collected using a twenty-seven (27) item questionnaire and analysed using means and pooled means. Results indicated that the budget preparation procedure used in secondary schools had impact on the administration of secondary schools in Abia state, Nigeria. It further shows that the result might change the old perceptions claiming that a school principal should grow in the field of finance administration only. Consequently, the study gives evidence to a new conception focused on regular retraining of serving principals in financial matters. Such principals having administrative capabilities and experience may become excellent principals. It finally recommended that there should be strict adherence to budget preparation procedure and to include principals and other stakeholders in education in budget preparation with the aim of realizing the objectives of secondary education. First Author: Ogba, Francisca N. Co-Authors: , N.C.N. Igu, Basake Julius Alochere Title: Impact of ICT on Human Capacity Development in Ebonyi State College of Education Ikwo ABSTRACT: This study investigated the impact of ICT on human capacity development using Ebonyi State College of Education Ikwo, Nigeria as a case study. The population comprised all the academic and non-academic staff of the College (200 academic and 450 non-academic staff) totaling 650 staff. Using stratified sampling technique, a sample of 350 staff (100 academic and 250 non- academic staff) was drawn. 24 item structured Questionnaire was developed
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by the researchers which was titled Impact of ICT on Human Capacity Development in Ebonyi State College of Education Questionnaire (ICHDESCEQ). It elicited responses from the staff regarding their level of ICT compliance. Data was calculated using mean and standard deviation to answer the research questions. The cut off mean set for the study was 2.50. t-test statistic was used to test the hypothesis at 0.05 level of significance. The major findings of the study were that majority of the academic and non-academic staff of the college lacked the skill in using a variety of softwares including word processing, power point and spread sheet functions. Significant percentage of academic and non-academic staff of the college, do not have lap top machines. Based on the findings it was recommended that the staff of the college be exposed to ICT training and that management should help the staff by negotiating with Lap Top dealers to supply lap tops to staff at moderate prizes. First Author: Omebe, Chinyere Title: Refocusing the Teaching of Basic Science in Nigeria for Developing Learners’ Meta-Cognitive Skills ABSTRACT: Basic Science is a major component of the Universal Basic Education in Nigeria. The teaching of basic science is therefore important in the overall development of any child. This paper is a product of library research and its purpose is to highlight how the teaching of basic science in Nigeria can be focused in order to develop the learners’ meta-cognitive skills. The paper presents the problems of teaching basic science in schools and their solutions. It highlights also the meaning and theories of meta-cognitive. The strategies for developing learners’ meta-cognitive skills through the teaching of basic science were also discussed. The implications of meta-cognitive skills for teaching and learning of basic science were also highlighted. The roles of science teachers in developing learners’ metacognitive skills were also stated with recommendations for overall learners’ improvement in the learning of sciences. First Author: Omoluwa, Olusegun Title: Functional Education: A Tool for Combating Terrorism in Nigeria ABSTRACT: Education intertwines with social class and religion to make a complex pattern of human peaceful coexistence. This paper examined the functional role of education in conflict resolution in the Boko Haram- plagued regions in Nigeria. Functional education selects concrete and usable knowledge rather than the theoretical and abstract. Usable economic knowledge will economically engage youths, and thus provide alternative endeavors to terrorism. To carry out this study, structured interview was used to elicit information from one hundred (100) Almajiris in four Northern Nigerian states. The data obtained was analyzed using descriptive statistics. The study found that most Almajiris who were more vulnerable to be used for fueling crisis were not predisposed to accepting Western Education. The study also found that most Almajiris aspire to economic prosperity. The study also established that most of the Almajiris hate the begging and scavenging life they live. The paper, therefore, recommended that Nigerian government should set up mass orientation programme for the Almajiris and provide functional education. It was also recommended that national consciousness should be included in most school subjects at the pre-basic education levels First Author: Perkkilä, Päivi Co-Author: Ma. Päivi Valli Title: Pupils’ Mathematical Self-concept as a Starting Point for Game-based Learning ABSTRACT: In the world of new technologies, gaming is possible anywhere, any time. In recent years, there has been an increased interest in using games also in primary education. Teachers and researchers are exploring new ways of how gaming can be used to support learning. The notion of game-based learning (GBL) refers to computer games with educational values, software applications used for educational purposes, and non-digital games that engage learners (Tang, Hanneghan, & El Rhalibi, 2009). Game-based learning has the potential to enhance young learners’ thinking skills, creativity and problem solving. This research was conducted as part of the Game-Based Project (GBP), which focuses on mathematics learning and is to be implemented in three classes in the sixth grade in 2014-2015 in Finland. The aim of this paper is to investigate these pupils’ concepts of themselves as learners of mathematics and their ideas about learning and teaching mathematics at the beginning of the project. The focus is on the working methods of mathematics as well as the potential of these methods to contribute positively to the development of pupils’ selfconcept. The study also describes the learning mathematics during the transition to game-based learning. Data was collected from three six-grade classes (n=57). First, the pupils’ basic mathematical skills were measured with a survey based on the management of base ten system. On the basis of the results of this survey, 18 pupils were chosen to be interviewed. The interviews were conducted in groups of three. The interviewed pupils were divided into three skill
