INTERNATIONAL CONFERENCE ON 21ST CENTURY EDUCATION 2015 November 13 - 15, 2015 Higher Colleges of Technology - Dubai Men’s College Academic City, Dubai, UAE Applied Learning: Preparing 21st Century Citizens for Work and Life Organized by the 21st Century Academic Forum and the Higher Colleges of Technology

CONFERENCE PROGRAM BOOK

WELCOME TO THE CONFERENCE We warmly welcome you to our parallel international conferences.

International Conference on 21ST Century Education

International Conference on Language Learning and Teaching

Organized by:

21ST CENTURY ACADEMIC FORUM

For more information about the 21st Century Academic Forum and its activities, please visit our website at:

www.21caf.org Read the latest news and developments by following us on Facebook and Twitter. We hope to see you at other conferences in the future.

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WELCOMING REMARKS Dr. Marguerite Koepke Executive Director 21st Century Academic Forum Director, Governor’s Teaching Fellows Institute of Higher Education University of Georgia

It is a pleasure and privileged to welcome you to this most innovative and forward thinking venue where you will have time to consider and formulate what higher education will look like as emerging technologies, economy, and policies continue to catapult it into the future. In many ways ones career during this evolving information age seems more like a foot race. We have been challenged to remain relevant in our disciplines and at the same time are compelled to adopt and use current technologies. The changes have been both exciting and profound and have transformed the way we do business. We now have learning environments that include online classrooms, MOOCs, cellphone response systems, and countless other instructional technologies dramatically changing the way in which we interact and engage with our students and deliver education. As professors, administrators and public leaders, what do we need to be thinking about as the academy’s core missions of teaching, research, and outreach move into the future? After having the privilege to work in faculty development for over 20 years, I have learned amazing lessons from my colleagues mainly during meetings and interactions. As we quest for new ideas and information and ponder these important questions, it is my hope that this time together will afford you with many opportunities to gain new knowledge, share ideas, and make connections with a larger academic community. I genuinely hope you enjoy your time in Dubai and learn a great deal from one another. My only regret is that I wish I could be with you and share in what promises to be an exciting and rewarding conference. I hope to see you at a future 21st Century Academic Forum conference.

PROFILE: Marguerite Koepke is Professor Emeritus in the College of Environment and Design at the University of Georgia. In 1999 she was appointed as director of the Governor’s Teaching Fellows Program, a statewide faculty development program committed to four core goals of improving teaching, improving learning, elevating the importance of teaching, and professional and personal renewal. All full time faculty members in higher education across the state of Georgia (private and public institutions) are eligible to participate and has had over 450 participants since its beginnings in 1994. While retiring from her academic position in 2006, she continues to direct the GTF program and remains active in academic research and private practice.

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Thomas Lechner Academic Director 21st Century Academic Forum

It is my pleasure to welcome you to the 2015 parallel International Conference on 21st Century Education and the International Conference on Language Learning and Teaching. Over the past several months, I have enjoyed communicating with all of you via email. However, I am very excited about connecting names and faces here at the conference. I hope to have the opportunity to spend time visiting with all of you and getting to know you in person. In our conversations, I would like to discuss ways of getting you involved with the 21st Century Academic Forum. Our goal is to build a large global group of researchers, practitioners, and others dedicated to preparing citizens for the demands of the 21st century. An overwhelming body of research indicates that students are leaving formal educational institutions inadequately prepared for the workforce and their lives in the knowledge-based economy. The mission of the 21st century is to encourage researches, practitioners, policy makers, and other stakeholders to make changes in the education system: preparing students for the information age, not the agrarian age. Join us to help turn the tide in education! On behalf of the 21st Century Academic Forum, I want to express our gratitude to all the dedicated faculty members of the Colleges of Technology for all of their support. We are especially grateful to Vice Chancellor Dr. Abdullatif M. AlShamsi and Dr. Philip Quirke. We look forward to collaborating on future events with the Higher Colleges of Technology.

PROFILE: Dr. Lechner received his Ph.D. in Instructional Technology at the University of Georgia. He has been an educator for over 20 years and 21st century/life skills have been a centerpiece in his approach to his instruction and assessment practices. As a university professor he has developed several online projects that connects his students with fellow students around the world to collaborate on projects together to learn with and from each other. As a high school Social Studies teacher in the U.S., he used a variety of performance assessment methods to measure how his students could apply the content they learned in class in simulated real-life situations. Dr. Lechner is responsible for organizing all the programming aspects of the 21st Century Academic Forum conferences. He has gained experience organizing conferences as serving as the Program Director for the Technology in Developing Countries (TEDC) conference series. He is your contact person for any conference-related logistic issues you may have. Remember, Dr. Lechner is always just an email away to help you with all of your conference issues!

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KEYNOTE SPEAKERS Dr. Philip Quirke Executive Dean General Studies and Education Higher Colleges of Technology United Arab Emirates

SATURDAY, 14 NOVEMBER | 10:00 – 10:45 | ROOM L115 21st Century Skills for a 21st Century Knowledge Based Economy This keynote address looks at the reasons why Education should be focusing on 21st Century Skills with particular reference to graduate and employer research over the past decade. Then, recent research into what the 21st Century Skills should be is summarized and the audience are asked to give their opinions into what the top ten skills should be. These opinions are then compared to the top ten skills according to recent research. The presentation finally looks at how Education, and specifically Higher Education in the UAE, can provide teaching and learning solutions. How should Education prepare students for the 21st Century work place? How different are the skills needed in the 21st Century work place? How does this then impact how we should be teaching our students in Higher Education in the UAE? The presentation then concludes with specific recommendation for Higher Education with specific reference to the role of the 21st Century Skills reviewed earlier.

PROFILE: Dr. Phil Quirke is currently Executive Dean of General Studies and Education, Higher Colleges of Technology in the UAE. From 2006 – 2012 he was the founding Director of Madinat Zayed and Ruwais Colleges, Higher Colleges of Technology in the Western Region of the UAE. From 2000-2006 he was Dean of General Education, Business and Applied Communications at Abu Dhabi Men’s College having moved from the Women’s Campus where he was Chair of English. He has been in ELT Leadership positions for fifteen years and has published on areas as diverse as face, action research, appraisal and journaling.  His book, An Exploration of Teacher Knowledge is widely available, and his publication on Reflective Writing with Jill Burton, Joy Peyton and Carla Reichmann is available online at http://www. tesl-ej.org/wordpress/books/. Dr. Quirke’s Doctorate was on the Exploration of Teacher Knowledge and formed the basis of the publications above. Over the last ten years Dr Quirke has developed an educational management philosophy, DREAM Management, that places students and staff at the core of the institution and he has published widely on this approach.

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Dr. Edynn Sato Principal Research Scientist Pearson’s Research & Innovation Network San Francisco, CA USA

SUNDAY, NOVEMBER 15TH | 10:00 – 10:45 | ROOM L115 Literacy and Language Learning in Our Global Society We learn, work, and live in a diverse and interconnected world. In order to effectively participate in and positively affect our life situations, we need competencies that enable us to keep pace with our ever-progressing global society. Literacy is foundational for such growth personally, socially, and economically. As we navigate the opportunities and challenges of our 21st century society, we must expand our treatment of literacy and language learning from one that tends to focus on reading and writing and on discrete linguistic features of academic language to one that includes academic literacies. Academic literacies involve making meaning from interactions and engagement in a given situation. These literacies are multimodal and are made up of the knowledge, skills, competencies, and understandings that we should work on developing in order to be equipped with a range of literacy and language skills needed to facilitate success across multiple disciplines and contexts. This presentation offers heuristics for an expanded definition of literacy and language learning, and it includes discussion of instructional implications.

