Sunday, November 15, 2015

2015 November 11~15 | Pixel International ICT for Language Learning Conference | Presenter

Talking LTI
I had the opportunity visit Florence, Italy for the purpose of attending the 2015 Pixel International Conference ICT for Language Learning. I was a co-presenter with two of my esteemed colleagues; Professor Hideto Harashima of Maebashi Institute of Technology and Professor Mari Yamauchi of Chiba University of Commerce.

Our topic: Implementing Online School Collaboration Projects with Learning Tools Interoperability

Since around 2009, Professor Harashima along with other colleagues have worked hard to use the Moodle LMS for the purposes of connecting students in different universities. Our project began using the Moodle Networking SSO authentication plugin (MNet). I was brought in on the team in 2011 to help sort out some technical issues and from there we proceeded to do a number of online collaborative activities.

Outside the venue
In Moodle 2.4, Learning Tools Interoperability (LTI), a standard of connectivity offered by IMS Global, was implemented in Moodle. That along with a plugin developed by Juan Levya for providing Moodle courses and activities as LTI objects has allowed a new and more controlled way for Moodle sites to connect and collaborate. The basic idea operates as follows:

The LTI provided object offers access via a secure URL and shared secret key. The site wishing to consume this object sets up a Moodle activity called "External Tool" where the URL and shared secret key are input. From there, students accessing the External Tool can log in to the remote Moodle site for the purposes of accessing the shared activity or course. Grades from this activity are then passed back to the originating Moodle site depending on the tool settings.

Here I have enclosed a copy of our research paper.

I also enjoyed the sights in Florence. Here is a photo essay on some of the things I saw.

During the conference, I also had a chance to watch a number of other presentations based on language learning and technology. I learned quite a lot and gained a lot of different perspectives which was an additional benefit of attending the conference. Some notes follow, but they might not be as useful as a more detailed report on them. If you'd like more information about any of them, please let me know.

Guy Meredith - Beyond Process Theory – How New Technologies Are Changing the Way We Write and Communicate - Zayed University (United Arab Emirates)
link here:

Summary: - the effect of technology on the way we write and communicate. The idea that technology is changing the way we write based on the medium by which we are exchanging our writing. Uses QUIP.


New technology is changing the fundamental process of writing and communicating. An increasing amount of communication now occurs in text-based form on social network sites, emails and mobile phones. Mobile technology means communication and learning can take place at anytime and in any place. These developments are having a significant effect on the process of learning and specifically writing for EFL learners. In addition to making it easier for students to share documents with each other, receive feedback from the teacher and make multiple edits, mobile technology also facilitates student collaboration with their tutor to co-construct a text.

Writing is a dynamic process so it is important to be able to reinterpret and integrate new perspectives into writing theories. Process Writing is a popular theory of writing which emphasizes the process of writing not the product by breaking the writing process down into several stages – planning, drafting, peer review, tutor feedback, redrafting and final product.

In the 1990’s Process writing itself came under attack. A Post Process Theory developed that emphasized that writing was not just a body of knowledge that could be taught but that other factors were also important such as the situation where the writing takes place, the audience it is meant for and the dialogue that occurs between students and the tutor. Writing should be seen as a social construct not an individual one. The tutor should “actively collaborate” [1] with the student to construct the text and the students with each other. This collaborative approach is supported by Vygotsky’s [2] socially constructive perspective of learning which argues that human development is essentially based on social interaction – we learn from each other, specifically, from a “more able” other. This is now referred to as “scaffolding”. Such scaffolding can occur among peers when collaborating in pair or group work. [3].

The developments in technology have made this “Post Process” approach a reality. Using apps or websites like “Quip” or “Google Docs”, students can now co-construct a text with their tutor and receive feedback in real time due to synchronous online dialogue. This presentation will consider the effects of mobile technology on the process of writing and illustrate with examples taken from a research project of EAP students at Zayed University, Abu Dhabi.

From Lingua Franca @ E-Learning to Multilingualism?
On-Kwok Lai, Graduate School of Policy Studies, Kwansei Gakuin University (Japan)

Summary: Showing how social media affects the online interactions given the way students use mobile technology.