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level categories: low (30%) achievers, intermediate (44%) achievers and (26%) successful achievers. We also gathered data with a questionnaire focusing on three main aspects: the pupils’ self-concepts as learners of mathematics, their ideas about learning and teaching mathematics and their views of mathematics in general. The pupils’ responses in the interviews and the questionnaire were compared with each other in all these aspects. The results show that even though there were major differences in the pupils’ mathematical skills, they were generally aware of the importance of mathematics in life. Pupils had a realistic view of their mathematical skills in relation to the study content. On the other hand, their concepts of themselves as learners of mathematics were not very positive. This result is consistent with previous studies. This study has also revealed that pupils would prefer if learning mathematics were more concrete. They thought that the games used in their classes did not sufficiently support learning. Pupils hoped for more opportunities to develop their creativity by using different games. The main purpose of this project is to create gamelike learning situations and explore how they affect students’ self-concept and their ideas of the construction effective ways of learning mathematics. First Author: Poha, Wilson Brett Title: Te Wananga o Aotearoa an Alternative to Mainstream Education in New Zealand ABSTRACT: The experiences of many Maori over the years and recent research demonstrate that education system performance in Aotearoa (New Zealand) has been persistently inequitable for Maori learners. In 1997, the ‘Chapple Report’ concluded there was nothing significant about ‘being Maori’ that affected education success. Differences in achievement were due to socio-economic status rather than ethnicity. However, research published in 2007 challenges the 1997 conclusion. This new analysis of the same 1997 data has concluded that ethnicity is a significant factor in achievement over and above socio-economic status Maori are the indigenous people of Aotearoa. Te Wananga o Aotearoa is an alternative to mainstream Tertiary education in Aotearoa by providing holistic education opportunities of the highest quality for Maori, peoples of Aotearoa and the world that best fits the aspirations of this generation enhances the dreams of future generations and prepares for understanding the essence of past generations. Our purpose is to empower ones potential for learning as a base for progress in the 21st century, to make contributions of consequence. Te Wananga o Aotearoa is transformative agents of change and is committed to creating an organisational environment that promotes a spirit of service, a spirit of optimism, a spirit of faith and a spirit of unity in support of our goal of whanau (families) transformation through education. Our Values, Vision and Mission statement will ensure whatever challenges we face moving forward are sustainable in the 21st century and that all opportunities will guarantee success. This is our story. First Author: Rakum, Salisu Ali Title: Teachers’ Use of Social Studies Methods in Gombe Local Government-Nigeria ABSTRACT: Effective teachers have mastery of their subject matter, alongside requisite pedagogical skills, especially for teaching content in their respective domains. It is in this vein that this study explored social studies teachers used of methods at the basic education level. All the 46 Social Studies teachers in Gombe Local Government of Nigeria, were observed in two lesson each for five weeks. The teaching method they used during each level was appropriately ticked on a checklist of 15 recommended Social Studies methods. Two research questions guided the study and three hypotheses were tested. Data were analysed using mean, standard deviation, ranks and ANOVA. Finding revealed that lecture demonstration and activity methods were the top three most frequently used methods, while simulation, field trip and quiz were the bottom three methods less frequently used. Teachers do not differ significantly in the frequency with which they use Social Studies teaching methods, according to gender and teaching experience. But teachers differ significantly in their use teaching methods according to qualification. First Author: Stephens, Alice Title: Project-Based Learning: Transforming the Classroom with Student-Centered Projects That Enhance Student Engagement ABSTRACT: Easily distracted it is often hard to capture and hold the attention of today’s college students. Structuring the learning environment in news ways offers greater payoff in responding to this student characteristic. Pascarella and Terenzini (2005) report that the more students are psychologically engaged in activities that reinforce and extend the formal academic experience, the more they will learn. Learning by doing - a very old approach to education dating back to early 1900’s - is the key element in Project-based Learning (PBL), a method relying on learning groups that replaces traditional teacher-centered instruction with student-centered projects. This paper presents the use of PBL in several media courses to create meaningful student-centered instructional
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experiences that enhance student engagement with course content and support student learning. In a communication research class students gained knowledge and research skills by working in teams to investigate a research topic identified by the instructor who functioned like a real-world decision-maker; and in an introductory production class, students working in teams were allowed to make choices about their final projects to be created (script, storyboards production schedule etc.) and the use of their time. In each of the examples the instructor functioned as a facilitator and co-learner building relationships with students in the process beyond the stage-on-the-stage role where students are passive recipients of knowledge. Students were given the opportunities to build 21st century skills such as collaboration, communication, critical thinking and the use of technology that will serve them well in their future work life. First Author: Yazıcı, Burcu Title: How to Get Ready for a Chamber Music Course: Basic Instructions for a Music Student ABSTRACT: The habits acquired by the students when getting ready for chamber music, which is an indispensible part of conservatory education, exert influence over their whole music career. This paper aims to specify what the students are to do to be fully prepared for chamber music. Preparation part is taken in five stages • Things to be done before the first rehearsal • How to tune the instrument • Things to be taken into consideration during the rehearsal • How to lead the group • Interrelations in a group To clarify the methods of practices while rehearsing, the paper offers some sample scores. First Author: Yildirim Orhan, Sebnem Co-Author: Burcu Yazıcı Title: The Minimum Level Expected at the Entrance Exam for the Faculty of Education Department of Music for a Stringed Instrument Student Who Graduated from Anatolian Fine Arts High School ABSTRACT: Today all of the Fine Arts High Schools are providing a professional instrument education classes in Turkey. The level of the students vary from school to