PROFILE: Dr. Edynn Sato is a Principal Research Scientist in the Center for Next Generation Learning and Assessment in Pearson’s Research and Innovation Network. She works pan-Pearson, focusing her research and innovation efforts on addressing issues affecting the learning and achievement of culturally and linguistically diverse learners and students with disabilities around the world. Her expertise and experience include the development and implementation of standards and assessment, as well as accountability and systems of support for diverse learners. Her research has affected practice and/or policy in areas that include standards development; large-scale assessment development (formative practices, summative); accountability; alignment of standards, assessments, curricula, and policy; and technical aspects of assessments (i.e., validity, reliability, bias and sensitivity). Currently, her research is focused on: global competence, primarily as it relates to PISA 2018; cultural sensitivity and fairness in assessment and instruction; academic literacies; and critical thinking as it relates to 21st  century competencies.  Prior to joining Pearson, Dr. Sato worked in various academic, nonprofit, small for-profit, Fortune 500, and Internet-based organizations. She received her Masters’s degree and Ph.D. in Education from the University of California, Los Angeles.

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MISSION AND VISION The 21st Century Academic Forum is a global group of researchers and educators dedicated to supporting research that has the potential to influence the shaping of educational policy and practices to more effectively prepare students for the unique challenges of the 21st century. An overwhelming body of research indicates that students are leaving formal educational institutions inadequately prepared for the workforce and their lives in the knowledgebased economy.

OUR THREE MISSIONS Mission 1 is to support research on how to best prepare 21st century citizens for a rapidly changing workplace and world that requires the ability to process and prioritize information; the ability to communicate and collaborate with people across the globe; and an ability to use creativity and innovation to solve complex problems. Mission 2  is to support the expansion of  research exploring interrelationships among the disciplines as a way of better understanding the world in the 21st century. The complexity of problems in the 21st century require interdisciplinary approaches that cannot be solved under the traditional “silo” or single-discipline research. Mission 3 is to support the principle that research should attempt to serve the public good and make a contribution to society. Our aim is to bring people from different academic backgrounds and perspectives together – bound by a shared interest in conducting research that makes an impact on the communities they serve.

JOIN US TO HELP TURN THE TIDE IN EDUCATION!

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PUBLICATIONS All authors are reminded that the due date to have your paper considered for inclusion in the Conference Proceeding is February 15, 2016. Please follow the Submission Guidelines on the “Publications” page of the 21st Century Academic Forum website (www.21caf.org). It is important to note that all papers are not automatically published in the Conference Proceedings, but are subject to meeting the standards set forth by the Conference Proceedings Editorial Board.

ISSN: 2330-1236

ISSN: 2330-1244

Published 6 months following each 21st Century Academic Forum Conference. Reviewed by Conference Committee Editorial Board. Feeds our 3 peer-reviewed journals.

Selected 21st Century education themed papers from the Conference Proceedings will appear in our seasonal journal.

ISSN: 2333-9659

ISSN: 2333-9640

Selected Innovation and Entrepreneurship themed papers from the Conference Proceedings will appear in our seasonal journal.

Selected Language Learning education themed papers from the Conference Proceedings will appear in our seasonal journal.

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SCHEDULE AT A GLANCE FRIDAY, NOVEMBER 13, 2015 8:30 a.m. – 9:00 a.m.

Registration at HCT Dubai Men’s College (Main Lobby)

9:00 a.m. - 10:30 a.m.

Academic Writing Skills Workshop at HCT Dubai Men’s College 

11:00 a.m. - 12:30 p.m.

Presentation Skills Workshop at HCT Dubai Men’s College

SATURDAY, NOVEMBER 14, 2015 8:30 a.m. – 9:30 a.m.

Registration at HCT Dubai Men’s College (Main Lobby)

9:35 a.m. – 9:45 a.m.

Remarks: Mr. Eli Ghazel, Academic Programs Director, 21st Century Academic Forum (Room L115)

9:45 a.m. – 10:00 a.m.

Remarks: Dr. Thomas Lechner, Director, 21st Century Academic Forum (Room L115)

10:00 a.m. – 10:45 a.m.

Keynote Speaker: Dr. Philip Quirke, Dean of General Studies, Higher Colleges of Technology (Room L115)

10:45 a.m. – 11:15 a.m.

Coffee Break (near entrance to Library)

10:45 a.m. – 1:20 p.m.

Poster Session (near entrance to Library)

11:15 a.m. – 12:35 p.m.

Breakout Session 1 (Rooms L109, L110, Learning Zone 2)

12:35 p.m. – 1:20 p.m.           1:30 p.m. – 2:30 p.m.

Buffet Lunch (outdoor area near cafeteria)

2:30 p.m. -  3:00 p.m.

Afternoon Tea Break (outdoor area near the Auditorium)

3:00 p.m. – 4:00 p.m.

Breakout Session 3 (Rooms L109, L110, Learning Zone 2)

Breakout Session 2 (Rooms L109, L110, Learning Zone 2)

SUNDAY, NOVEMBER 15, 2015

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8:30 a.m. – 9:30 a.m.

Registration at HCT Dubai Men’s College (Main Lobby)

9:35 a.m. – 9:45 a.m.

Remarks: Dr. Thomas Lechner, Director, 21st Century Academic Forum (Room L115)

9:45 a.m. – 10:00 a.m.

Remarks: Dr. Philip Quirke, Higher Colleges of Technology (Room L115)

10:00 a.m. – 10:45 a.m.

Keynote Speaker: Dr. Edynn Sato, Principal Research Scientist, Pearson (Room L115)

10:45 a.m. – 11:15 a.m.

Coffee Break (near entrance to Library)

11:15 a.m. – 12:35 p.m.

Breakout Session 1 (Rooms L109, L110, Learning Zone 1, Learning Zone 2)

12:35 p.m. – 1:20 p.m.

Buffet Lunch (outdoor area near cafeteria)

1:30 p.m. - 2:50 p.m.

Breakout Session 2  (Rooms L109, L110, Learning Zone 1, Learning Zone 2)

2:50 p.m. – 3:10 p.m.

Afternoon Tea Break (outdoor area near the Auditorium)

3:15 p.m. - 4:00 p.m.

Modern Challenges & Solutions in 21st Century Skills Learning Panel Discussion (Room L115)

4:00 p.m. - 4:15 p.m.

Closing Remarks: Higher Colleges of Technology & 21st Century Academic Forum (Room L115)

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LOCATION MAP

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ABSENTEE PRESENTATIONS Unfortunately, we had presenters who were unable to join us in person here in Dubai. However, they are participating in the conference through a narrated presentation, which you will find on our Facebook page. To view the videos, go to ww.21caf.org and click on the Facebook icon in the top right corner. Please take an opportunity to view our Absentee Presenter’s presentations and leave some nice comments.