Thanks to the ever upgrading new media in the informational age, the e-learning of new languages becomes a daily practice for everyone: timely shifting one’s linguistic worldview from one’s mother tongue (L1) to acquire foreign language (L2) or the lingua franca (say, English) to cope with one’s survival in a globalizing world. The new regime of e-learning for new languages is seemingly embedded in the ubiquitous information and communication technologies (ICT)-driven mediated (new and highly differentiated cyber-) communication: with the ever-increasingly opening-up -cum- deepening of cyber-experience for “inter-personalized” mediated communication, all facilitate the interactivity, timeliness, active participation, and cross-border / cultural encounters in/beyond virtual and real social communities. Yet the challenges for cross-(or multi-)cultural and temporal-spatial communication in both cyberspace and the real world quest for not just linguistic (text, semantic and phonetic) adaptation but also audio-visual interactive revolution with multiple re-presentations, towards the communicative capacity building for foreign language (L2) and/or Lingua Franca, beyond the linguistic spaces of one’s mother-tongue (L1): all re-shaping our linguistic adaptive ability and skills, say the least to acquire the basics of foreign language(s) as the core part of our new cross-cultural encounters in a new communicative borderless world. This paper critical examines the new regime of e-learning (the manifestations and underlying contradictions in particular) for new language acquisition; as cyber-activism and virtual linkages are revolutionary in changing the modi operandi of socio-cultural communicative actions and interactions, global and locally, behavioural repertoires among people in different geographical regions and time zones. Our discussions focus on the most salient aspect of the new experiential learning discoveries: not just of the multilingual, but also the cross-and-inter-cultural, communication, in both virtual and reality milieus. Critically examining the policy issues on (new) language for e-learning and cross-cultural communication in/beyond cyberspace, it highlights the challenges for multilingualism, and multiculturalism in 21st Century, in a globalizing world.

A Tellecollaborative Approach to Written Corrective Feedback

Nahid Zarei, IslamicAzad University-Maragheh Branch (Iran, Islamic Republic of)

Summary: She discusses using the technology and EFL writing using corrective feedback through Telegram.

She gave a comprehensive explanation of the comparison between using online collaborative feedback and paper-based feedback. She had a control (paper) and experiment (online) groups and compared the increase in abilities using a qualitative skill.


Smartphones have become more sophisticated allowing several apps to be built in or installed on them. This has facilitated connectivity as well which has paved the way for more interaction especially among student community through social media like Viber, What’s up, Telegram and so on. Thus, taking this opportunity, teachers have started to use these devices as a means of instruction in many parts of the world particularly for L2 learning. This has raised a question about the effectiveness of using these apps as teaching tools for language learning. This mixed method study attempted to 1) investigate the impact of using Telegram on providing feedback and improving writing accuracy in L2 and to 2) discover students’ perceptions toward using this app for writing purpose. For this purpose, two advanced classes taking a general English course at a language institute were selected. The intact classes, 15 female participants in each, were divided into two groups: One of them as a control and the other as an experimental group. Having posted their writing on Telegram, the students in experimental group received feedback from their peers and finally the teacher. The control group received feedback on paper. Both independent and paired-t test were used to analyze the data. The results revealed that the experimental group using Telegram significantly outperformed the control group (p≥.05). Data were triangulated with focused group interview regarding student perceptions of the feedback received through Telegram. Two themes were emerged from focused group interview, usefulness and satisfaction, which will be discussed in the paper. This study may cast a light on usefulness of integrating technology into L2 classes to accelerate learning among today’s technology-oriented generation.

Key words: smart phones, written corrective feedback, social media, Telegram

»Ich will Deutsch lernen« - A Learning Portal for Second Language and Literacy Acquisition in Heterogeneous Classes

Celia Sokolowsky, Deutscher Volkshochschul-Verband e.V. (Germany)

Summary: A learning portal for 2nd language learning.


»Ich will Deutsch lernen« is the name of a new learning portal developed by Deutscher Volkshochschul-Verband e.V. (German Adult Education Association), designed to support the acquisition of German as a second language. It is directed to participants of German-as-a-second-language (GSL) courses and literacy training in the field of adult education as well as to those immigrants who – due to legal, financial or personal reasons – learn independently of a course. The portal focusses on language acquisition on levels A1 to B1+ in accordance with the Common European Framework of Reference for Languages (CEFR). Courses, chapters and learning units are designed in agreement with the description model for communicative competences of the CEFR and the curriculum framework created for integration courses, which is released by the German National Agency for Migration and Refugees (Bundesamt für Migration und Flüchtlinge, BAMF).

The platform also provides a digital German course for low literates and non-literates. In developing the material for literacy training, we started with the basic assumption that L2-literacy training is inseparably linked to L2-language acquisition. The learning material for non- or semi-literate users of the portal is therefore conceptionalized as a German language course focusing on oral skills with additional literacy training in the L2 German. Another principal aim of »Ich will Deutsch lernen« is to provide a mean that helps teachers to deal with the given heterogeneity in GSL and literacy classes. The non-linear structure of an internet platform supports the idea of combining learning materials of different levels while focusing the class on a common topic.

