Category: Learning Environments


Incorporating Digital Literacies and Critical Thinking Skills in Teaching Practices of Language Arts Teachers: Three Case of Studies in Chile

This presentation explores teaching practices reported by Chilean teachers from a sociocultural perspective. These practices include digital literacies and critical thinking skills in language and literature classrooms. A case study involved three primary school teachers at Key Stage 2 (up to 11 0 12 years) with the same initial teacher training. The teachers work at


Students’ English Learning Exposure: Preferable Type and Geographical Location

Indonesia has a vast region with thousands of islands within it. Distributing equal learning exposure to English foreign language learning across the region is an inevitable issue. Several studies have been conducted either in the area of learning exposure or descriptive inferential on the effect of geography on education. However, rarely any study traces causal


Semiotic Pedagogy and Students Cognitive Development: Does the Order of Multiple Representations Play a Role in Meaning Making?

The present doctoral research project studies what mental mechanisms are formed by students to understand scientific concepts and whether and to what extent Semiotic Pedagogy and semiotic systems facilitate the representation of scientific concepts. Specifically, we focus on the way in which students construct cognitive schemata through semiotic resources, organize them in a broader mental


Games to Support Vocabulary Development With Elementary Students

Vocabulary is an important component of learning for students in all academic areas. The use of games to teach and master vocabulary terms in various school settings has many benefits. Games can be challenging for students but also provide students with opportunities to be engaged at a deeper level. Learning Lands (2021) states that “instead


Making Students Engaged in Improving Their English Writing Skills – A Case-Study from a Norwegian Upper Secondary School

Research has shown that Norwegian upper secondary school students struggle with various aspects of writing English texts as required in the curriculum. To support a group of vocational students to improve their English writing skills, a fivestep method has been applied, that facilitates for self-regulation and emotional support in the learning process. The method is


Triggering Incarcerated Students’ Use of the Target Language and Reducing the L1 Interference in Class Through Positive Reinforcement

The aim of this presentation is to demonstrate that teaching and learning a foreign language in social sensitive populations such as incarcerated students is always possible despite the technological limitations both professors and students are subjected to. The use of the dollar technique not only triggers the students’ use of the target language but also


Tectonics and Technical Language | Development of and Research on a Language-sensitive Learning Design on Plate Tectonics

State of research & aims| Results of international studies such as PISA and PIRLS show that there is a significant correlation between language competencies, socio-economic background and knowledge (Mullis et al., 2017; OECD, 2019). At secondary schools, language requirements increase due to a higher level of school academic language (Gibbons, 2010; O’Reilly/McNamara, 2007; Prediger/Zindel, 2017).


A Visual System for Grammar Instruction in Foreign Language Learning

Complementary to verbal explanations, visual techniques are often implemented in grammar instruction to help learners process information. Highlighting using typograhic features can help distinguish the structure in focus from its context, aiding information seeking and drawing attention to important features. Additionally, visual encoding can associate graphical traits to grammar categories to support the identification and


Barriers Regarding Second Language Acquisition in Female Students

This article explores the social, linguistic and cultural barriers that discourages English language learning in female students in two of the major cities of Punjab (Bahawalpur and Lahore), Pakistan. The purpose of this article is to highlight the language learning barriers and hurdles created by male dominated society and how female students are facing problems.


Natural Language Input: Maternal Education, Socioeconomic Deprivation, and Language Outcomes in Typically Developing Children

Objective. The study examined the differences in language input related to family factors (maternal level of education, MLE, and socioeconomic level of deprivation, SLD) and the association with language outcomes in typically developing children. Design. Twenty children were recruited from eight early childhood centers. Language inputs were audiotaped using LENA® technology for two weekend days.


Strategic Model of English Language Learning Activities to Enhance Tour Guide Skills of Thai Youth: Case Study in Cultural Tourism Community at Thakha, Amphawa, Samuthsongkram, Thailand

This study is conducted in order to survey learning conditions and availability for being tour guides including to study language learning styles and to design strategic model of English language learning activities to enhance tour guide skills of Thai youth in cultural tourism community at Thakha, Amphawa, Samuthsongkram, Thailand. Population and Samples used in this


A Non-Engineer’s Discovery of Design Thinking

Design Thinking is a human-centred Engineering Design method that aims to find creative solutions to problems and encourages empathy, collaboration, and experimentation. This presentation will introduce Design Thinking and relate the presenter’s discovery of it as a non-Engineer who taught an Engineering English course based mainly around the Scientific Method. The presenter will demonstrate how,


Family Environment Mode Approach (FEMA) Procedures for Nurturing Affective Learning

This paper aims to provide detailed and replicable protocols for the Family Environment Mode Approach (FEMA) to language teaching, developed by the author. FEMA involves the conscious application of an emotional field by self-re-generating educational actors in order to promote key concepts that indirectly affect educational outcomes by reducing stress and increasing motivation. It supports


Enhancing a Bridge Program with the First Year Experience Concept

In September 2014, the Petroleum Institute (PI) in Abu Dhabi adapted the Freshman Year Experience concept to its Bridge, or Foundation, Program in an attempt to enhance student learning and improve student retention. This presentation describes how the First Year Experience program was implemented in terms of human resources and financial cost. It concludes with