Sentiment Analysis and Education Presenters: Sandeep Sricharan Mukku; Nurendra Choudhary; Radhika Mamidi, International Institute of Information Technology, Hyderabad (India) Summary: Telugu has around 1.15% of the world as its native speakers. But has very less tools for analyzing the language. So, here we try to build Sentence level Sentiment Analysis for Telugu Newspaper Data. ESP Needs Assessment Among Majma’ah University Students Presenters: El-Sadig Ezza; Fahd Alwihaibi; Wail Altwuaigry; Abdullah Al-Otaibi, Majma’ah University (Saudi Arabia) Summary: This study is an attempt to assess the need for English among medicine and engineering students at Majma’ah University. Most of the courses attended by these students are taught through the medium of English language.

IMAGE: HIGHER COLLEGES OF TECHNOLOGY - DUBAI MEN’S COLLEGE

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POSTER PRESENTATIONS Saturday, November 14, 2015 | 10:45 – 1:20 Room: Refreshment Area on Third Floor near the Rotunda Room

Poster Area: Refreshment area near the Library entrance

Achievements of the EU Member States in the Area of Education Presenters: Professor Silvia Megyesiova and Professor Vanda Lieskovska University of Economics (Slovak Republic) Summary: If the positive trends of education in the EU will continue, the Europe 2020 strategy of education can be positively fulfilled. The early school leaving rates can be reduced to less than 10% and the proportion of the population with tertiary educational attainment can be higher than 40% by 2020. A Differential Diagnosis for the Language of Doctors Presenter: Ms. Mahnoor Khan, Majan College University College (Pakistan) Summary: This presentation will be concerned with the language of doctors. To analyse, discover and outline a pattern for the conversations that doctors have with their patients and with their colleagues.

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RESERVE PRESENTERS We want to extend a special thank you to the presenters below who have agreed to fill in Oral Presentation slots that become vacant due to cancellations. While we do everything in our power to reduce the number of holes in the schedule caused by participants who cancel at the last minute, it is a reality of every conference. We will keep participants informed of changes in the schedule and please use the area below to document the date, room and time of these excellent presentations. Title: The Well-structured Task Approach for EAP: A UAE Case Study Presenter: Dr. James McLaughlin, Higher Colleges Of Technology (UAE) Summary: An EAP program at a tertiary institution in the UAE will be described. It will consider how the wellstructured task approach is a response to the students’ motivational and learning approach characteristics. A case will be made for WST in contexts in which an unstructured approach may be problematic. Date: Nov. 14th | Nov. 15th Time: _____:____ Room: L109 | L110 | Learning Zone 1 | Learning Zone 2 Title: Values – A Personal Odyssey Translated into an Organisational Necessity Presenter: Mr. Steve Allison, Higher Colleges Of Technology (UAE) Summary: Values in education are often unwritten and assumed. Instead they should be carefully articulated through a process of collaboration at all levels of the organisation, or even within smaller units. Furthermore, they should be publicised and adhered to as a matter of habit rather then imposed from above. Date: Nov. 14th | Nov. 15th Time: _____:____ Room: L109 | L110 | Learning Zone 1 | Learning Zone 2 Title: You’re/Your History: How Digital Learning Reimagined the Time Machine Presenter: Mr. Neil Buchanan, Higher Colleges Of Technology (UAE) Summary: A look at how digital learning tools and techniques revitalised and empowered historical thinking within groups of “history-phobic” students. We will see how “digi-tasks” and research skills combined to create thoughtful, lasting, relevant learning objects and inspired new ways of looking at History as My Story. Date: Nov. 14th | Nov. 15th Time: _____:____ Room: L109 | L110 | Learning Zone 1 | Learning Zone 2 Title: An Evidence-based Partnership: Embedding a Research Skills Program in Higher Education Presenter: Dr. Janet Martin, Higher Colleges Of Technology (UAE) Summary: This paper will discuss the current implementation of a system-wide embedded research skills program in Higher Colleges of Technology (HCT) in the UAE, based upon an extensive survey of student research skills at HCT (around 500 responses), as well as focus group follow up. Date: Nov. 14th | Nov. 15th Time: _____:____ Room: L109 | L110 | Learning Zone 1 | Learning Zone 2 Title: Lecture Based Education Is Not Enough To Prepare Students For Their Future Presenter: Mr. Daniel Bird, Practice Labs (USA) Summary: Learn why lecturing is no longer enough to prepare students for their careers. You will see real-world examples where practice along with theory insured success for the learner. You will learn how academic institutions can combine theory and practice through experiential learning. Date: Nov. 14th | Nov. 15th Time: _____:____ Room: L109 | L110 | Learning Zone 1 | Learning Zone

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WHAT  Should  Students  Learn  for  the  21st  century?   REDESIGNING  EDUCATION  STANDARDS  –  MAKING  EDUCATION  MORE  RELEVANT   The  Center  for  Curriculum  Redesign  (CCR)  is  an  interna8onal  convening  body  and  research  center  seeking  to  expand   humanity’s  poten8al  and  improve  collec8ve  prosperity  by  redesigning  K-­‐12  educa8on  standards  for  the  21st  century.  In   order  to  create  a  comprehensive  set  of  frameworks,  CCR  brings  together  cons8tuencies  with  diverse  points  of  view— interna8onal  organiza8ons,  jurisdic8ons,  academic  ins8tu8ons,  corpora8ons,  and  nonprofit  organiza8ons  including   founda8ons—to  consider  and  respond  to  the  ques8on:  “What  should  students  learn  for  the  21st  century?”     THE  CENTER’S  GUIDING  PRINCIPLES   A  sustainable  humanity—one  in  which  collec8ve  poten8al  is  expanded,  and  collec8ve  prosperity  improved—is   orchestrated  out  of  mul8ple  social,  economic  and  environmental  factors.  Key  among  them:  a  relevant  educa8on,  based   on  meaningful  curriculum,  is  cri8cal  to  crea8ng  sustainability,  balance  and  wellbeing.   While  significant  aSen8on  is  being  paid  to  teaching  methods  and  pedagogy,  the  Center  for  Curriculum  Design  argues  that   the  “WHAT”  of  K-­‐12  educa8on  is  at  least  as  important  as  the  “how,”  and  brings  a  singular  focus  to  the  “WHAT.”   That  21st  century  “WHAT”  must  take  into  account  the  accelerated  pace  of  change  we  are  experiencing,  and  shiVs  in   societal  and  human  capital  needs.  Curriculum  must  be  adapted  accordingly,  to  be  useful  for  the  lives  children  will  live.     Our  ability  to  contribute  a  meaningful  “WHAT”  requires  openness  to  different  perspec8ves.  Therefore,  CCR  avoids  dogma   and  emphasizes  innova8on  and  synthesis—mul8ple  inputs  applied  and  organized  for  op8mum  clarity  and  impact.   We  can  –  and  will  -­‐  shape  the  future  we  want.
 