With a total of more than 11,500 exercises the portal provides a wide range of learning opportunities with regard to different topics, language levels and specific learning needs. Thanks to the support from the German Federal Ministry for Education and Research (Bundesministerium für Bildung und Forschung, BMBF) the use is completely free of charge for learners and teachers alike. The portal won the Comenius EduMedia Award in June 2015.

Participating in the conference we would like to present the portal, its main functions and examples of the material. We explain the didactical concept behind the platform and how »Ich will Deutsch lernen« can address heterogeneity in GSL classes. Evaluation data from the user statistic of the portal and model classes point to questions of further development that we would like to discuss with an interested audience.

Design Research on Pedagogically Motivated Multimodal Course in English: Tools for Student Engagement Enhancing Learning Outcomes

Tuija Alasalmi, Diaconia University of Applied Sciences (Finland)
Kirsi Korkealehto, Diaconia University of Applied Sciences (Finland)
Tuire Salo, Diaconia University of Applied Sciences (Finland)

Summary: Online multi-modal study tools.


This design research focuses on best practices on student engagement and learning outcomes of a pilot multimodal English course for first-year students on social field and health care at the Diaconia University of Applied Sciences, Finland. The students are provided with iPads, but the implementation of the course considers versatile devices.

The 10-week blended learning course with online learning material and exercises is targeted for students not yet achieving the UAS skill requirement B1 in speaking, writing, listening and reading comprehension, vocabulary and grammar.

The course aims at enhancing students' language competence and confidence. A special emphasis is put on motivation and emotions through visual design with icons, collaborative learning tasks, goal-centered learning and storytelling, in order to strengthen the basic skills required on the following field-specific and working-life oriented language course. The layout and structure familiarize international exchange programs and international professionalism by creating a storyboard centered on around the world-travel theme. Social media tools and new methods of communication (Instagram, e-cards, livestreaming, Google maps etc.) were integrated in the learning tasks, bringing a motivating and fun element into studying grammar as well as written and oral skills.

Student engagement is achieved through positive self-assessment, guidance towards self-regulated learning, encouragement towards international work, peer assignments, and partly self-paced as well as collaborative learning as different groups are brought together on the same course platform. Students' learning outcome is visualised and assessed through placement test, online exercise results, peer and teacher feedback, learning diary, submitted study plan, the course exam and a questionnaire complementing the study results.

The planning of the online course material was based on the notion of world citizenship, multicultural awareness and sensitivity, international professionalism, and multimedia-based learning.

Using new apps in learning tasks should be well guided, otherwise they will not contribute to the learning outcomes. The learning process can be jammed by technical difficulties, lack of guidance or poor IT-skills, and it affects the self-regulatory learning outcomes and feedback given. However, overcoming the obstacles brings self-confidence and encourages to use the language and social media in international environment.

The learning outcomes will be evaluated and presented after piloting. In accordance, further research will focus on the adaptation of a new multimodal teaching approach and teacher role focusing more on guidance and needs-based tutoring in class.

Edmodo as a motivation and inclusion tool in the foreign language classroom

Dolores Gómez, EOI Santiago de Compostela (Spain)


Adults nowadays are expected to create their own learning path, find Personal Learning Networks, collaborate with others and be digitally literate. Learning a foreign language is part of the array of stimulating lifelong learning experiences that adults have at their disposal, and many men and women feel the need to start or improve their foreign language proficiency. 

In order for adults to compromise with their learning, their unique characteristics need to be understood. Adults bring to the classroom their previous knowledge and experiences, interests and skills. They also bring their lifestyle. It is not uncommon to have adults google any question they might have instead of asking a teacher or a classmate. Language classrooms need to reflect their reality and make use of instruments that enhance the learning experience for both teachers and students.

One very useful tool that can be used as a bridge between real and classroom life is Edmodo. Its interface looks like a social network but in fact this is an educational social network. It requires an internet connection and a code provided by the owner of the group, usually a teacher. As far as a student has an email address, he or she will enter a space which will let them feel
included: all members of the group can post, upload and receive content. The shiest students feel protected behind a computer and the most outgoing have a forum where they can put their feelings into words.
  • motivated: members of the group can interact in one single space, receive badges and participate in discussions.
  • meaningful: students are allowed to be part of a community in which they can decide on group decisions
  • competent: assessment is continuous by means of easy-to-assemble tests.
Edmodo has proved to be an excellent tool to communicate with students but also a way to make technology part of our teaching/learning experience. It has also served as a leveraging tool for groups where there were different economic, educational backgrounds because you just need a phone and the human need to connect and communicate their needs and desires.