school. At these schools where a certain education program (2009) is applied, students gain the right to take the ENTRANCE EXAM for the Department of Music Education undergraduate programs. Students make their preparations in accordance with the examination criteria which the universities announce before the applications. The common point of these criteria, which may vary depending on the university, is that the examination consists of 3 stages: Musical hearing, performing and singing. During the performing stage which forms the topic of this study, a jury is assigned in order to observe and interpret the musical behavior expected from the student. The expectations of the jury is a frequently asked question to stringed instrument teachers who work at these institutions which provide undergraduate education. This study is expected to provide an insight for stringed instrument students who study at Fine Arts High Schools and teachers who educate at these institutions; and also addressing the issues of musical behaviors and playing skills expected to be adopted and applied by the students during four years, and also the expected examination program at the end of four-year-background. This research is a descriptive study. Author: Yilmaz, Hasan Co-Author: Nezir Ekinci Title: Investigation of the Relation Between Teachers’ Anger Expression Styles and Burnout Levels ABSTRACT: This research investigates the relationship between teachers” constant anger, their anger expression styles and their fatigue level. The research is implemented according to the general survey model. The research sample is consisted of 385 teachers, working in Konya”s Meram, Karatay and Selcuklu districts, who were selected by random sample method. “Personal Information Form” was used for some teachers” personal information who participated in the research, in order to determine their constant anger “Constant Anger and Expression Style of Anger Scale” and in order to determine their fatigue level “Maslach Fatigue Scale” was used. T test, one-way analysis of variance, Pearson”s product-moment correlation and regression technique were used in the datas” analyze. The datas” statistic analyze was done on the computer via the SPSS program. At the end of the research, these results are found; teachers” constant anger level and their expression styles of anger are similar according to their seniority level; their constant anger level changes accordingly with their echelon; constant anger, controlled anger, expressed anger and anger”s total points change meaningfully according to the sex; constant anger, silent anger and anger”s total points change meaningfully according to branch. The research comes up with the results that; teachers” fatigue low level facet personal success points change meaningfully with seniority level; emotional fatigue, personal success and fatigue total points change meaningfully with the seniority level; desentizitation points change meaningfully according to the sex; personal success points change meaningfully according to the branch. It is found that; there are IC21CE / ICLTT 2014 in Dubai
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positive and meaningful relationships between teachers” constant anger, expressed anger, silent anger, anger”s total points and emotional fatigue, desentizitation and fatigue points but negative and meaningful relationships between all these and personal success. It is found that; there are negative relationships between teachers” controlled anger points and emotional fatigue, desentizitation and fatigue total points; but positive relationships between all these and personal success points. First Author: Zakaria, Effandi Co-Author: Norhidayah Addenan Title: Preliminary Analysis on the Use of Higher Cognitive Strategy Among Mathematics Secondary School Teachers ABSTRACT: The aim of this study is to determine the use of higher cognitive strategy among mathematics secondary school teachers. Nine teachers from three schools were selected for this study. Observation in the form of Likert Scale was used to collect the data. This instrument was adapted from Shiyyab (2001). Results indicated that teachers lack emphasis on higher cognitive strategy in their teaching. It was found that students are not given the opportunity to explain concept by themselves and teachers seldom give open ended question. Most of the questions are routine question from the text book. Teachers were also found not to use various strategies in solving mathematics problem. The findings also indicated that teachers are not encouraging students to reflect on what they are doing. Implications for teachers were discussed.
ICLLT 2014 PRESENTER’S ABSTRACTS First Author: Ayish, Nader Title: Acculturation, Identity Formation, and Attrition of Freshmen Female Emirati Engineering Students ABSTRACT: What role does acculturation play in the identity formation of freshman Emirati female engineering students as they engage with a field of study and with an industry dominated by non-Arab Western males. How do these students see themselves in relation to Western stereotypes that have historically portrayed Arab women as anything but intelligent, creative, and independent thinkers capable of great achievements. Finally, what is the effect of acculturation on the attrition rate of these students. The main aim of this study is to investigate through interviews and classroom observations in a communication course the effect acculturation has on the identity formation and attrition rate of first-semester Emirati female students at the Petroleum Institute (PI). The PI is a segregated engineering university and research center in Abu Dhabi funded and governed by the Abu Dhabi National Oil Company (ADNOC) and a number of other international oil companies. Highlights of the interviews and classroom observations suggest that understanding the challenges posed by acculturation on these students is worth considering for a number of practical reasons, foremost among them the need to reduce the rate of attrition. First Author: Bou-Mehdi, Randa Title: The Use of Clicker Systems in Writing Classes ABSTRACT: The use of technology to promote the teaching and the learning experience for the instructors and the students alike has been very prominent. Eager to find the most effective and efficient way to test students’ comprehension of identifying run-on sentences and sentence fragments, I decided to use electronic response systems, also known as clickers, which are remote-like devices that provide immediate feedback to instructors and allow all the students to respond at once. The immediate feedback from clickers helped me correctly identify the students’ level of comprehension and offer timely clarification regarding material that students do not understand. After using the clickers several times in my writing classes and collecting feedback from students, I found that, if used properly, clickers can support learning for the students - it all depends on how they are being used in the classroom and for what purpose.
