(Listed in alphabetical order)

  1. Domestic


Shu-Chen Huang (黃淑真)                                                      Featured Presentation
National Chengchi University, Taiwan

Development of intercultural competence through learning languages other than English
Along with the trend of globalization, developing intercultural competence (ICC) has become a common objective in foreign language education. Although the development of ICC attracts much research interests, the majority of studies was based on English learning situations, leaving the nature of ICC development in a myriad of other languages absent from our understanding. This imbalance between English and languages other than English (LOTEs) in applied linguistics research has raised scholarly concerns. To bridge the gap, this study examined the ICC development of LOTE learners as they engaged in formal LOTE learning. Participants were college students enrolled in the first two years of eight most popular foreign language courses (Japanese, Korean, Vietnamese, Thai, Indonesian, German, French, and Spanish) at one university. They participated in an ICC questionnaire survey at the beginning, middle, and end of the 2017 school year. A total of 281 complete data sets from 1252 learners were statistically analyzed. Results indicated that these LOTE learners’ ICC was at a high level since the onset. Among the five dimensions of ICC, affect was constantly on the top yet resistant to change. Students’ ICC knowledge, behavior, and consciousness improved significantly, but no change was observed during the second semester.
Keywords: intercultural competence, languages other than English


Yu-Ju Lan (藍玉如)                                                       Featured Presentation
National Taiwan Normal University, Taiwan

Fostering deeper language learning through 3D immersion and creation
Deeper learning emphasizes the importance of engaging students in critical thinking, collaboration, and self-directed learning by shifting the paradigm from passive to active to help them acquire the competence of integrating their existing knowledge and new skills to solve real world problems. By doing so, the three essential elements of successful language, i.e. learners’ active participation, social interaction, and the sense of reality, are able to be fulfilled and enhance foreign language (FL) learners to acquire the target languages. In this talk, firstly, the theoretical foundation of deeper language learning will be introduced. Next, the functions of a 3D authoring tool, omni-immersion vision (OIV) and how to use it as a medium of enhancing students’ creation and FL learning will be interpreted. Finally, the potential application of OIV in FL education and research will be suggested.


The ongoing research journey in TELL: from ideas to publication    Workshop
This talk is about a journey of a researcher who used to be an English teacher at a primary school and has enjoyed researching. With limited time and manpower, and various students' learning difficulties, what can be done to improve teaching quality. This researcher, with her passion for helping students learn and with the help of technologies, has turned many ideas into effective strategies to solve problems encountered by teachers and students. These research outcomes have been widely and generously shared. From interest, passion, persistence, to hard work, this talk is about maintaining the fun of research throughout the long journey in academia.


Meei-Ling Liaw (廖美玲)                                            Featured Presentation
National Taichung University of Education, Taiwan

A Multimodal Analysis Approach to Understanding L2 Teachers’ Attitude in an Intercultural Telecollaborative Setting
Intercultural competence is an essential requirement for teachers in the globalized world. Interculturally competent teachers understand the importance of intercultural sensitivity. They realize that the validity of one’s frame of cultural references may affect communication styles and behaviors in specific local and intercultural contexts. Telecollaboration, projects connecting internationally dispersed learners in parallel classes for social interaction and intercultural exchanges, has been reported to have positive effects on developing intercultural competence and digital literacies for teachers (Sadler & Dooly, 2016). O’Dowd (2016) points out that one of the emerging trends and new directions in telecollaborative learning is the impact of multimodal communication. The multimodal approach allows participants of telecollaboration to exploit a mix of words, images, and other resources to comprehend and communicate more effectively (Farías, Obilinovic, & Orrego, 2007) and thus should be inculcated in instructed L2 or FL settings (Berglund, 2009; Hampel, 2006; Hauck & Youngs, 2008).
Teacher education programs play a critical role in preparing teachers to meet the needs of their students and it is essential to create contexts and experiences for pre-service and in-service teachers to cultivate their ability to integrate multimodal resources in teaching (Hauck & Kureck, 2017). However, there is still insufficient attention to the cultural/intercultural dimension in teacher education (Byram, Nichols, & Stevens, 2001). In addition, the effects of telecollaboration for teacher education cannot be adequately interpreted without a good understanding of multimodal communication.


  1. Foreign


Linda Bradley                                                                Featured Presentation
University of Gothenburg, Sweden

Peer Response with Digital and Mobile Learning Tools in Language Learning
With the increased use of digital and mobile technologies, we have developed a sharing culture, which is also applied in education. For language learning, digital and mobile technologies offer opportunities to collaborate around designated tasks, both face-to-face in the classroom and online as self-regulated learning (Nicol & Macfarlane-Dick, 2006). The purpose of this research is to investigate ways of working with peer response with digital and mobile technology in language learning. From a sociocultural perspective to learning (Lantolf & Thorne, 2006), two case studies will be discussed from two contexts, displaying different ways technology is used by students as a mediating tool in peer response and language learning.