Online informal learning of English: how students use technology to supplement classes

Ruth Trinder, Vienna University of Economics and Business (Austria)


Students form their own conceptions about how languages are learnt and which resources and environments are beneficial. Based on a recent survey amongst Austrian ESP students, this talk aims to identify the reasons governing students’ preferences concerning technologies for language learning. The data suggests that students are well aware of the complexity of the language learning process and adept at recognizing the affordances of technologies to match individual needs, aims and interests – without disregarding the benefits of formal instruction.

In Austria, where the penetration of smartphones and high-speed internet is above European average, students have easy and cheap access to a wide array of technologies, employing them regularly for entertainment, personal communication and information seeking. Downloading services and streaming now make English-language films and TV series available in a country where ‘regular’ TV only shows dubbed versions; social media offer membership and interaction opportunities in international communities. With the proliferation of smartphones, tablets and netbooks, this means that students are increasingly exposed to English in informal settings.

Given that opportunities for incidental as well as deliberate practice of English have thus multiplied and far exceed what can be done in more formal environments, ‘Online Informal Learning of English’ (Sockett 2014) clearly deserves more attention. Despite the sizeable literature on learner perceptions of specific digital resources, few studies have investigated the unscheduled, impromptu, out-of-class use of technologies. I will present data on how Austrian business students practice informal learning using digital tools, focusing in particular on their views of the usefulness of some resources for specific language competencies – and their reservations concerning some others. Wherever possible, students’ evaluations will be juxtaposed with outcomes from the research literature.

In some cases, student assessment of the effectiveness of particular resources conflicts with research evidence. What is more, different research outcomes on the same technology may be hard to compare – or even contradictory – due to different research designs and learning contexts. ‘Effectiveness’ of resources will always depend on individual learner needs and interests as well as on the affordances of the technology itself. Despite these caveats, it is important for teachers to be aware of students’ practices to be able to help them make more informed choices. Whilst it may not always be expedient to accommodate student preferences directly by integrating media into the classroom, raising awareness about the benefits of underused resources, exploring reasons for use and rejection, and developing/discussing strategies to better exploit digital tools are valuable steps towards promoting optimal use of technology for language learning.

Sockett, G. (2014) The Online Informal Learning of English.

Teaching English for Academic Purposes Online

Irina Matusevich, Faculty of Arts, Masaryk University, Czech Republic (Czech Republic)

Summary: Covers using a comprehensive Moodle course for teaching EFL. She uses a rubric at the beginning showing the requirements to pass the course. Students can calculate the minimum they need to pass the course and then proceed from there.


In order to successfully operate in the English-speaking academic environment students need a very particular set of language skills and vocabulary that differs from that of an everyday conversation. Their acquisition takes time, the resource that is often in short supply at the university. At the same time, students are expected to participate in seminars and submit essays that are on par with the university-level requirements from the very first semester of their studies.

A one-semester face-to-face Academic Writing course currently taught at the Department of English and American Studies, Faculty of Arts, Masaryk University, cannot feasibly address all the issues and target individual student’s problems. To supplement it and to provide more space for practice, the BA Online Academic English Practice course was created. It is a one-semester fully online course that focuses on improving students’ writing and speaking skills by utilising a variety of Moodle functions and external services.

This presentation provides an overview of the course. It also addresses the common pitfalls of online courses, such as lack of motivation and insufficient learner autonomy, and demonstrates approaches to targeting them that have been applied in the course.

Student and Teacher Perceptions on Learning Languages through Web Conferencing: Focus on Adobe Connect Breakout Rooms

Anne Siltala, Oulu University of Applied Sciences (Finland)

Summary: Using the Adobe Connect breakout rooms the perceptions of students for language learning are addressed in her presentation.


After having been teaching online using Adobe Connect web conferencing system since 2008, it was time to stop and reflect upon its advantages and disadvantages. The purpose of this research paper is to study the possibilities and challenges of online language teaching by focusing on the breakout room feature of the Adobe Connect system. The aim is to investigate how the function supports or challenges language learning from the students’ and the teacher’s viewpoint. In addition, the purpose is to compare to what extent their experiences coincide. Little earlier research was found specifically on the breakout room feature, which enables synchronous communication. In this study the data consists of my own observations as a language teacher using Adobe Connect breakout rooms. The data on students’ experiences was collected by conducting a survey in the virtual learning environment Optima. The e-questionnaire was replied by 29 students of business and business information systems using the blended learning method at Oulu University of Applied Sciences. The students were inquired about how well the breakout function serves language learning purposes in general and on the specific lesson when the survey was carried out. Moreover, some technical background information was collected on the hardware and software used. The survey and the teacher’s observations indicated that the breakout function succeeds in supporting the interactive nature of language learning. Most of the challenges discovered were related to technology.