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First Author: Celik, Sermin Title: Low Level Students’ Perceptions about Usefulness of Online Vocabulary Learning ABSTRACT: Vocabulary learning in a second language has always been viewed as a challenging and demanding process by second language learners, especially low level learners. They have a tendency to learn words discretely, which is having a word list to just memorize, while advanced learners, despite some exceptions, prefer seeing a word in context (Ellis, 1994, p.553). This problem is one of the reasons why in this research paper, I aim to explore the A2 level ESL students’ perceptions about learning academic vocabulary with an interactive online vocabulary learning tool used in the preparatory programme rather than traditional methods such as vocabulary notebooks and cards. In particular, this paper focuses on the students’ perceptions toward usefulness, usability and enjoyment of online vocabulary learning. Twenty-three A2 level students participated in the study and I relied on a mixed-methods research design thus collecting, analyzing and interpreting both qualitative and quantitative methods (Creswell, 2008). Participants’ perceptions were investigated by means of questionnaires, semi-structured interviews and software reports. The study revealed that A2 level students benefited from the use of technology for vocabulary learning to a certain extent and they did favor particular task types. Nevertheless, using online vocabulary learning system as a course component for assessment had a negative influence on their perceptions of enjoyment. The presenter will talk about the selection processes, how learning preferences and task types affect their perceptions, and will make some pedagogical suggestions based on the findings. Finally, a discussion will be held on how effective audiences find online vocabulary learning First Author: Charles, Tendai Title: Using a Shadowing Task to Test the Effects of Bi-modal Input on L2 Listening ABSTRACT: L2 listeners often find it difficult to identify which words are present in the continuous stream of speech produced by native speakers; this happens even when all individual words are familiar to them. How L2 users can be helped to segment a continuous stream of speech into individual words is one of the central questions of L2 listening research. In this paper, I focus on proposals that simultaneous presentation of aural and orthographic information (henceforth ‘bi-modal input’) could help L2 learners to better hear what is being said and develop their listening abilities. While a number of previous studies looked into this problem, many lacked test construct validity. The aim of this study was to improve on previous research by employing a valid test specifically designed for investigating the effects of bi-modal input on L2 speech segmentation. My research question was whether repeated watching of subtitled programmes leads to long-term improvement in L2 segmentation abilities in listening to (a) previously encountered utterances; (b) different utterances by the same speaker; and (c) different utterances by different speakers of a broadly similar accent. In my experiment, international students at a UK university were tested on their speech segmentation skills in English using a shadowing task. They watched a documentary with or without subtitles, then heard short, pause-bound utterances, which they were asked to immediately repeat. The results revealed that participants in the bi-modal group improved significantly in their ability to segment speech across all experimental conditions. First Author: Djoub, Zineb Title: Teachers’ Portfolios: A Reflective Tool Towards Professional Development ABSTRACT: To achieve professional development and the intended educational goals, teacher’s reflection has been considered as a necessary component of the teaching process. Indeed, reflection is process of questioning one’s practices, intention and the emerging outcomes. It is also a source of inspiration, creativity, flexibility and thus, a means to achieve learners’motivation and interest in learning. To enhance reflective teaching, teaching portfolios have been widely advocated in language teaching. Hence, though different types have been identified the questions which remain addressed are : What are the components of a teaching portfolio which help teachers reflect effectively over their teaching and how should they use them properly to attain this aim. To provide answers to these questions, this presentation will suggest a teaching portfolio model which aims at prompting teachers’reflection over their profession. In addition to that, it will clarify the way they need to be used by teachers, so that to reflect effectively and improve their teaching.