FOCUS  ON  THE  “WHAT”   Exponen8al  changes  in  technology  make  specific  predic8ons  about  the  future  all  the  more  unreliable,  but  one  thing  is   certain:  we  must  prepare  children  to  deal  with  greater  complexity  than  ever  before.  The  last  major  curriculum  reform   occurred  in  the  late  1800s,  also  in  a  8me  of  rapidly  changing  needs.  Well  into  the  21st  century,  we  can  ill  afford  to  depend   on  a  19th  century  curriculum.  Indeed,  we  cannot  expect  our  children  to  thrive  unless  we  deeply  examine,  redesign  and   deliver  a  curriculum  consistent  with  21st  century  needs—one  that  is  balanced  and  fluid.  To  thrive  will  mean  to  be   adaptable  and  versa8le.   In  designing  a  curriculum  around  adaptability  and  versa8lity  we  accomplish  two  main  goals:   • •

Enhance  the  chances  of  an  individual’s  personal  and  professional  success  and  fulfillment   Provide  a  common  base  of  understanding  and  ability  to  par8cipate  in  society  

©  2015  Center  for  Curriculum  Redesign  –  All  Rights  Reserved

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THE  CENTER’S  WORK   The  Center  for  Curriculum  Redesign  is  not  a  program  or  interven8on.  The  staff  and  CCR’s  partners  approach  their  work   holis8cally,  ac8vely  engaging  with  policymakers,  standard  seSers,  curriculum  and  assessment  developers,  heads  of   schools,  department  heads,  key  teachers  and  other  thought  leaders  and  influencers  to  develop  a  thorough   understanding  of  the  needs  and  challenges  of  all  par8es.  This  is  essen8al  to  crea8ng  the  vision  of  meaningful,  relevant   21st  century  educa8on,  and  to  enabling  prac8cal  implementa8on.  
 
 The  organiza8on’s  research,  findings  and  recommenda8ons  are  ac8vely  disseminated  through  a  wide  variety  of  formats:   CCR-­‐sponsored  conferences  and  seminars,  ac8ve  web  presence  and  social  media,  consul8ng  engagements  and   keyno8ng.   WHAT  IS  THE  “WHAT”?   The  dimensions/competencies  of  the  “WHAT”  of  a  21st  century  educa8on  are:   •

Knowledge—What  We  Know  and  Understand.  The  new  knowledge  base  is  interdisciplinary  and  draws  from  both   the  tradi8onal  (mathema8cs,  language  etc.)  and  the  modern  (robo8cs,  entrepreneurship,  wellness  etc.),  as  well   as  themes  (global  literacy,  etc.).    It  includes:
 o Concepts  and  Processes   o Methods  and  Tools   o Subjects,  Branches  and  Topics
 Developing  this  deeper  knowledge  base  requires  careful  cura8on  of  exis8ng  curricula  to  make  room  for  what  is   new  and  relevant.    

•

Skills—What  We  Do  with  What  We  Know.  Learning  to  apply  the  Four  Cs—Crea5vity,  Cri5cal  Thinking,   Communica5on  and  Collabora5on—is  essen8al  to  crea8ng  meaning  and  deep  understanding  of  Knowledge.


•

Character—How  We  Behave  and  Engage  in  the  World.  Building  capacity  for  Mindfulness,  Curiosity,  Courage,   Resilience,  Ethics  and  Leadership  develops  individuals  whose  contribu8ons  can  be  regarded  and  valued.


•

MetaLearning—How  We  Reflect  and  Adapt.  Ability  to  consider  and  learn  from  one’s  own  learning  process  via  a   Growth  mindset,  Metacogni5on  (reflec5on),  and  Self-­‐Directed  learning.  

©  2015  Center  for  Curriculum  Redesign  –  All  Rights  Reserved

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  IMPLEMENTING  THE  NEW  STANDARDS   The  new  standards  are  being  designed  with  input  from  a  variety  of  expert  sources,  freed  from  obsolete  assump8ons  and   unnecessary  dogma.    CCR  does,  however,  make  one  cri8cal  assump8on:  it  is  essen8al  that  we  be  open  to  cura8on  of   what  has  been  taught  in  our  schools  for  decades  and  even  centuries,  making  way  carefully  for  new  topics  and  new  ways   of  teaching.  If  we  don’t  agree  to  look  at  educa5on  differently,  we  will  not  make  essen5al  progress.   Of  course,  teaching  is  the  key.  In  addi8on  to  addressing  the  standards,  we  must  increase  professional  development  for   educators  to  combine  Knowledge  and  Skills  in  their  prac8ce,  and  support  this  learning  with  Character  and  Meta-­‐ Learning.  In  a  curriculum  already  overburdened  with  content,  it  is  much  more  difficult  for  educators  to  teach  Skills.   Teaching  Character  will  be  seen  as  a  change  to  the  mission  of  public  schools;  it  will  take  8me  to  achieve  this  end.   HOW  WILL  WE  MEASURE  PROGRESS,  SUCCESS?
 In  redesigning  curriculum  we  also  need  to  reconsider  how  to  assess  student  achievement  and  mastery.  Standardized   tests  measure  overwhelming  amounts  of  prescribed  content  that  is  only  par8ally  relevant.  We  need  to  constantly   consider  the  full  student  in  Knowledge,  Skills,  Character  and  Meta-­‐Learning  as  part  of  the  learning  process.  The  Center   for  Curriculum  Redesign  has  taken  up  this  topic  concurrently  with  curriculum  redesign,  and  will  con8nue  to  advocate  and   work  for  21st  century  assessments.  

©  2015  Center  for  Curriculum  Redesign  –  All  Rights  Reserved

IC21CE / ICLTT 2015 in Dubai

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(IC21CE 2015 ICLLT) Saturday, November 14th Concurrent Oral Presentation Schedule Session 1

11:15 – 11:35

11:35 – 11:55

11:55 – 12:15

12:15 – 12:35

Session 2

Room L110

Learning Zone 2

The Utilization of Electronic Resources by University Students in Niger State, Nigeria (Dr. Jibril Attahiru Alhassan)

Pedagogical Knowledge as a Way Out of the Beginning ESL Teachers' Stress (Dr. Peiman Rajabi)

The Communication Styles Used by Certain Networkers in De La Salle UniversityDasmariñas (Ms. Jan Charlain Austria)

Faculty Attitudes and Perceptions of Academic Plagiarism in UAE Higher Education (Mrs. Bridie Farah)

Teachers’ Questioning Behaviour and Learners’ Oral Participation in Omani EFL University Classrooms (Ms. Arwa Al-Hudaifi)

Silver Screen Language Lab: Assimilating Accents and Ingraining Intercultural Competence with Movies (Dr. Konrad Gunesch)

Increasing University Students' Willingness to Communicate with the Adaptation of Facebook (Mr. Dimitrios Boglou)

EFL Student Teachers’ Culture of Learning and Readiness for Learner Autonomy (Mr. Galip Kartal)

International Education Through ESL: A Japanese Case Study (Dr. Jamiel Filer)

Principles of "Constructivism" in Foreign Language Teaching (Professor Muna Aljohani)

An Ethnograpic Study of the English Language Needs of Different Stakeholders (Mrs. Dwi Poedjiastutie)

Use of Translation in the Classroom by EFL Teachers in Libya (Dr. Jamal Giaber Mohamed)

Room L109

Room L110

Learning Zone 2

1:30 – 1:50

Writing Experimental Procedures: Implications for the Teaching of English for Academic Purposes (Professor Jason Miin-Hwa Lim)

Video Production: An Added Skill for the 21st Century (Dr. Nicolas Gromik)

1:50 – 2:10

The Application of Rhetorical Differences to EFL Reading and Writing Education (Professor Lihua Wang)

Why it is Imperative to Include How I Met My Nutritional Health Education Students’ Expectations into UAE Curricula (Ms. Handan Girginer) (Mrs. Jennifer Ryan)