Mediation as a Tool of Teaching Foreign Languages

Nataliya Belenkova, Peoples’ Friendship University of Russia (Russian Federation)

Summary: This lecture is covering the difficulties with learning English in the Russian classroom.


Mediation as a kind of language activity is very important for interaction between people. It is implemented mainly as translation and interpreting. However, translation and interpreting can be considered as not only the objective of learning and teaching but as very efficient tools of teaching a foreign language especially when the linguistic system of the native language differs greatly from the linguistic system of the foreign language.

The paper presents the practical experience how translation and interpreting are used in Russian education institutions for teaching and learning foreign languages. Other kinds of information reformulation (such as paraphrasing, making summaries etc.) are described. Pedagogical experience of different levels of Russian education institutions starting from primary schools and including higher education is provided. The topicality of the problem is determined by the educational potential of different kinds of mediation for foreign languages teaching and learning.

Teaching English communicatively using translation.

Maria Khan, National Research University Higher School of Economics, St.Petersburg (Russian Federation)

Summary: Why not use mother tongue for clarifying anything? Why don't we rely on the knowledge of a mother tongue when students learn an L2. They naturally and unconsciously do so when they learn English so it is a positive skill which should be used. Thinking in English is not necessary. Translation allows us to focus on chunks and collocations, which are the keys for fluency.

Lexical approach. The focus is on lexis rather than grammar, by raising students awareness of chunks and noticing them and learning whole phrases without focusing on separate words, exposure to intensive and intensive listening and reading of the target language and learning with the support of the students' own language.

Polysemous words: e.g. drop
  • She likes to add a drop of brandy to her tea.
  • The apples are beginning to drop from trees.
  • I've got your books - I'll drop them round to your place later.
  • Drop us a line to let us know how you're getting on.
  • They waited for the wind to drop.

Russian educational system, of a higher education in particular, inherited all the traditions of teaching languages from the Soviet Union, where the grammar-translation method was the prevailing one. This method included translation of texts on specific topics, making lists of vocabulary and explicit learning of grammar with a focus on reading skills to the disadvantage of speaking and listening. However, the wave of more communicative methods, such as the communicative approach and the direct method, has overrun the market of teaching English in Russia in recent years. One of the principles of these approaches is to avoid totally or at least to minimize the usage of students’ mother tongue in class. Following this trend, more and more Russian teachers of English in search of their professional recognition on the international market take CELTA courses (designed for multilingual class purposes) that declare rejection of using translation and students’ own language starting from the elementary level. The situation is amplified by the whole industry of TEFL, where authentic course books written presumably for native speaking teachers do not refer to translation. It can be explained by the fact that native speakers teaching English often have little or no command of their students’ language. This leads to almost total exclusion of the native language from class. Russian non-native teachers in turn feel guilty about using translation as return back to out-of-date methods. However, recent studies [1,2,3] and our experience of teaching students proves that thoughtful using of mother tongue and translation in particular can be a real source of raising awareness of how language works. We are going to suggest a number of activities in the framework of lexical approach [4] for a monolingual class purposes (this is the typical situation not only for Russia). These activities focus on noticing chunks and collocations the skill of which is identified as an issue for students of all levels of proficiency. Translation here is not considered as the only part of teaching but as a fresh look at how it can be used to maximum effect in a combination with approaches aimed at immersion students in the language environment.

  1. Cook, Guy. 2010. Translation in language teaching. Oxford University Press. 
  2. Hall, Graham, and Cook, Guy. 2013. Own-language use in ELT: exploring global practices and attitudes. London: British Council. 
  3. Kerr, Philip. 2014. Translation and own-language activities. Cambridge University Press. 
  4. Lewis, Michael. 1997. Implementing the lexical approach: putting theory into practice. Heinle, Cengage Learning.

The Digital Language Teacher: Competences, Opportunities and Development

Michael Carrier, Cambridge English (United Kingdom)

Summary: Going over the technology needs and future directions. One pie chart in particular was:
  • 33% - Curriculum development 
  • 33% - Faculty development and training expense 
  • 33% - Technology expense 
"We are paid to help students become global citizens."


This talk looks at new developments in technology - using mobiles, tablets, the flipped classroom - and discusses how language teachers should respond.

What do we need to know? Where can we get new training and CPD opportunities to help us improve our skills? What 'digital learning' competences do we as teachers need, and how can we identify what the competences are?

