Abstracts archive

We present the functional language awareness approach as an analytical lens to examine language learners achievement in secondary content-based classrooms. Drawing data from US classrooms, we present STEM teachers’ language and content integration practices and their on student learning. The talk ...

We investigated executive control performance in pupils (n=513) following immersion education in French-speaking Belgium. Our results show significant gains in foreign-language proficiency for the immersed participants, without any measurable benefits on executive control. Our findings contribute to...

This paper centers on the practices that beginning learners employ to expand topics in interaction with one peer-interlocutor. The student pairs use, for example, questions, assessments, news-markers, and word repetitions from prior talk to mobilize elaborations from the coparticipant. Implications ...

. The present study reports a CLIL implementation at primary level in EFL setting. For the purposes of this study, we explored the teachers’ perceptions of their own L2 competence in language classes in young learners’ CLIL classrooms to better understand Pérez Cañado’s (2018) suggested teac...

This study proposes that effective teacher feedback is a threshold concept, the understanding of which transforms novice teachers’ conception of ELT teaching. This findings of this study show that the four teachers have different understandings of effective teacher feedback, reflecting the three s...

The presenter describes three elements critical to developing expertise based on case studies of four EFL instructors at Japanese universities. The findings supported previous studies of expertise, which claimed that reflection and problem solving are essential to teacher development, but also indic...

Teacher cognition influences, and is influenced by, the emergent dynamics of language classrooms. Drawing on qualitative data, this study investigates the interactions between teacher cognition and lived teaching experiences, while highlighting examples of co-adaptation between learners, teachers, a...

This study aims to unveil, explore and discuss the challenges of adopting CLIL specifically in an EFL context where English is not pervasively used. Working with two English teachers in Taiwan, I collected and analysed the data obtained from semi-structured interviews and classroom observations. The...

Taking the inseparability of cognition and emotion (i.e., perezhivanie) into account, the study conducted classroom-based peer advising and explored advisees' perezhivanie through one semester. The participants were eight college students in Japan and reflected their cognitive-emotional pro...

This study examines the efficacy of the new Course of Study in terms of enhancing public primary school pupils' proficiency in English by using a global standardized test, Pre A1 Starters. The results indicated the potentials of the new measure as well as problems in light of the CEFR's action-orien...

This presentation seeks to examine the historical post-war factors which have created Japan's English education system, explore what possible systemic problems have emerged in the classroom, and then look into how such problems may be addressed.

This contribution examines the narrative practices for experiencing depression on Twitter that are linked by the hashtag #depression.

This study explores the approaches of school leaders and teachers towards policy for the teaching and learning of foreign languages in the monolingual context of Australia. With a qualitative case study research design and engaging with notions of governmentality, the presentation provides prelimina...

This paper discusses a research investigating identification and languages in a linguistic minority context in Canada. Workshops were organized to facilitate the participation of children (6 to 11 years old). The paper will describe the workshops and then discuss the challenges of transcribing, anal...

This presentation aims at reporting the results of a mixed-methods study which explored EFL learners’ beliefs and motivation. The finding of the study suggested that each learner’s unique, individual backgrounds, interests, future aspirations, and English learning experiences altogether influenc...

In this session, language teacher candidates’ discourse generated as part of a national performance assessment (edTPA) is analyzed in order to identify instances of reflection and the extent to which this type of assessment generates specific forms of reflective discourse. Implications for teacher...

This presentation explores the idea of integrating language-related content into the Modern Foreign Languages curriculum from the perspective of the teacher. Based on data gathered during a professional development project, teachers’ understanding of and response to the idea of MFL ‘content’ w...

Intimidation has a profound effect on Arabic speakers in the UK, drawing a clear boundary on where it is unacceptable to use foreign languages in public. It was found that a significant number of individuals who had been intimidated for speaking Arabic in public felt uncomfortable speaking Arabic in...

This presentation focuses on L2 English exposure and oral proficiency among 4-8 year-old children in Sweden. Data consist of language diaries, a receptive vocabulary test and an oral picture description task. Findings indicate a clear correlation between amount of exposure, and receptive vocabulary ...

This study investigated predictive factors of the quality of mobile-assisted task performance in an EFL context (e.g., L2 writing proficiency, L1 narrative ability, digital literacy, motivation). Forty-eight Korean adolescent completed a narrative video-making task using a mobile app. Pedagogical im...

Using human raters is a major validity concern for language testers and researchers. This mixed-methods study examined the role of psychological and cognitive attributes in rater cognition when assessing EFL speaking performances. It investigated whether decision-making styles, cognitive preferences...

In this presentation, we will share the experiences of pre- and in-service educators engaged in professional learning (PL) in a variety of spaces, both virtual and physical. These data, collected from interviews and surveys, were analyzed in order to explore how educators navigate teaching content a...

This presentation outlines results from a study on the difference between intentional lexical transfer (produced with awareness, on purpose) and unintentional lexical transfer (produced without awareness, accidentally). It will be shown that crosslinguistic morphological similarity and morphological...

This study investigates the cognitive validity of computerized picture-based causal explanation speaking tasks by integrating eye tracking and stimulated recalls among 96 young EFL learners aged from 9 to 12 in a state-funded primary school in China. It explores young EFL learners' L2 performanc...

Gamified digital support for initial literacy skill development of adult migrants with limited L1 literacy. The COVID-19 pandemic turned an efficacy field-testing study with adult literacy learners into an online-based exchange of experiences and ideas with their literacy teachers testing the app in...

Employing a mixed-methods approach (questionnaire, language diaries and interviews) the paper explores the out-of-school language use of 6th graders in Swedish multilingual urban areas. The role of out-of-school language use in shaping ideologies, investment and identities is investigated. Prelimina...

This presentation focuses on the self-directed learning of 14 learners following feedback from a diagnostic assessment of L2 Korean pronunciation. Learners’ self-reported learning activities and retesting (after ~3 months) illustrate how diagnostic feedback can lead to genuine L2 development. Ways...

This presentation introduces the aims and methodology of the researcher’s on-going PhD, which explores some international students’ perceptions of the English language learning ecology in an Irish Higher Education context in order to reflect on their implications for the EAP curriculum, and for ...

Stress patterns and the impression of insecurity were reported to be problematic areas of Hungarian learners of Spanish (HLS) by native Spanish informants. In this study we investigate how prosodic aspects in stress realization can lead to the impression of speaker insecurity in the Spanish oral pro...