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First Author: El-Sokkary, Wael Co-Author: Muna Balfaqeeh, Asli Hassan Title: A Shift in Focus: The Benefits of Switching from Content-Based to General Language ABSTRACT: This paper examines the lessons learned from an engineering institution established to provide major oil companies with highly qualified engineers who can meet the changing global business climate. With this in mind, the latest in engineering education had to be applied and several challenges had to be faced. The innovative educational methodologies applied, and the successes met so far, seem to provide useful insight into the future of engineering education and pave the way for more research in this growing field. First year students joining the PI need to be well prepared for the rigor of the degree programs offered. In addition to substantial instruction and training in language skills, students receive significant training in other non-technical skills. A special bridge program was established to provide these specific skills since most high school graduates in the region lack proper training in such skills. This paper will focus on the successes made and the challenges faced in achieving the goals of the Petroleum Institute. The highlight of the paper will be on the switch from Content-Based Instruction to a more general approach with a heavy focus on language input through extensive reading and listening. The lessons learned from the PI model will be reviewed pinpointing useful and easy to implement educational techniques. Such techniques seem to foster language acquisition and at the same time reinforce all other non-technical skills necessary for future engineers. First Author: Etedali, Mohammad Mehdi Title: English Teachers’ Barriers to Using CALL: A Metamorphic View ABSTRACT: In the last half a century that Computer Assisted Language Learning (CALL) has been around, it has undergone several stages. Warschauer (1996) named three stages for CALL development as a) behaviouristic CALL, b) communicative CALL, and c) integrative CALL. While criticising Warschauer’s taxonomy, Bax (2003) set three other stages of CALL development being a) restricted CALL, b) open CALL, and c) integrative CALL. Resistance is a natural reaction to change; therefore, since the inception of CALL, there has been resistance against the integration of CALL into language learning programs, and oftentimes, resistance turns into barriers impeding the integration. However, with the fast pace of technological developments, the intrinsic and extrinsic motives of these barriers change, hence requiring a different look at integration barriers. Some of the barriers listed by researchers in the early 2000’s (e.g. Lee, 2000) have changed either in essence or in practice. This presentation intends to try a new look at the barriers that prevent language teachers from using CALL in their teaching practice. Participants will initially be introduced to earlier literature regarding the topic, and the presentation of new barriers would ensue. It is believed that understanding new barriers would help language teachers overcome these barriers and use more of the potentials the technology bestows upon them. First Author: Flahive, Edith Title: The Diffusion of Innovation in ELT ABSTRACT: Extensive research has been conducted in the area of innovation and its implementation in English language teaching. This is not surprising given that ELT professionals are centrally involved in the management of change in various capacities: as teacher educators trying to effect change at an individual or classroom level, as curriculum developers or testers attempting to renew curricula, as managers responsible for innovation in the context of educational projects. This presentation focuses on the adoption and implementation of innovation in English language teaching and the problems that can ensue. Various factors are considered: properties of the innovation; the transmission process, and the management of change. It aims to encourage a sounder conceptualisation of innovation from a theoretical and practical perspective. It will take participants through the process of identifying the what, where, who, when, why and how of Diffusion of Innovations Theory. The scale of innovations whether large or small will be examined relative to their success or failure. Finally, key studies related to the success or failure of innovations in ELT will be considered. Participants will be encouraged to share their experiences in regard to innovations in ELT. First Author: Hartley, Grant Title: Scaffolding Language Development through Feedback on Writing ABSTRACT: Feedback on writing is something most teachers spend a significant amount of time on, despite the fact that research shows us there is significant disagreement about the value of this on students’ linguistic competence. By drawing on systemic functional linguistics, this session will argue that in order to add more value to feedback, what is needed is a move away from ‘correction’ and a focus instead on how feedback can serve to scaffold students’ language at the level of register. The session will report on a process implemented with students on an academic
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reading and writing course in a tertiary context, involving them discovering language they need. The session will report on the findings, outlining the possibilities and challenges students faced in the process of discovering and noticing. It will also highlight the types of language meta-functions students are satisfying, as well as the types of language students appear to have more and less difficulty self- reformulating. First Author: Hasegawa, Hiroshi Title: Readiness for Flexible Learning and ICT Supported Educational Environments ABSTRACT: Flexible learning, brought about through the integration of ICT, is one of the keys to contemporary teaching and learning, specifically at the level of tertiary education. The continual development of technology provides opportunities for teachers to compare the associated benefits and possible disadvantages, while also considering how best to incorporate new types of ICT into any existing use of ICT. However, what is still lacking is a thorough investigation and discussion focusing on students’ current expectations concerning their studies. Other topics include students’ behavioural patterns, as well as the administrative and technical management of ICT which teachers are expected to oversee. Technological advancements have been moving forward progressively, and simultaneously students are also adapting to ICT saturated environments. Consequently, there are procedural and organisational tools needed, to be designed realistically with a focus on current students’ learning patterns. This paper focuses on the problems that teachers currently face which derive from the relationship between (1) contemporary students’ study behaviour patterns and ICT, and (2) policy making/administrative management and ICT. Specific cases discussed in this paper were encountered by the author as a university lecturer, his colleagues