Technology brings benefit for learners.The use of handheld devices for each student in extending ‘time on task’ outside the classroom is key to the benefit for learners and to the facilitation of learner autonomy. The learners can learn anytime, anyplace, but in addition have access to the classroom-focused pedagogy which enables more spoken learner-to-learner interaction in pair and group work - the basis of communicative language learning theory.

Concentrating on 'One to One Learning' means that we focus on classroom scenarios and innovative pedagogies where the teacher makes use of the learners' access to individual handheld devices to generate new forms of interaction, new forms of curriculum and new forms of out-of-class activities to enhance learning and facilitate learner autonomy.

In the English language teaching context this means that we can use the handheld device to
  • bring more authentic English content into the classroom 
  • set up authentic tasks 
  • extend language practice outside the classroom 
  • develop new forms of communicative pairwork activity in class 
  • greatly extend the number of hours available per week for English study. 
The key question we need to ask is - how do we help the teacher to benefit from these opportunities? How do we support teachers and help their professional development in integrating technology into the class?

This talk will look at these new developments from the perspective of training and developing teachers. The talk will consider what kind of digital teaching competences teachers need, and how we should design teacher development courses to build these competences.

I will outline the research study carried out by Cambridge English to analyse the different digital competences teachers at different levels of expertise and career development will need, and share the draft Competence Framework that we have produced based on this research.

Dealing with Plagiarism in the Digital Age

Dararat Khampusaen, Faculty of Humanities and Social Sciences, Muang, Khon Kaen (Thailand)

Summary: This talk is discussing the challenges of dealing with plagiarism in Thailand and how there has been a long blamed as a part of Asian culture.

Research questions: She researches in details the reasons why students plagiarize and what types of plagiarism are most frequently made by students.

Students (over 50%) use plagiarism to cover up poor writing skill. Data for reasoning is very interesting. A lot of laziness is cited as a main reason.


As the Internet allows easy access to almost every written materials, the rate of plagiarism in educational institution has become one of the main concerns shared among teachers at all levels. This paper is based on the studies the researcher done from 2010-2015 focusing on plagiarism at undergraduate and postgraduate levels. The research involved 65 Master’s Degree students, 31 PhD. students and 44 Undergraduate students in three universities in Northern Thailand. The research instruments included questionnaires, in-depth interviews, pre/posttests and essay writing. The research procedures included the experiment employing class activities, a blogging project and eLearning lessons. The findings reveal that digital technology made it easy to plagiarize. The results indicate that more than half of the participants failed to understand and to address the concept of authorship in using outside sources in their writing. Most of the students (82%) were unaware of plagiarism and did it unintentionally. The essay evaluation pointed out that students could improve their writing by using eLearning lessons and feedback from peers and the instructors. Class activities and discussion sessions on the target issues were effective tools and witting in supporting students to write with plagiarism awareness and to use outside sources more carefully. The analysis of essays written by the participants revealed that students plagiarized as they were not confident in their English, laziness, and lack of knowledge on plagiarism. The author will discuss on strategies in detecting plagiarism in students’ work. The highlight will be made on how to assist students in using digital texts as sources for writing wisely.

Perspectives of integrating the Digital Dedicated Language Laboratory in Foreign Language Pedagogy, Reality or Chimera: the Case of Souk-Ahras University, Algeria

Nacereddine Benabdallah, Mohamed Cherif Messaadia Universtiy (Algeria)

Summary: Nacereddine discussed his challenges in using technology in the language department.


Technology never stops evolving and transforming our world. All people are talking about a revolution in technology that is constantly changing the way they live, they work, they communicate and the way they learn. Information and Communications Technologies have been permeating all aspects of people’s lives; a fact that prompts, day after day, governments, decision makers, politicians, academicians, philosophers, researchers, and teachers to discuss their profile, hold them in high esteem and sometimes even weigh up the benefits as well as the harms. A school or a university should reflect the way students live in their real world.

Traditionally, research has subscribed to the belief that a language laboratory is useful when the teacher knows how to use it skillfully. Such competence and craftsmanship must not be swamped and disrupted by fear, reluctance, or ignorance. It is true that some teachers and school authorities are disinclined to give it a try because, rightly or wrongly, they think that it will not work. Yet, two teachers who stand in awe of the new teaching experience can have totally different considerations when using and exploiting the same materials. The question concerns the way these aids are used.

Full implementation of digital laboratories in teaching and learning a foreign language depends very tightly upon a certain number of determining factors among which the educational policy of the higher authorities (government), the institutional vision (school /university), individual teachers’ philosophy and practice in adopting and adapting this new environment, and learners’ ability, and motivation.

