Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.32
T. Kucher
Teaching English through movies, TV-shows, and video clips is a relatively modern way of enhancing language acquisition. The benefits of using American movies for improving students’ English language proficiency have been studied by many researchers (e.g., Webb, 2011; Gormly, 2013; Lavaur & Bairstow, 2011; Etemadi, 2012) who supported the idea that, unlike traditional language instruction, authentic American TV-shows are able to target all major language aspects as a unit without separating each individual skill, thus increasing the effectiveness of language instruction. This paper explains the benefits of using video materials for English language instruction. It will cover the organizational process of implementing TVshows into language learning course which includes (1) objectives, (2) relevance and appropriateness criteria, and (3) genre selection. The author will also introduce the principles of developing the course structure, which will consist of different types of pre-watching, while-watching, and post-watching activities. These principles and strategies form a comprehensive guideline to effectively implement TV-shows into second language instruction.
{"title":"Language Learning Behind the Screen: Movies for Second Language Acquisition","authors":"T. Kucher","doi":"10.22492/issn.2189-1036.2020.32","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.32","url":null,"abstract":"Teaching English through movies, TV-shows, and video clips is a relatively modern way of enhancing language acquisition. The benefits of using American movies for improving students’ English language proficiency have been studied by many researchers (e.g., Webb, 2011; Gormly, 2013; Lavaur & Bairstow, 2011; Etemadi, 2012) who supported the idea that, unlike traditional language instruction, authentic American TV-shows are able to target all major language aspects as a unit without separating each individual skill, thus increasing the effectiveness of language instruction. This paper explains the benefits of using video materials for English language instruction. It will cover the organizational process of implementing TVshows into language learning course which includes (1) objectives, (2) relevance and appropriateness criteria, and (3) genre selection. The author will also introduce the principles of developing the course structure, which will consist of different types of pre-watching, while-watching, and post-watching activities. These principles and strategies form a comprehensive guideline to effectively implement TV-shows into second language instruction.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133513233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.6
Jeremy White
{"title":"The Use of Digital Videos, LMS, Peer and Self-feedback to Improve Presentation Skills","authors":"Jeremy White","doi":"10.22492/issn.2189-1036.2020.6","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.6","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129317877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.14
Mikihiro Ishii, Kazunari Ito
We previously developed and released “Pictogramming.” This application enables users to learn basic programming concepts by creating pictogram content. Pictogramming adopts unique commands for the purpose of educational usage. We have also released several other applications based on Pictogramming to offer various input methods. 1) “Picthon” interprets the Python language. 2) Block Pictogramming constructs programs using visual blocks. 3) Mobile Pictogramming can be used on smartphones. These could be used in class lessons or workshops according to education level and purpose. This paper proposes “Natural Language Pictogramming,” which enables users to create content using English sentence input. We conducted practice sessions with this application to evaluate its effectiveness, and herein report on and discuss that evaluation.
{"title":"Implementation of Input Methods with Natural Language for Pictogramming","authors":"Mikihiro Ishii, Kazunari Ito","doi":"10.22492/issn.2189-1036.2020.14","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.14","url":null,"abstract":"We previously developed and released “Pictogramming.” This application enables users to learn basic programming concepts by creating pictogram content. Pictogramming adopts unique commands for the purpose of educational usage. We have also released several other applications based on Pictogramming to offer various input methods. 1) “Picthon” interprets the Python language. 2) Block Pictogramming constructs programs using visual blocks. 3) Mobile Pictogramming can be used on smartphones. These could be used in class lessons or workshops according to education level and purpose. This paper proposes “Natural Language Pictogramming,” which enables users to create content using English sentence input. We conducted practice sessions with this application to evaluate its effectiveness, and herein report on and discuss that evaluation.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132312877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.20
M. Mariotti
Today, we frequently observe social discriminations. These are tightly connected to stereotypes and intolerance toward others’ values differing to ours. Many of us do not have/take the chance to become aware of and question even our own values and ideologies behind them. Dialogue through a (foreign) language is considered as a ‘must’ toward social cohesion and mutual understanding (Council of Europe 2001). In much needed citizenship education, foreign language teachers can play a key role (Hosokawa, Otsuji, Mariotti 2016). This paper aims to demonstrate that ‘active learning’ language classes where learners are asked to think and choose the theme which each of them cares, whatever the themes and language proficiency levels are, can empower learners and teachers to became aware of their own values given they are guided to question the reasons behind their choices and to share their thoughts in meaningful dialogues (Hosokawa, 2019) between them and outside the classroom. This approach can move our classes toward more inclusive ones. The data to support the claim came from interviews, participant observation and submitted texts in three case studies: absolutebeginners (2016), undergraduate (2018), master (2019) Japanese language courses at an Italian university. The analysis focuses on a) interrelations between language proficiency and chosen themes; b) changing awareness toward own and others’ values; and c) relationship with peer-facilitators. The showcase will lead to No Level-Brick (NoLBrick) language education project, which suggests a de-standardized transformative-critical language education, where teachers and learners are seen as subjects of a reciprocally empowering citizenship formation process.