and various academics at tertiary level institutions in Australia. First Author: Khalek, Fadi Title: The Power of English in Career-Making and Business Building: Introducing the Global Scale of English ABSTRACT: A recent study by Pearson and LinkedIn found that of the global businesses surveyed, 90% agreed that it is of benefit to their business if their employees speak English. Eight in ten companies deemed English fluency as an attribute they look for in their global workforce, and 80% agreed that individuals who are able to speak good English are more likely to succeed in their business. With those kinds of statistics it is clear that English language proficiency is of key concern to both employers and their employees, but how do we ensure that English language education is meeting the needs of both individuals and organisations? Fadi Khalek says that efficacy must be at the heart of all efforts to equip the Arab region’s future workforce with the standard of English needed to thrive in a global marketplace. In this session, Mr Khalek will draw on research conducted as part of the development of Pearson’s Global Scale of English (GSE) – the world’s first truly global English language standard which will allow learners, educators and employers to measure English language proficiency in reallife terms, and provide learners with the tools needed to meaningfully measure their progress. Mr Khalek will discuss how the GSE will promote efficacy in English language education. Focus will be placed on the benefits this will bring to ensuring the world’s truly global language is in reach of all Arab learners, and to how it will help drive growth and prosperity in this region. First Author: Khojasteh, Laleh Co-Author: Nasrin Shokrpour, Reza Kafipour Title: EFL Students’ Perception toward Class Participation in General English Courses ABSTRACT: EFL Students’ Perception toward Class Participation in General English Courses Laleh Khojasteh, Nasrin Shokrpour, Reza Kafipour Abstract Introduction: Many studies have shown that students who actively participate in the learning process learn more than those who do not. On the other hand, there are still scholars who have remained skeptical about the whole process. In Iran, too, there are still doubts about not only what EFL students think about class participation, but also whether classroom participation should be graded or not. Objective: This study aimed to identify how Iranian students perceive class participation, investigate the relationship among the students’ perception toward class participation and their gender, identify the relationship among the students’ perception toward class participation and the type of their English course, and find out the EFL students’ perception about participation grade. Material and Method: The participants consisted of 189 randomly selected graduate students at medical and paramedical faculties of Shiraz University of Medical Sciences who answered the modified questionnaire on attitudes towards class participation. Results: The results indicated that not only students do not have any interest in learning English but also professors do have a great impact on their lack of motivation. Conclusion: Although our findings show that altogether our students are not motivated enough to even care about their class participation or whether their participation is graded or not, the literature is full of evidence that shows that professors have a significant role in encouraging or discouraging the students to participate in class activities. Pedagogical implications are provided. Keywords: class participations, university students, professors, students’ attitude IC21CE / ICLTT 2014 in Dubai
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First Author: Kirkwood, Kristian Title: Assisting Arabic Spellers through Digital Games ABSTRACT: This paper will look to answer the foremost question “Are digital games effective in helping Arabic students improve their spelling ” Other questions that will be examined are - Are digital games more effective at teaching spelling than traditional methods - Do digital games help with spelling - Can educational games effectively combine the lure of entertainment with the educational value contained within the game. A review of the literature will be presented on digital games, investigating the strengths and weaknesses of digital video games in the classroom through opposing views of different researchers. In addition, there will be an exploration of an online app designed to assist students with IELTS vocabul牡潌 First Author: Kuru Gönen, Ipek Title: The Jerry Springer Show: Real Life (!) Arguments in the Language Classroom ABSTRACT: Little analytical attention has been paid to actual processes of television discourse and interaction and how it can become a learning tool for young adults to make cross cultural comparisons in the language classroom. Based on this need, this study aimed at analyzing a famous television talk show The Jerry Springer Show and specific focus was given on the emergence of the arguments and roles of different participants. The study has an original attempt as it analyzes a popular television talk show for the emergence of arguments and verbal violence, and brings it as a material to a young adult classroom to help them make cross cultural comparisons. For the purposes of the study, 25 young adult university students participated in the study. Selected episodes of the talk show were analyzed by two raters through conversation analysis to reach at a consensus on the instances of arguments and the roles of various participants for the emergence of the arguments on the show. The study also focused on eliciting the perceptions of the young adult learners’ on the arguments presented on the talk show and their reactions. For this purpose, the participants wrote reflections after watching the episodes of the show. The findings of the study shed light on how participants contribute to the emergence of arguments and verbal violence, and illuminate the ways how lay people, the host and the audience engage in arguments and the instances these people use verbal violence to defend their own points of view. From a pedagogical perspective, this study reveals young adults’ perceptions of a talk show as a genre and have useful implications for teachers to use media texts as materials. First Author: MacFarlane, Marco Title: Making the Implicit Explicit: Operationalising Academic Language in a Multilingual Setting ABSTRACT: South Africa is a country that boasts 11 official languages, but the majority of schooling in the country takes place through the medium of English. Notwithstanding the fact that English is the home language of just 9.6% of the population, and the challenges that arise from a majority of learners encountering their school subjects in a second language, a wider challenge of using and deploying English as an academic language must be faced. It has been said that academic language is nobody’s mother tongue, yet it can be broadly understood as the ‘language of schooling’. Despite the primacy of this form of language use in learning environments, there