2:10 – 2:30

The Collaborative Classroom - Digital Tools for Academic Writing (Ms. Dawn Murray, Mr. Richard Peel)

Integrating Technology in ESP Classroom in Department of Biology at Tlemcen University (Algeria) (Dr. Haddam Faiza)

Session 3

3:00 – 3:20

3:20 – 3:40

3:40 – 4:00

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Room L109

Room L109

Room L110

Language Learning Larger Than Life: Movies for Inspiration, Imitation, and Intercultural Competence (Dr. Konrad Gunesch)

Perceived Status of the Filipino Film Industry: Implications to Media Education (Professor Isolde Valera) Learning Zone 2

A Descriptive Analysis on the Narrative Structure of Nineteen Eighty-Four (Professor Hasan Çakır)

Technology Gone Wrong: Eroding Mathematical Reasoning Through the Wrong Utilization of Calculators (Dr. Duduzile Mkhize)

Arabic Language Teaching in the Curriculum of Higher Education in Nigeria (Dr. Kazeem Oluwatoyin Ajape)

Pulverizing EFL Students' Reluctance to Read Via Adopting Art and Literary Adaptations (Ms. Imane Hadj Henni)

Influence of Classroom Interaction Patterns and Students’ Cognitive Styles on Basic-Electricity Achievements (Dr. Samuel Owodunni)

Parameteric-Effects of the PSG, T-Movement and X-Bar Syntax on English and Ogbah (Mr. Henry Oburu Onyedibia)

Galvanizing EFL Students to Peruse their Novels and Reconcile their Passive Readership (Dr. Amina Babou)

Clinical Modification of Inefficient Learning Habits in Mathematics Using Contingency Manipulation Techniques (Dr. Olanrewaju Babatope Arogundade)

Syntactic and Semantic Behaviour of the Ogba Article, Verb and Pronoun (Dr. Ben-Fred Ohia)

IC21CE / ICLTT 2015 in Dubai

Room L109 Session 1 | Saturday, November 14, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: The Utilization of Electronic Resources by University Students in Niger State, Nigeria Presenter: Dr. Jibril Attahiru Alhassan, Federal University Of Technology, Minna (Nigeria) Summary: The purpose of the presentation is to highlight the role played by electronic resources in the promotion of learning among university students in Nigeria in view of the global drive for e-resources in libraries.

11:35 – 11:55 Presentation Title: Faculty Attitudes and Perceptions of Academic Plagiarism in UAE Higher Education Presenter: Mrs. Bridie Farah, Masdar Institute Of Science & Technology (UAE) Summary: Concern about academic plagiarism in Higher Education is not new but it appears to be increasing and has become a global concern. This paper reports on the findings of a small-scale exploratory study conducted in the United Arab Emirates on teachers’ perceptions attitudes towards student plagiarism in Higher Education.

11:55 – 12:15 Presentation Title: Increasing University Students’ Willingness to Communicate with the Adaptation of Facebook Presenter: Mr. Dimitrios Boglou, Cyprus University Of Technology (Cyprus) Summary: The possibilities of using Facebook as a university communication tool in order to improve willingness to communicate outside the classroom between English language instructors and students.

12:15 – 12:35 Presentation Title: Principles of “Constructivism” in Foreign Language Teaching Presenter: Professor Muna Aljohani, University Of Tabuk (Saudi Arabia) Summary: Constructivism has emerged in recent years as a dominant paradigm in education .constructivism approach represents the shift to education based on cognitive theory emphasis on standardsbased accreditation and reconceptualization of teacher education programs will expand the horizons of language pedagogy, bringing constructivist approaches to the foreground in language teacher education

IC21CE / ICLTT 2015 in Dubai

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Room L110 Session 1 | Saturday, November 14, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: Pedagogical Knowledge as a Way Out of the Beginning ESL Teachers’ Stress Presenter: Dr. Peiman Rajabi, Malayer Azad University (Iran) Summary: From among reciprocity and pedagogical knowledge, as the assets of teaching and the factors that would support beginning ESL teachers to get rid of their stress,pedagogical knowledge has been selected to be examined here.

11:35 – 11:55 Presentation Title: Teachers’ Questioning Behaviour and Learners’ Oral Participation in Omani EFL University Classrooms Presenter: Ms. Arwa Al-Hudaifi, Nizwa College Of Applied Sciences (Oman) Summary: This enquiry has sought to capture a more detailed picture of teachers’ questioning behaviour in Omani EFL university classrooms. It has attempted to tackle Omani learners’ minimal contributions in classrooms through investigating teachers’ questioning behaviour and, in turn, learners’ responses.

11:55 – 12:15 Presentation Title: EFL Student Teachers’ Culture of Learning and Readiness for Learner Autonomy Presenter: Mr. Galip Kartal, Necmettin Erbakan University (Turkey) Summary: This study identified university fourth-year EFL student teachers’ readiness for learner autonomy as well as their engagement in autonomous learning in their high schools. Teachers can create a more suitable autonomous environment for their students only if they know their readiness for their own learner autonomy.

12:15 – 12:35 Presentation Title: An Ethnograpic Study of the English Language Needs of Different Stakeholders Presenter: Mrs. Dwi Poedjiastutie, Curtin University (Australia) Summary: This presentation will inform people at all managerial levels about English language learning needs and provides information to guide future policy to take into account the voices and demands of stakeholders. This also informs teachers of English, at the operational level, to possess the NA skills.

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IC21CE / ICLTT 2015 in Dubai

Learning Zone 2 Session 1 | Saturday, November 14, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: The Communication Styles Used by Certain Networkers in De La Salle University-Dasmariñas Presenter: Ms. Jan Charlain Austria, De La Salle University -Dasmariñas (Philippines) Summary: The presentation will focus on the communication styles and persuasion techniques of certain multi-level marketing companies in the Philippines. This is to undermine their verbal and nonverbal methods of communication.

11:35 – 11:55 Presentation Title: Silver Screen Language Lab: Assimilating Accents and Ingraining Intercultural Competence With Movies Presenter: Dr. Konrad Gunesch, American University in the Emirates (UAE) Summary: This presentation engages the audience with debating the effectiveness and the best practices of using movies for improving one’s foreign language learning and intercultural competence. Academic research is synthesized with openly available but less structured advice, based on the presenter’s experience of using movies for a multitude of learnt languages.

11:55 – 12:15 Presentation Title: International Education Through ESL: A Japanese Case Study Presenter: Dr. Jamiel Filer, Meiji University (Japan) Summary: A brief look at the role English education has played in Japan’s internationalization and corporate success in the global arena may provide a valuable perspective on how to educate tolerance for diversity in non-diverse societies.

12:15 – 12:35 Presentation Title: Use of Translation in the Classroom by EFL Teachers in Libya Presenter: Dr. Jamal Giaber Mohamed, UAE University (UAE) Summary: The aim of the study is to find out if translation is used, why and how it is used and if English teachers agree or disagree with views of modern researchers and writers on the use of translation in foreign language teaching. The findings confirm that translation is widely used.

IC21CE / ICLTT 2015 in Dubai

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Room L109 Session 2 | Saturday, November 14, 2015 | 1:30 – 2:30 1:30 – 1:50 Presentation Title: Writing Experimental Procedures: Implications for the Teaching of English for Academic Purposes Presenter: Professor Jason Miin-Hwa Lim, Universiti Malaysia Sabah (Malaysian University of Sabah) (Malaysia) Summary: I will present my findings regarding what experienced writers consider essential in their descriptions of experimental procedures in language education, the extent to which these writers incorporate descriptions of experimental procedures, and how the analysis of the writers’ language resources have implications for the teaching of research writing.