The Effect of Playing with Tablet Games Compared with Real Objects on Word Learning by Preschoolers

Ingrid Singer, HU University of Applied Sciences Utrecht (The Netherlands)
Ellen Gerrits, HU University of Applied Sciences Utrecht (The Netherlands)

Summary: 77% of the families owns at least 1 tablet in the Netherlands. Children use them on average 20 minutes per day.

The research question is "can children learn language from playing tablet games?"
Hypothesis - toddlers learn new words during vocabulary training with table games.

Tablet use deprives children of input (fear).
Engagement and attention provide platform for learning. (idea)

Look up Heitink (2013) and Schuurs (2011) - studies showing online games and teacher instruction is more effective and shows better retention that with pen and paper games or storybook reading.

Tablet games were from Dr. Panda Games:


Objective: The purpose of this study was to determine the effect of vocabulary training with tablet games (TG’s) and with real objects (ROs) on word learning by normally developing preschoolers. The vocabulary intervention entailed a joint play session in which a speech language therapy student, who stimulated word learning by providing multiple exposures to target words during playful interaction.

Methods: In a randomized-controlled crossover trial using a pre-test, intervention, post-test design we compared word learning effects of an vocabulary intervention delivered through playing a TG with an intervention using ROs as play material. Both interventions were delivered in a 15-minute interactive play session. Participants were 22 children with a typical development, aged 3 years who were randomly assigned to the TG/RO group (n=9) and the RO/TG group (n=13). All children played with both materials and acted as their own controls. In each condition the objective for children was to learn five target words. The target words were chosen from a published vocabulary list for children aged 2;5-5;0 years. Receptive word knowledge of the ten target words was measured with a picture pointing task before, immediately after the intervention, and in a delayed post-test, one week later.

Results: Results show that children learned new words in both conditions in the delayed post-test, but not immediately after the intervention. On average the children learned one new word while playing with the TG and playing with ROs. There was no significant difference in word learning between the two conditions. 

Conclusion: Vocabulary intervention for preschoolers with tablet games is as effective as playing with real objects.

Relay Interpreting with iPads in Higher Education

Veronika Nenickova, Faculty of Arts, Masaryk University (Czech Republic)

Summary: Using iPads and working in pairs, students practiced doing live interpreting of videos. One student listened to a video using headphones and one iPad. The second student uses the second iPad to record the live interpretation.

Later these were uploaded and anonymously evaluated in the workshop module of Moodle.


Relay or indirect interpreting is one of the interpreting modes where the message is conveyed from the source language to the target language via the medium of a third one. In other words, the interpreter does not listen to the speaker but to another interpreter. Relay interpreting is common at large conferences and during official sessions in, for example, the European Parliament.

In interpreter training, the equipment accessibility is one of the keys to success. However, not all universities have enough quality equipment to cover all the training needs at all times. Moreover, it may not be flexible enough to facilitate tasks designed by the teacher. In such cases, using iPads may be just the solution.

At the Faculty of Arts of Masaryk University, Brno, Czech Republic, we succeeded in developing a way of iPad implementation in relay simultaneous interpreting practice that received positive feedback from both teachers and students. iPads gave us the needed flexibility. There are of course other benefits to using iPads, such as, for example, the price. In comparison to simultaneous interpretation equipment, iPads are much cheaper. Furthermore, they are portable, which means they can be moved from classroom to classroom, and easy to use. And finally, they can accommodate multiple trainings seminars at different language departments throughout the semester/year.

Our solution is based on a set of instructions and steps that have to be followed in a particular order to ensure success of the exercise. They involve setting up “a scene”, ensuring a wi-fi connection, adjusting audio volume and using a video player and an audio recording application. Two iPads and two sets of headphones are necessary for a pair of students working together. The number of students practicing at the same time is limited only by the number of iPads. The recordings made during the practice can be used later in the seminar e-learning course where self-evaluation, peer evaluation, teacher feedback and self-reflection take place.

Learning by Playing, Animating Words and Images

Inma Carpe, The Animation Workshop-VIA University College (Denmark)
Hanne Pedersen, The Animation workshop/VIA University College/DK. University Politechnic of Valencia SP (Denmark)

Summary: The brain produces movies - it is a home made cinema. We learn from storytelling. The action gives the meaning. What the object is doesn't really matter. Teaching to look and observe and trust those observations.
  • Animation is the language of movement and emotions.
  • It is an artistic and scientific media to visualize ideas and feelings (empathy)
  • It is an emotional learning tool which helps to develop individuals and societies with more resilience.
  • Animation brings together sciences, arts and education as an alternative communication media (crossmedia).
  • It is a medium to reflect and practice mindfulness.
Who is bubba and kikky?