is a perennial challenge of operationalising what skills comprise academic language in contrast to colloquial usage. While this concept remains poorly defined, it stands as an obstacle to effective teaching and learning, especially for learners that must learn through the medium of an additional language. Until academic language is rendered explicit for teachers and learners alike, it remains as an implicit yet fundamental skill that teachers cannot directly teach and learners cannot directly learn. Umalusi, the statutory body for quality assurance of education in South Africa, has conducted extensive research on ways to define the construct of academic language so that it can be made explicit for teachers. This paper explores the work done by Umalusi in defining and operationalising the construct of academic language, and provides insights on some promising operational definitions that are currently being tested in South Africa. First Author: Mansouryan, Seyyed Mohammad Ali Co-Author: Rahman Sahragard, Mohammad Rasoul Homayoun Title: The Impact of Identity Aspects on EFL Learners’ Achievement in the Iranian Academic Context ABSTRACT: After the field of Second Language Acquisition (SLA) and Applied Linguistics took a social turn and made the sociocultural perspective its primary point of investigation, SLA researchers became more interested in the link between identity (class, culture, race, gender, sexuality, etc.) and language learning. Hence, the present study aims at identifying the impact of identity aspects on the Iranian learners’ English language achievements of the students of Medicine at Yasuj University of Medical Sciences (YUMS). Likewise, the study seeks for finding the impact of demographic factors on language achievement and aspects of identity among the Iranian EFL learners. To fulfill the objectives and find answers to the posed questions, a questionnaire representing aspects of identity and consisting
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of 45 items in the form of Likert Scale (personal: 10 items + social: 7 items + collective: 8 items + relational: 10 items + special: 10 items) was distributed among 76 language learners majoring in Medicine at YUMS. Both descriptive statistics and inferential statistics were run on the data. The results demonstrated no significant relationship between language achievement and the aspects of identity; to be exact; the present paper revealed that none of the identity aspects is a predicting variable for language achievement in the Iranian academic context. Among the demographic factors, only gender can account for two aspects of identity, namely, personal and relational identities. Evidently, the results are local not universal. First Author: Masrom, Umi Kalsom Co-Author: Nik Aloesnita Nik Mohd Alwi, Nor Shidrah Mat Daud Title: The Role of Task Complexity and Task Motivation in Language Production ABSTRACT: This study investigates the relationship between the cognitive demands of task complexity and learners’ task motivation using task-based instruction during asynchronous computer-mediated communication (ACMC) writing tasks. Eighty-eight participants were assigned with a writing task, each of different complexity level which was manipulated following Robinson Cognition Hypotheses (2001a, 2003, 2005, 2007) along resource-directing (+/- causal reasoning demand) and resource-dispersing (+/- task structure) variables. After the participants have completed the writing tasks, they were asked to complete a questionnaire to gauge their motivation towards the tasks. Further analysis of the data was conducted by using Multivariate Analysis of Variance (MANOVA) and correlational analysis. Analyses of results showed that there is a correlation between task complexity and task motivation among learners. In short, this study is important as it identifies the relationship and roles between task complexity and task motivation in mediating the acquisition of language. First Author: Mohammed, Asabe Sadiya Title: Task Based Language Learning Approach Using Textual Resources ABSTRACT: The paper is based on a systemic grammar theory, following the European Functional traditions. It attempts the application of Halliday ‘s postulations on textual resources in the teaching of English language. In this theory , Halliday sees a text as a product of the interplay of resources from two major linguistic components; the structural and the cohesive. The structural is concerned with the internal arrangement of the clause as message, realised by the thematic and the information units. The cohesive are the explicit external relationship between one clause or clause complex and another, but not dependent on grammatical structure. When these are combined to produce a text, that text is regarded as textured. Although Halliday’s works are not designed for pedagogical concerns, the presenter in various researches have found the methodology effective in the teaching of the language. The methodology is task based, hence learner centered. It provides practical tasks where problems are solved as individuals or as groups. In its techniques, it makes concrete aspects of textual resources for the students to observe and understand the nature of textured and non- textured texts and why they are valued as such and then leads them to produce the textured ones. First Author: Muasya, Jane Title: Motivation in Language Teaching, Learning and Acquisition: The Kenyan Context ABSTRACT: Kenyans love languages; the multilingual and multicultural nature of our society is a great boost. Children are introduced to multilingualism and multiculturalism at a tender age at home, with the playmates, and learning continues on joining formal education, and it never ends. As one grows older the challenges are greater, and a more conscious effort must be employed. Nevertheless, success is almost always guaranteed if there is motivation from both teacher and learner to sustain the initial interest. Besides, language is a life investment. At university level where language falls under General Education, the attitude of the learner is crucial. Reasons for learning language can be intrinsic or extrinsic. The latter can lead to low interest and/or motivation and consequently impact learning. Our current society seeks instant results, and when these are not forthcoming, no effort is invested. The teacher’s role then acquires a special significance since it requires creativity, recognition of the effort made, building confidence, encouraging, and being ready to learn from the students themselves what motivates them. The interaction among students is another learning experience: a classroom of students from different linguistic communities offers a practical opportunity of learning to embrace or at least respect other cultures and world views, and prepares them to become competent citizens of the globalized world. To be effective, language teaching and learning has to take stock of challenges faced, available resources, and existing language policies. Sharing experiences with other language teachers as well as continuing teacher education should be encouraged.