1:50 – 2:10 Presentation Title: The Application of Rhetorical Differences to EFL Reading and Writing Education Presenter: Professor Lihua Wang, Kunming University of Science and Technology (China) Summary: Most of my freshmen have difficulties in English reading comprehension and writing. Therefore, some methods are adopted to help them. It proves that the realization of the different rhetorical patterns between English and Chinese can promote their English reading and writing in tertiary education.

2:10 – 2:30 Presentation Title: The Collaborative Classroom - Digital Tools for Academic Writing Presenters: Ms. Dawn Murray and Mr. Richard Peel, Higher Colleges Of Technology (UAE) Summary: Online platforms such as digital walls, applications (apps), and Open Education Resources are providing students with unprecedented collaborative learning possibilities. This presentation examines such tools currently implemented on a tertiary level academic English writing program, showcasing examples of students’ work and discussing pedagogical and technological considerations.

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IC21CE / ICLTT 2015 in Dubai

Room L110 Session 2 | Saturday, November 14, 2015 | 1:30 – 2:30 1:30 – 1:50 Presentation Title: Video Production: An Added Skill for the 21st Century Presenter: Dr. Nicolas Gromik, University of New England (Australia) Summary: Video production enables students to become independent producers of content relevant to their studies. This presentation discusses the affordances of digital media developments, practical activities, and filming and editing tips for successful classroom integration.

1:50 – 2:10 Presentation Title: Why it is Imperative to Include Nutritional Health Education into UAE Curricula Presenter: Mrs. Jennifer Ryan, Higher Colleges Of Technology (UAE) Summary: Educating students regarding nutritional health benefits their lives and that of their future families. This can make a significant contribution towards the well being and economic success for the UAE. The various methods for curricula application outlined are a small but effective step providing positive and culturally sound nutritional advice.

1:30 – 1:50 Presentation Title: Integrating Technology in ESP Classroom in Department of Biology at Tlemcen University (Algeria) Presenter: Dr. Haddam Faiza, Tlemcen University (Algeria) Summary: This paper describes the teaching and learning situation in the Department of Biology at Tlemcen University and difficulties faced by students in acquiring English and how technology can help them improve their English level, to use it efficiently in the target situation.

IC21CE / ICLTT 2015 in Dubai

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Learning Zone 2 Session 2 | Saturday, November 14, 2015 | 1:30 – 2:30 1:30 – 1:50 Presentation Title: Language Learning Larger Than Life: Movies for Inspiration, Imitation, and Intercultural Competence Presenter: Dr. Konrad Gunesch, American University in the Emirates (UAE) Summary: This presentation engages the audience with debating the effectiveness and the best practices of using movies for improving one’s foreign language learning and intercultural competence. Academic research is synthesized with openly available but less structured advice, based on the presenter’s experience of using movies for a multitude of learnt languages.

1:50 – 2:10 Presentation Title: How I Met My Students’ Expectations Presenter: Ms. Handan Girginer, Anadolu University (Turkey) Summary: This study tries to make the flow of teaching smoother and more interesting for the students by employing a sitcom that was selected as the ideal TV show to bring in useful vocabulary and real-life expressions into the classroom and familiarize the students with natural way of speaking.

2:10 – 2:30 Presentation Title: Perceived Status of the Filipino Film Industry: Implications to Media Education Presenter: Professor Isolde Valera, De La Salle University-Dasmarinas (Philippines) Summary: This study aims to find out the status of Filipino film industry in terms of technical, artistic, business and social responsibility aspects. From here, the study will determine the Cavite communication educators’ suggestions on how the academic sector can contribute to its condition and likewise propagate media education.

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IC21CE / ICLTT 2015 in Dubai

Room L109 Session 3 | Saturday, November 14, 2015 | 3:00 – 4:00 3:00 – 3:20 Presentation Title: A Descriptive Analysis on the Narrative Structure of Nineteen Eighty-Four Presenter: Professor Hasan Çakır, Necmettin Erbakan University (Turkey) Summary: In this study, Nineteen Eighty-Four is analyzed under four headings: subject, style status, and tone. This novel displaces Orwell’s bleak vision of the future. Some guidelines were provided in interpretation and evaluation of this novel in EFL classes.

3:20 – 3:40 Presentation Title: Pulverizing EFL Students’ Reluctance to Read Via Adopting Art and Literary Adaptations Presenter: Ms. Imane Hadj Henni, Hassiba Benbouali Chlef University (Algeria) Summary: This paper shows the need to use new innovative techniques in literature classes. The aim is to motivate the digital generation students to read and understand literary texts and theories. To reach such an aim, a case study involving third year literature students is conducted at Chlef University.

3:40 – 4:00 Presentation Title: Galvanizing EFL Students to Peruse their Novels and Reconcile their Passive Readership Presenter: Dr. Amina Babou, Hassiba Benbouali Chlef University (Algeria) Summary: Since the implementation of the LMD system, university English teachers have been facing difficulties with their students. Most students do not read their novels, even those whose specialty is English literature. This study explores the problems which make EFL students reluctant to read their novels.

IC21CE / ICLTT 2015 in Dubai

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Room L110 Session 3 | Saturday, November 14, 2015 | 3:00 – 4:00 3:00 – 3:20 Presentation Title: Technology Gone Wrong: Eroding Mathematical Reasoning Through the Wrong Utilization of Calculators Presenter: Dr. Duduzile Mkhize, University of Johannesburg (South Africa) Summary: This presentation will provide an introduction of the problem which motivated the case study underpinning the paper. A discussion of the historical perspective of South African mathematics education leading to decades of exclusion in mathematics participation for the country’s majority.

3:20 – 3:40 Presentation Title: Influence of Classroom Interaction Patterns and Students’ Cognitive Styles on Basic-Electricity Achievements Presenter: Dr. Samuel Owodunni, Federal University Of Technology, Minna (Nigeria) Summary: Literature has revealed that students’ underachievement in Basic Electricity is linked to inappropriate teaching methods coupled with poor classroom practices and inadequate knowledge of students’ cognitive styles. Therefore, there is need for better approach that will enhance good classroom interaction and students cognitive style for better achievement.

3:40 – 4:00 Presentation Title: Clinical Modification of Inefficient Learning Habits in Mathematics Using Contingency Manipulation Techniques Presenter: Dr. Olanrewaju Babatope Arogundade, College Of Education, Ikere Ekiti (Nigeria) Summary: Nigerian students’ lack of interest in and poor performances in Mathematics examinations have been ascribed mainly to behavioural or environmental factors. Efforts are needed to change the trend. This study demonstrates efficacy of contingency manipulation techniques in remediation of poor performances traceable to behavioural and environmental factors.

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IC21CE / ICLTT 2015 in Dubai

Learning Zone 2 Session 3 | Saturday, November 14, 2015 | 3:00 – 4:00 3:00 – 3:20 Presentation Title: Arabic Language Teaching in the Curriculum of Higher Education in Nigeria Presenter: Dr. Kazeem Oluwatoyin Ajape, Michael Otedola College Primary Education (Nigeria) Summary: The study gives the historical background of the study of Arabic language in Nigerian institutions of higher learning. Some pedagogical implications of teaching Arabic as a foreign language are analysed. finally the paper recommends some suggestions towards the development of the language in Nigeria.