{"title":"No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese Language Classroom as Case Study","authors":"M. Mariotti","doi":"10.22492/issn.2189-1036.2020.20","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.20","url":null,"abstract":"Today, we frequently observe social discriminations. These are tightly connected to stereotypes and intolerance toward others’ values differing to ours. Many of us do not have/take the chance to become aware of and question even our own values and ideologies behind them. Dialogue through a (foreign) language is considered as a ‘must’ toward social cohesion and mutual understanding (Council of Europe 2001). In much needed citizenship education, foreign language teachers can play a key role (Hosokawa, Otsuji, Mariotti 2016). This paper aims to demonstrate that ‘active learning’ language classes where learners are asked to think and choose the theme which each of them cares, whatever the themes and language proficiency levels are, can empower learners and teachers to became aware of their own values given they are guided to question the reasons behind their choices and to share their thoughts in meaningful dialogues (Hosokawa, 2019) between them and outside the classroom. This approach can move our classes toward more inclusive ones. The data to support the claim came from interviews, participant observation and submitted texts in three case studies: absolutebeginners (2016), undergraduate (2018), master (2019) Japanese language courses at an Italian university. The analysis focuses on a) interrelations between language proficiency and chosen themes; b) changing awareness toward own and others’ values; and c) relationship with peer-facilitators. The showcase will lead to No Level-Brick (NoLBrick) language education project, which suggests a de-standardized transformative-critical language education, where teachers and learners are seen as subjects of a reciprocally empowering citizenship formation process.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"130 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116075947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.8
G. Marinescu
{"title":"Management and Multiculturalism in Romanian Universities: A Case Study at the University of Medicine and Pharmacy “Grigore T. Popa” Iasi","authors":"G. Marinescu","doi":"10.22492/issn.2189-1036.2020.8","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.8","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124883288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.4
Cecilia B. Ikeguchi
{"title":"Relationship Between Gender, Culture Adaptation and Employment Equity – the Case of Foreigners in Japan","authors":"Cecilia B. Ikeguchi","doi":"10.22492/issn.2189-1036.2020.4","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.4","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133882223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.17
Tiemei Guo, Eunyoung Kim
This research investigates the structure and dynamics of foreign language policy and planning research in China over the last twenty years by using CiteSpace, a wellestablished software for bibliometric analysis. The purpose is to aid researchers and policy makers overseas and domestic to attain a clear picture of current state of this field. 203 articles were extracted in China Social Science Citation Index (CSSCI) published between January 1998 and December 2018 with the key words “foreign language policy” or foreign language planning”, or “foreign language policy and planning” for topic search. The results show that foreign language policy study in China sprouted around 1999, underwent three stages. By keyword co-occurrence analysis, the main topics changed from foreign language education, foreign language teaching &learning, language policy, education policy, pluralism, globalization, foreign language education policy, language planning, national foreign language capacity, language strategy, language resources, the USA, national interest, to global competence. Those topics fall into two clusters; however, the two clusters converge into the same label as national language capacity development. Reference co-citation analysis shows co-cited references form five clusters with national language capacity development as the largest and latest one. Comparison of the total network and the main network shows the research content is quite concentrated. A continued trend toward national language capacity development and global competence is predicted.
{"title":"A Review of Foreign Language Education Policy Researches in China Through Bibliometric Analysis of CSSCI: History, Content and Trend","authors":"Tiemei Guo, Eunyoung Kim","doi":"10.22492/issn.2189-1036.2020.17","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.17","url":null,"abstract":"This research investigates the structure and dynamics of foreign language policy and planning research in China over the last twenty years by using CiteSpace, a wellestablished software for bibliometric analysis. The purpose is to aid researchers and policy makers overseas and domestic to attain a clear picture of current state of this field. 203 articles were extracted in China Social Science Citation Index (CSSCI) published between January 1998 and December 2018 with the key words “foreign language policy” or foreign language planning”, or “foreign language policy and planning” for topic search. The results show that foreign language policy study in China sprouted around 1999, underwent three stages. By keyword co-occurrence analysis, the main topics changed from foreign language education, foreign language teaching &learning, language policy, education policy, pluralism, globalization, foreign language education policy, language planning, national foreign language capacity, language strategy, language resources, the USA, national interest, to global competence. Those topics fall into two clusters; however, the two clusters converge into the same label as national language capacity development. Reference co-citation analysis shows co-cited references form five clusters with national language capacity development as the largest and latest one. Comparison of the total network and the main network shows the research content is quite concentrated. A continued trend toward national language capacity development and global competence is predicted.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128619738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.22
Thao Thanh Luong, Eunyoung Kim
Research Background: In Vietnam, the number of international tourists is increasing, and their needs become more diverse. However, workers in the hospitality and tourism industry do not meet the demands due to a lack of professional skills. Supporting teachers to innovate in teaching and curriculum development thus becomes vital for hospitality and tourism institutions to tackle this skill shortage issue. Nevertheless, scant research focused on factors responsible for educational innovations, particularly in hospitality and tourism education. Research Purpose: This paper aims to propose a hypothetical framework for innovations in hospitality and tourism education using the concept of “professional capital” introduced by Hargreaves and Fullan (2012) and the curriculum renewal process by Van Brouwershaven (2018). Research Methodology: We adopted a mixed-method approach to address psychological factors, organizational conditions, and macroenvironmental factors that influence how teachers foster pedagogical innovations. Qualitative methods include interviewing school administrators and teachers, and documentation which is the researchers’ diaries. An online survey is also conducted with 94 teachers in Vietnam to identify factors responsible for innovations in hospitality and tourism education. Results and Conclusions: The hypothetical framework for innovations in hospitality and tourism education shows the relationships of three groups of factors, namely teachers’ motivational forces, organizational supporting conditions, and macro-environmental factors. Although it needs to be tested in further studies, the suggested framework will help administrators of Vietnamese hospitality and tourism institutions build a motivational strategy to drive teachers’ innovative behavior. It will also give directions for developing a training program that provides methods for teachers to initiate and implement innovations.