In the first study, computer engineering students collaborate in an English for Specific Purposes academic writing course by sharing their peer response online. They take turns in giving and receiving feedback from each other enhancing their writing process. The students contribute to text development by commenting on each other's posts and critically reviewing content, language and style (Bradley & Thoësny, 2017). Methods used are interaction analysis of students' contributions and supplementary interviews to give an in-depth picture of what the collaboration looks like. The second study concerns informal mobile language learning with newly arrived Arabic speaking migrants by means of an app that supports spoken language learning (Bradley et al., 2017). The migrants use an app as a supplementary tool with their Swedish classes to enhance their learning. Methods used are questionnaires to investigate the mobile literacy of the participants together with focus group interviews. The two studies display how sharing understanding of new linguistic discourses can be developed by means of technology.
Outcomes suggest that collaboration by entering in and out of each other's contexts, such as texts and vocabulary, has the potential of linguistic development and intercultural awareness. Further, a digital environment is an active place for sharing that can trigger self-regulated learning. Students are engaged in a multifaceted dialogue on content, organization of domain specific text, and language. The educational design of the digital environment points to the importance of preparing the peer work carefully. Further, the results show that engaging in peer response with synchronous communication and multiuser-functions promote an active and engaging environment for students, promoting self-regulated learning.

Bradley, L., Berbyuk Lindström, N., & Sofkova Hashemi, S. (2017). Integration and   Language Learning of Newly Arrived Migrants Using Mobile Technology. Journal of Interactive Media in Education, 2017(1), 3, pp. 1-9. DOI:
Bradley, L. & Thouësny, S. (2017). Students’ collaborative peer reviewing in an online writing environment. Submitted to Themes in Science & Technology Education, 10(2), 69-83.
Lantolf, J. and Thorne, S. (2006) Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.


Qualities in digital and mobile learning - Exploring frameworks for evaluation of language learning                                                 Workshop
The number of digital and mobile technologies for language learning is increasing. There is a plethora of both formal and informal learning materials online för any learner to pick up and use. In addition, anyone with computer skills and language learning ideas can create a web page or a mobile application (app), frequently with the ambition of contributing with training materials for learners. However, in the multitude of online programs sometimes created by enthusiasts interested in language learning, far from all have pedagogical foundations. Reinders and Pegrum (2016) suggest this can lead to language training limited to certain sets of knowledge or skills. In this workshop we will analyze pedagogical affordances in digital language learning apps for learners of English as a foreign language. We will evaluate and discuss the apps from frameworks for language learning, covering learning design, such as whether the design of the apps corresponds to general pedagogical approaches, to specific L2 pedagogical approaches, and SLA principles (Reinders & Pegrum, 2016; Rosell-Aguilar, 2017).


Al-Sabbagh, K., Bradley, L., & Bartram, L. (In press). Mobile language learning applications for Arabic speaking migrants – a usability perspective, Language Learning in Higher Education. Special issue: Language learning for and with refugees in higher education. May issue 2019.
Heil, C. R., Jason S. W., Joey J. L., & Schmidt, T. (2016). A review of mobile language learning applications: Trends, challenges and opportunities. The EUROCALL Review 24(2). 32–50.
Reinders, H., and Pegrum, M. (2015). Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. In Tomlinson, B., Second Language Acquisition Research and Materials Development for Language Learning (Eds.), (pp.116-141). London: Taylor & Francis.
Rosell-Aguilar, Fernando. 2017. State of the app: A taxonomy and framework for evaluating language learning mobile applications. Calico Journal 34(2). 243–258.


Christine C. M. Goh                                                        Featured Presentation
Nanyang Technological University, Singapore

Talking but not discussing: Why teachers should do something about it
Speaking in a second language is important to English language learners in three ways: It improves their communicative competence, facilitates their acquisition of the language and supports their academic learning in classrooms where English is the medium of instruction. One way by which learners can potentially improve their speaking is by participating in small group discussions. In this paper, I will discuss the primacy of talk in learning and the need for teachers to be intentional in developing learners’ discussion skills in small group activities. I will suggest why the exploring of ideas during a discussion does not occur naturally even when students are reasonably fluent in the language.  Principled on the concept of oracy of using talk to engage with the world (Wilkinson 1965; Barnes 1988), this paper also highlights the interrelated roles of speaking and listening skills and the need to develop these skills for constructive discussions to take place.