3:20 – 3:40 Presentation Title: Parameteric-Effects of the PSG, T-Movement and X-Bar Syntax on English and Ogbah Presenter: Mr. Henry Oburu Onyedibia, Federal College Of Education (Tech) Omoku (Nigeria) Summary: In line with the Principles and Parameter notion of grammar, this paper examined the three theories of modern grammar based on the Transformational Movement, X-Bar syntax and the Phrase Structure Grammar; their nouances and parameteric implications. Verb- Raising and Passivisation, among others, are barred in Ogbah; but tenable in English.

3:40 – 4:00 Presentation Title: Syntactic and Semantic Behaviour of the Ogba Article, Verb and Pronoun Presenter: Dr. Ben-Fred Ohia, Federal College Of Education (Tech), Omoku (Nigeria) Summary: I will present the work “Syntactic and Semantic behaviour of Ogba Article, verb and Pronoun” x-rays the functions performed by these variants in the teaching of the language and English.

IC21CE / ICLTT 2015 in Dubai

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(IC21CE 2015 ICLLT) Sunday, November 15th Concurrent Oral Presentation Schedule

Session 1

Room L109

11:15 – 11:35

The Gap Between the Educational System and Enhancing Vocabulary Retention the Job Market in International Business Law of Children with ADHD (Mrs. Seyedeh Armaghan Azhar) (Dr. Peiman Rajabi)

11:35 – 11:55

Real Life, Real Cases (Dr. Petra Turkama)

Impact of “Permanent Vocabulary on Acquiring a New Language: An Empirical Evaluation (Dr. Kausar Saida)

11:55 – 12:15

Exploring the Potential of Dubai's Higher Education Sector (Miss Bobbi Hartshorne)

Dialogical Classrooms: A Motivational and Transferable Approach, Facilitating Content Classes (Ms. Giovanna Bejjani)

12:15 – 12:35

Exploring the Potential of Dubai's Higher Education Sector (Miss Bobbi Hartshorne)

Teaching of the Translators: Challenges for Central University of Technology, Welkom Campus (Dr. Aaron Mnguni)

Session 2

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Room L110

Room L109

Room L110

1:30 – 1:50

Authentic Assessment: Making Instructional Rubrics to Guide Students (and Teachers) (Ms. Sheri Henderson)

Researching Knowledge in Knowledge Age Learning Practice (Mr. Grant Hartley)

1:50 – 2:10

Level of Readiness of Selected HEI's to Offer Bachelor of Physical Education (Dr. Anatalia Endozo)

Importance of Semantic and Terminological Creativity in Foreign Language Learning (Professor Gordana Jakic)

2:10 – 2:30

Issues and Challenges in Training Pre-service Teachers in Designing and Printing Prototypes (Dr. Nagla Ali)

Functional Business Education for Values, Knowledge, Skills and National Development (Mr. Oluwafemi Stephen Ayela)

2:30 – 2:50

Equipping Students to Thrive in a Global and Interculturally Complex World (Mr. Marco Blankenburgh)

A Framework for Using Face-to-Face Meetings to Increase Learner Autonomy (Mr. Edward Carlstedt)

IC21CE / ICLTT 2015 in Dubai

(IC21CE 2015 ICLLT) Sunday, November 15th Concurrent Oral Presentation Schedule

Session 1

Learning Zone 1

Learning Zone 2

11:15 – 11:35

Developing a Constructively Aligned LBD Pedagogical Model for 21st Century Education (Mr. Ghassan Frache)

Use of Modern Technology and Lecturers Perception in Teaching Business Education Courses (Mr. Emeka G. Nwokocha)

11:35 – 11:55

Interpersonal Problem Solving, Personality Traits and Self-compassion in Undergraduates (Dr. Coskun Arslan)

History Education and Teacher Development in Nigeria (Mr. Ya'u Lawal)

Professional Learning Communities - Is There Potential For Them? (Ms. Fiona Hartley)

Teacher Education: A Major Strategy for Reengineering Education for Employment and Self-Productivity (Mrs. Theresa Ngohile Samu)

Framing Collaborative Teaching and Learning in Interdisciplinary Packaging Design Education (Mr. Markus Joutsela)

Teaching Foreign Languages in the Former Soviet Space: 21st Century Georgian Example (Ms. Ana Bakanidze)

11:55 – 12:15

12:15 – 12:35

Session 2

Learning Zone 1

Learning Zone 2

1:30 – 1:50

Significance of 'Doing' in EFL Classrooms: A Study on Collaborative Learning Strategies (Mr. Jehoson Jiresh Jayaraj)

The Qualities of Leadership of Academic Librarians in The 21st Century (Dr. Abubakar Bitagi Mohammed)

1:50 – 2:10

Teaching English Language in Nigerian Schools: Problems and Solutions (Mr. Garba Bare)

Trends in Library and Information Science Education in Nigeria in the 21st Century (Dr. Katamba Abubakar Saka)

2:10 – 2:30

Gaming and Simulation in English Language Teaching: A Symbiotic Interweave Towards Language Efficiency (Dr. Manjusha Dhumal)

An Investigation of School Readiness of Six Year Old Children (Dr. Emel Arslan)

2:30 – 2:50

Using Drama to Develop Communication Skills in the 21st Century Classroom (Mr. Mark Eckersley)

How to Express a Poem in Music (Professor Burcu Yazıcı)

IC21CE / ICLTT 2015 in Dubai

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Room L109 Session 1 | Sunday, November 15, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: The Gap Between the Educational System and the Job Market in International Business Law Presenter: Mrs. Seyedeh Armaghan Azhar, Allameh Tabataba’i University (Iran) Summary: Due to the specialized modern world of profession, the teaching of master level should change to profession-oriented. Since the gap between educational system and job market is vast, the classification of master students in international business law into 8 or more groups can be a solution to remove the gap.

11:35 – 11:55 Presentation Title: Real Life, Real Cases Presenter: Dr. Petra Turkama, Masdar Institute (UAE) Summary: This presentation describes a case of Aalto University, Finland, setting its’ slogan ‘real life, real cases’ in motion through close industry-academia collaboration and vast alumni network for teaching relevant, transferable skills for our future leaders.

11:55 – 12:15 Presentation Title: Exploring the Potential of Dubai’s Higher Education Sector Presenter: Miss Bobbi Hartshorne, Global Students Accommodation (UAE) Summary: In this interactive session we will journey through the world’s higher education system and understand where it is now, where it is going and what role Dubai could play as the leader of the emerging study destinations.

12:15 – 12:35 Presentation Title: Exploring the Potential of Dubai’s Higher Education Sector Presenter: Miss Bobbi Hartshorne, Global Students Accommodation (UAE) Summary: In this interactive session we will journey through the world’s higher education system and understand where it is now, where it is going and what role Dubai could play as the leader of the emerging study destinations.

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IC21CE / ICLTT 2015 in Dubai

Room L110 Session 1 | Sunday, November 15, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: Enhancing Vocabulary Retention of Children with ADHD Presenter: Dr. Peiman Rajabi, Malayer Azad University (Iran) Summary: The paper explores the process of teaching English vocabulary to hyperactive children who experience difficulties in vocabulary retention due to attention deficit and hyperactivity disorder problems.