{"title":"Innovations in Hospitality and Tourism Education in Vietnam: A Hypothetical Framework","authors":"Thao Thanh Luong, Eunyoung Kim","doi":"10.22492/issn.2189-1036.2020.22","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.22","url":null,"abstract":"Research Background: In Vietnam, the number of international tourists is increasing, and their needs become more diverse. However, workers in the hospitality and tourism industry do not meet the demands due to a lack of professional skills. Supporting teachers to innovate in teaching and curriculum development thus becomes vital for hospitality and tourism institutions to tackle this skill shortage issue. Nevertheless, scant research focused on factors responsible for educational innovations, particularly in hospitality and tourism education. Research Purpose: This paper aims to propose a hypothetical framework for innovations in hospitality and tourism education using the concept of “professional capital” introduced by Hargreaves and Fullan (2012) and the curriculum renewal process by Van Brouwershaven (2018). Research Methodology: We adopted a mixed-method approach to address psychological factors, organizational conditions, and macroenvironmental factors that influence how teachers foster pedagogical innovations. Qualitative methods include interviewing school administrators and teachers, and documentation which is the researchers’ diaries. An online survey is also conducted with 94 teachers in Vietnam to identify factors responsible for innovations in hospitality and tourism education. Results and Conclusions: The hypothetical framework for innovations in hospitality and tourism education shows the relationships of three groups of factors, namely teachers’ motivational forces, organizational supporting conditions, and macro-environmental factors. Although it needs to be tested in further studies, the suggested framework will help administrators of Vietnamese hospitality and tourism institutions build a motivational strategy to drive teachers’ innovative behavior. It will also give directions for developing a training program that provides methods for teachers to initiate and implement innovations.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122053432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.18
Melo-Jean Yap
{"title":"Matriarchs Matter: Family Influences to Scientific Thinking of Women of Color in the Community College","authors":"Melo-Jean Yap","doi":"10.22492/issn.2189-1036.2020.18","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.18","url":null,"abstract":"","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134043526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-02DOI: 10.22492/issn.2189-1036.2020.3
M. Horverak
Despite different circumstances, something is universal for pupils across the world; they need motivation and resilience to succeed. This is what the current study is about; how to facilitate for increased motivation and development of life mastery skills in the classroom so that puils are resilient when they meet obstacles in their learning and in their lives in general. The study is part of a project called «A Systematic Approach – the fivestep Motivation Method», which started in the southern region of Norway and has spread to new contexts such as Peru. The current study investigates and compares how Norwegian and Peruvian students perceive a fivestep method for working with life mastery and motivation. The study concludes that many students in both groups appreciated the method, but there is a difference. In general, the Peruvian students seemed to benefit more, as the majority there reported that they became better at prioritising and solving problems, and they experienced increased motivation. There is, however, a need for a more thorough study on how the fivestep approach affects students in different contexts.
{"title":"Developing Resilience and Life Mastery Skills in the Classroom – A Multiple-case Study Comparing a Norwegian and a Peruvian Context","authors":"M. Horverak","doi":"10.22492/issn.2189-1036.2020.3","DOIUrl":"https://doi.org/10.22492/issn.2189-1036.2020.3","url":null,"abstract":"Despite different circumstances, something is universal for pupils across the world; they need motivation and resilience to succeed. This is what the current study is about; how to facilitate for increased motivation and development of life mastery skills in the classroom so that puils are resilient when they meet obstacles in their learning and in their lives in general. The study is part of a project called «A Systematic Approach – the fivestep Motivation Method», which started in the southern region of Norway and has spread to new contexts such as Peru. The current study investigates and compares how Norwegian and Peruvian students perceive a fivestep method for working with life mastery and motivation. The study concludes that many students in both groups appreciated the method, but there is a difference. In general, the Peruvian students seemed to benefit more, as the majority there reported that they became better at prioritising and solving problems, and they experienced increased motivation. There is, however, a need for a more thorough study on how the fivestep approach affects students in different contexts.","PeriodicalId":326580,"journal":{"name":"The IAFOR International Conference on Education – Hawaii 2020 Official Conference Proceedings","volume":"9 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120840868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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