Teaching learners to discuss ideas in the English class               Workshop
Small group discussion is a popular speaking task because it can potentially help language learners develop fluency and confidence in oral communication. Yet, teachers can never be sure that when left on their own to talk, their students can actually explore ideas with one another, an essential feature of a good discussion.  Students may in fact be just talking about the topic in a superficial way or merely agreeing with one another’s ideas without examining them.  In this workshop you will experience some strategies for teaching language learners how to discuss an open-ended topic.  You will understand the difference between cumulative talk and exploratory talk, and the importance of good listening skills in successful small group discussions. You will also engage in short discussion activities and assess your own participation and draw applications for teaching your students to discuss.


Yilin Sun                                                                             Featured Presentation
Seattle Colleges, USA

Teachers as Researchers in the 21ststCentury ELT Field: Navigating the Journey through Case Studies
In recent years, more and more researchers use case study research paradigm with success in carefully planned and crafted studies of real-life situations and issues. In this presentation, the speaker will discuss current trends in using case studies as an empirical inquiry in the ELT field. She will also explore main theoretical considerations and approaches in using case studies as both a critical research method and a pedagogical tool in the 21st century educational settings. Participants will learn ways to design effective case studies as well as pitfalls they should avoid when using case studies for their own research and teaching contexts. 


Closing Achievement Gaps for Underserved Students - Small Steps with Huge Impact Workshop
In this workshop, the speaker will share an innovative project that she has been involved with – Transparency in Teaching and Learning for college students.  In higher education, there is an “Equity Crisis: Access is Not Equity” for under-served, first-generation, and low social economic background students; They are half as likely to complete university or college in 4 years. The TILT Higher Ed project revealed that when faculty make small changes to 2 assignments in 1 course 1 semester, the impacts are significant. This simple, easy to replicate teaching intervention noticeably increases students’ retention and success, especially for students from systemically non-dominant populations. The participants will engage in discussions with the speaker to explore related research findings, samples faculty work, and strategies to make TILT work for their own teaching context.


Dennis Tay                                                             Featured Presentation
Hong Kong Polytechnic University

Data analytics for pedagogical research and self-reflection: Case studies and resources
     Data analytics for pedagogical research and self-reflection: Case studies and resources Dennis Tay Department of English, The Hong Kong Polytechnic University Data analytics integrates computer science, statistics, and domain-specific knowledge to extract insights from data for practical decision-making. Recent trends render it particularly relevant to the domain of language pedagogy and research; i) increased quantities and qualitative types of data (e.g. from social media), ii) the rise of open-source data science resources (e.g. Python, R), and iii) growing demands for educators to conduct pedagogical research and various kinds of self-reflection. This talk presents some of my recent attempts at applying data analytics to a sample of lecture transcripts from the Open Yale Courses initiative ( Besides sharing the findings and use of open-source resources, I hope to stimulate thoughts on how they can be used on our own pedagogical datasets for research and self-reflection. The applications involve comparative analyses of three courses representing the humanities, sciences, and social sciences respectively. I first demonstrate how Time Series Analysis (with ARIMA models) (Tay, 2019) can be used to predict and explain different lecturers’ use of involvement markers (Barbieri, 2015) as a course unfolds in time. This provides an innovative way to analyze and understand our own interactions with students. I then demonstrate the combined use of Cluster Analysis and Sentiment Analysis (Tausczik & Pennebaker, 2010) to explore whether lectures across a course can be classified into groups based on their affective and interactional qualities. Likewise, the findings not only shed light on different disciplinary practices, but can hopefully stimulate us to use data analytics in other creative ways for our own purposes.

Barbieri, F. (2015). Involvement in university classroom discourse: Register variation
and interactivity. Applied Linguistics, 36(2), 151–173.
Tausczik, Y. R., & Pennebaker, J. W. (2010). The Psychological Meaning of Words : LIWC and Computerized Text Analysis Methods. Journal of Language and Social Psychology, 29(1), 24–54.
Tay, D. (2019). Time Series Analysis of Discourse. Method and Case Studies. New York: Routledge.


Basic data analytics for understanding time-based classroom discourse
This workshop introduces basic data analytic tools and approaches to study language use over time, an obvious example being classroom discourse across a semester. Participants may apply them for research, self-reflection, and potential enhancement of teaching practice. The workshop activities include: i) a brief overview of relevant data analytic techniques and concepts (e.g. clustering and time series analysis), ii) a brief introduction to useful programming languages and software (e.g. Python, LIWC), iii) small group discussion of actual classroom examples from both statistical and qualitative perspectives, and iv) reflection on how data analytics can help raise awareness about language use in the classroom and its pedagogical implications. Examples are taken from university lectures in English-speaking contexts, but the tools and approaches can be applied to other languages like Chinese. No background in data analytics or linguistics is required for the workshop.









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