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First Author: Noour, Aisha Co-Author: Aisha Tarek Noour, Nick Hubbard Title: The Application of Self-Determination Theory on the Opportunities and Challenges for Blended e-Learning in Motivating Egyptian Logistics Learners ABSTRACT: Nowadays, there is a movement towards Blended e-Learning (BL) method, consisting of a mixture of virtual and traditional Face-to-Face (TF2F) learning methods. BL is an effective learning method in multiple domains, which opens several opportunities for its participants to engage in the learning environment. This research explores learners’ perspective of BL according to the Self-Determination Theory (SDT). It identifies the opportunities and challenges for using the BL in Logistics Education (LE) in Egyptian Higher Education (HE). SDT is approached from different perspectives with the relationship among Intrinsic Motivation (IM), Extrinsic Motivation (EM) and Amotivation (AM); in addition, there are three universal Basic Psychological Human Innate Needs (BPHINs): Autonomy, Relatedness and Competence. These relationships are analysed and related to the opportunities and challenges of BL educational method. The case study methodology is comprised of quantitative data collection. A self-administered face-to-face questionnaire was used to collect data from learners who were geographically widely spread around the three Colleges of International Transport and Logistics (CILTs) at the Arab Academy for Science, Technology and Maritime Transport (AAST&MT) in Egypt. Six hundred and sixteen undergraduate responded to a questionnaire survey. Respondents were drawn from three branches in Greater Cairo, Alexandria, and Port Said. The data analysis used was SPSS 22 and AMOS 18. This study suggests that the three CITLs at AAST&MT should pay more attention to IM, EM and AM in relationship with Autonomy, Relatedness and Competence in the learning environment. First Author: Peel, Richard Title: Changes in Practice and Professionalism in EFL in the Arabian Gulf Context ABSTRACT: Many EFL/ESL teachers begin their training on a CELTA course or equivalent, with an emphasis on the communicative language teaching (CLT) approach. For most of my peers here in the United Arab Emirates (UAE), this is also how they started their careers, before going on to teach in a variety of countries. But have they adhered to this approach, continuing in the path of their learnt communicative methodology, or adopted alternative classroom approaches. This is the question this presentation seeks to answer. The exploratory nature of the study was such that it lent itself to an interpretative research design, adopting an exploratory, phenomenological approach using qualitative methods, whereby a small sample of teachers at tertiary institutions in the UAE were interviewed. The study found that the research sample had all been schooled in CLT, and all had indeed deviated from that approach in different teaching situations. Before the research began, any changes in approach had been surmised to be due to reasons of cultural accommodation, or institutional factors such as a prescribed methodology or curriculum. In fact, this was not the case – teachers diverged from CLT methodology largely due to practical, experiential reasons, though cultural and institutional factors were also cited. Furthermore, though alternative approaches had been adopted by all participants, CLT had not been entirely discarded – it had been retained where it was seen as suitable for the teaching situation, a resource, which was part of the eclectic approach, this highly-experienced cohort of teachers had at their disposal. First Author: Ruiz de Zarobe, Yolanda Title: Developing Metacognitive Awareness in the CLIL Classroom ABSTRACT: CLIL (Content and Language Integrated Learning) has often been described as a dual focused approach to teach content subjects in a second or additional language. This educational approach makes use of different methodologies in order to cover both the content and the language of instruction, which can be quite challenging. One of the purposes of the CLIL classroom is to provide the necessary context to develop metacognitive awareness as an important part of helping learners to become more effective and autonomous learners. If learners are conscious of how they learn, they can control their own learning more efficiently. The aim of this presentation is to provide some tools to develop metacognitive awareness in the CLIL classroom. Some of these involve classroom interaction and strategy training as a means to help students become more effective language learners. Furthermore, we will discuss how CLIL can provide an appropriate setting to develop learning strategies and to increase awareness of the language itself.
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First Author: Shokrpour, Nasrin Co-Author: Seyed Mohammad Jafari Title: The Role of L1 in ESP Classrooms: A Triangulated Approach ABSTRACT: This study investigated the use of students’ mother tongue, the Farsi language (L1), in English for Specific Purposes (ESP) classes at an Iranian medical university, as well as the attitudes of Iranian ESP instructors and ESP students towards employing Farsi in ESP classrooms. Data were collected by means of classroom observations, semi-structured interviews, and a questionnaire, with 100 ESP students and two ESP instructors participating in the study. The results revealed that ESP instructors used Farsi in specific situations such as explaining grammatical points and new words, managing classroom, explaining instructions, and checking students’ understanding. With respect to the second aim of the study, the findings of the semi-structured interviews showed that both instructors held positive attitudes towards employing Farsi in the ESP classroom. Similarly, the results of the questionnaire indicated that ESP students had positive attitudes towards the use of Farsi in their ESP classes, since it helped them to learn better than when the instructor only speaks in English . Pedagogical implications are provided. Keywords: ESP, L1, using L1, L2, teachers’ and students’ attitudes First Author: Solas, Eddia Co-Author: Kenesha Wilson Title: Effective Strategies Used in Teaching Two Core-Curriculum Science Courses in an English Language Learning Environment of Native Arabic Speakers ABSTRACT: Students at Zayed University (ZU) are primarily Emirati with a minority of other Arabic students. The university has two campuses, one in Abu Dhabi and the other in Dubai. The primary language of instruction is English and faculty members are drawn from over fifty different nationalities. In the Science section of the University College (this college is responsible for core curriculum courses) faculty in Abu Dhabi alone are from six different nationalities. Teaching science as a core curriculum module in this environment can be challenging. In an environment where students are primarily English Language Learners (ELLs), they deal with instruction in English on a daily basis through a variety of accents from faculty, some of whom are themselves non-native English speakers. In addition to the language communication issues that present challenges in the core-curriculum science classroom at ZU, the majority of students are non-science majors. There is therefore the added dimension of stimulating interest and engaging students towards intrinsic motivation. In this paper the authors describe five teaching strategies used successfully for teaching two core curriculum science courses in an ELL environment.
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NOTES