Stop Motion Studio

Monkey Jam

Animated Literacy website

Anim Work DK


Words and gestures are signs that fund symbols, we connect them to communicate and to connect with each other, in order to create a "meaning" out of experiences. But what about images? Aren.t they "like" words? Pieces of a "visual puzzle" that our mind puts together, to make sense of our reality? Visual narrative is a "language" as valid as writing or speaking. Sometimes, a more valuable tool when there's an impediment to use verbal communication. Animation is a feeling and visual thinking media which allows us to "translate" words into images, sentences into stories and scripts into movies. It teaches visual literacy, as any other curricula, together with emotional intelligence. It's a source of knowledge and for producing knowledge. 

Not only educators but filmmakers, as George Lucas or Martin Scorsese, agree in the importance of teaching how to read images, in the same way we are taught writing at schools. "I believe we need to stress visual literacy in our schools. We need to educate (young people) to understand the difference between moving images that engage their humanity and their intelligence, and moving images that are just selling them something" ( Scorsese, Martin. 2013.The persisting vision). 

We are aware of the resistance that alternative learning tools suffer from the most traditional school systems, as Sir Ken Robinson claims, we need to change the old teachings paradigms. At the Animated Learning Lab, together, with some of the newest results from other schools and institutions, are already promoting and practicing animation as a learning tool. We want to expose and share its effectiveness, which helps to shape creative, emotional and thoughtful minds. Some of the newest studies in the European Community, such as, EMEDEUS, European Media Literacy Education, Pilot study on Media literacy assessment or Use of films in Schools ( University of Barcelona, 2014); high education courses like, the master of Art Therapy and Animation from the University Polytechnic of Valencia (Spain), among others, help us to support this alternative tool, as a communication and artistic media of thoughts and emotions. 

We work from the constructivism of Piaget, taking into account student's opinions to enhance the learning experience, by guiding the pupils in finding their own way to express themselves. Furthermore, to regulate emotions and work on human values such as: resilience, tolerance and critical thinking. Very important skills in our daily lifes to co-live in a multicultural society and visual world, which is, continuously surrounded by apps, images and electronic devices of great influence. Our methodology merge the pedagogy of teaching and the professional way to work on animated productions. We focus on the learning process by observing, analyzing and creating images in movement, by watching films and making our own. Working with animation and visual literacy, permit to enhance our potential at acquiring and understanding information; by playing, animating the unspoken words in images, full of emotions, learning to talk and express.


Silvia Toniato, H3AL (Italy)

Summary: 100 hour course with little homework students passed IELTS 5.5.

Bowen Technique - pointing to acupuncture techniques to increase positive response to different things.


H3 ACCELERATED LEARNING® is an holistic approach to cognitive abilities, learning and health created by Silvia Toniato (PhD) and applied by Silvia Toniato and Delbert Skeete since 2012.

H3AL has a specific protocol for language learning (which is starting to be used at university as well) for people of any age, profession and education.

Its results and main features should be mentioned before explaining how and why it works so effectively.

  • In 20 hour course (no homework required) an average improvement in speaking and listening skills is as follows: from absolute beginners (A0/A1) to a good basic level (A2); from a basic level (A1/A2+) to an intermediate level (A2+/B2); from an intermediate level (B1/B2+) to an advanced level (B2+/C1); reading and writing skills follow the same pattern, with a little delay, from the 30th our lesson onward; 
  • Students preparing IELTS progressed from A1+ level to a B2+/C1 level and passed their IELTS with a grade of 5.5 (B2+) and 6 (B2+/C1) all in 100 hour course (with very little homework). 
Main features:
  • lessons are dynamic and fun 
  • in each class there are two teachers: one native speaker of the students’ language and one native speaker of the language to be learned 
  • at least one teacher must have a solid background on history and philology of the two languages involved 
  • in each course there are no more than 4 participants 
  • neither mnemonics nor "suggest-ology" are involved 
  • there is no homework or textbooks 
  • there are no direct grammar teachings (to walk and run properly we don’t need to learn how our muscles work, this is a different skill) 
  • a short set of Bowen procedures is involved. 
How did we learn our native language? Did our parents put their teaching cap on and give us classes? Fortunately not! Our body (yes we said ‘body’: our brain stores and elaborates information, but it’s our body that acquires it) learns in a completely different way. We understood how to engage it and we would be glad to share our view, method and results with other specialists in this field.
  • H3AL’s results and effectiveness can be explained by science.

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