11:35 – 11:55 Presentation Title: Impact of “Permanent Vocabulary on Acquiring a New Language: An Empirical Evaluation Presenter: Dr. Kausar Saida, Higher College Of Technology (UAE) Summary: This paper assesses the efficiency of English language skills in students of non-English background. Phonology explains the deficiencies in the efficacy of acquiring English language skills. It also explains how Arabicspeaking students are impacted upon due to their cultural and language backgrounds. Cultural conditioning means expressive efficiency is compromised.

11:55 – 12:15 Presentation Title: Dialogical Classrooms: A Motivational and Transferable Approach, Facilitating Content Classes Presenter: Ms. Giovanna Bejjani, Higher Colleges Of Technology (UAE) Summary: To me, teaching is inspiring courage in students to grow intellectually and igniting action. My experience and research have shown that this could happen through Dialogical Classrooms. Dialogical classrooms approach also encourages me as teacher to risk my status as ultimate knower (Gergen K, 2009). Let us dialog about it!

12:15 – 12:35 Presentation Title: Teaching of the Translators: Challenges for Central University of Technology, Welkom Campus Presenter: Dr. Aaron Mnguni, Central University of Technology, Free State (Nigeria) Summary: Translation requires competence in both the theory and the practical aspects of the work. While the theory part is rarely taken for granted, the practical component of the training for translators is crucial to produce good quality translators.

IC21CE / ICLTT 2015 in Dubai

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Learning Zone 1 Session 1 | Sunday, November 15, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: Developing a Constructively Aligned LBD Pedagogical Model for 21st Century Education Presenter: Mr. Ghassan Frache, Higher Colleges Of Technology (UAE) Summary: The presentation intends to Highlight how LBD is understood and practiced in HCT colleges and how 21st century skills can be explicitly incorporated into its curriculum using constructive alignment as a pattern for instructional design.

11:35 – 11:55 Presentation Title: Interpersonal Problem Solving, Personality Traits and Self-compassion in Undergraduates Presenter: Dr. Coskun Arslan, Necmetttin Erbakan University (Turkey) Summary: The aim of this study was to investigate interpersonal problem solving in terms of personality traits and self-compassion in University students. The participants were 570 (274 female and 296 male) who participated in the research voluntarily. The mean age of the participants was 21.54 years (between 17-32 years old)

11:55 – 12:15 Presentation Title: Professional Learning Communities - Is There Potential For Them? Presenter: Ms. Fiona Hartley, Higher Colleges Of Technology (UAE) Summary: Professional Learning Communities have the potential to empower teachers and enable them to improve student learning through working together. The presenter will describe her investigation into the perceptions and potential for professional learning communities within her own organization.

12:15 – 12:35 Presentation Title: Framing Collaborative Teaching and Learning in Interdisciplinary Packaging Design Education Presenter: Mr. Markus Joutsela, Aalto University (Finland) Summary: A case study explains how a framework for collaborative teaching, interdisciplinary learning and industrial cooperation was constructed and used by a network of teachers and researchers in Aalto University to teach packaging design. The benefits of the approach are explained from the point of view of different stakeholders.

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IC21CE / ICLTT 2015 in Dubai

Learning Zone 2 Session 1 | Sunday, November 15, 2015 | 11:15 – 12:35 11:15 – 11:35 Presentation Title: Use of Modern Technology and Lecturers Perception in Teaching Business Education Courses Presenter: Mr. Emeka G. Nwokocha, Federal College Of Education (Tech) Omoku (Nigeria) Summary: In this presentation I will discuss the need for lecturers in Nigeria to be trained on the use of modern technologies, as well as on pedagogical issues to be considered when integrating modern technologies in the delivery of business education courses in our schools for quality and functional skills development.

11:35 – 11:55 Presentation Title: History Education and Teacher Development in Nigeria Presenter: Mr. Ya’u Lawal, Isa Kaita College Of Education, Dutsin-Ma (Nigeria) Summary: This study contends that history education offers the best help in teacher development as it among other things inculcate the right type of values and attitudes for the survival of individual and society, training of mind on the understanding of the world around and thea acquisition of appropriates skills.

11:55 – 12:15 Presentation Title: Teacher Education: A Major Strategy for Re-engineering Education for Employment and Self-Productivity Presenter: Mrs. Theresa Ngohile Samu, Federal College Of Education (Nigeria) Summary: Education is one of the most important things we can pass on for posterity. it allows us to stay not only inform about the people around us, but ourselves as well.

12:15 – 12:35 Presentation Title: Teaching Foreign Languages in the Former Soviet Space: 21st Century Georgian Example Presenter: Ms. Ana Bakanidze, Sokhumi State University (Georgia) Summary: As a result of the paper, presenter will demonstrate comparative analyzes of two different époques which will enable audience to identify achievements made in 21st century in terms of teaching foreign languages in post Soviet Union space and where is room for improvement; case study will be based on Georgia.

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Room L109 Session 2 | Sunday, November 15, 2015 | 1:30 – 2:50

1:30 – 1:50 Presentation Title: Authentic Assessment: Making Instructional Rubrics to Guide Students (and Teachers) Presenter: Ms. Sheri Henderson, Higher Colleges Of Technology (UAE) Summary: Engaging students in authentic educational experiences and training them to use instructional rubrics can prepare them to meet future employer expectations as they move from college into career or community settings. The work of Wiggins and McTighe will help every teacher create rubrics which guide students toward learning success.

1:50 – 2:10 Presentation Title: Level of Readiness of Selected HEI’s to Offer Bachelor of Physical Education Presenter: Dr. Anatalia Endozo, Angeles University (Philippines) Summary: The study entitled “ Level of Readiness of Selected Higher Educational Institutions in Region III to offer Bachelor of Physical Education major in School Physical Eduction and Wellness Management” is a descriptive type of survey method which aimed to evaluate the application of implementing the Bachelor of Physical Education.

2:10 – 2:30 Presentation Title: Issues and Challenges in Training Pre-service Teachers in Designing and Printing Prototypes Presenter: Dr. Nagla Ali, ECAE (UAE) Summary: This presentation reports the process, issues and challenges that are faced by pre-service teachers when designing and printing 3D prototype to be integrated in a science or math activity. These issues and challenges are observed by the researchers and reported by the sixstudents in the individual and focus group interviews.

2:30 – 2:50 Presentation Title: Equipping Students to Thrive in a Global and Interculturally Complex World Presenter: Mr. Marco Blankenburgh, KnowledgeWorkx (UAE) Summary: We live in a global and interculturally complex world that requires strong cooperative and collaborative competencies. We believe that Inter-Cultural Intelligence should be an integrated part of every students’ learning journey! We will unpack intercultural concepts that are vital in developing future global citizens and leaders of the world.

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Room L110 Session 2 | Sunday, November 15, 2015 | 1:30 – 2:50 1:30 – 1:50 Presentation Title: Researching Knowledge in Knowledge Age Learning Practice Presenter: Mr. Grant Hartley, Higher Colleges Of Technology (UAE) Summary: This paper applies a social realist approach to exploring the knowledge structures of students on an education program delivered in a second language. By using the semantic dimension of Legitimation Code Theory, it argues that deeper understandings of students’ developing knowledge structures can be key to unlocking their potential.

1:50 – 2:10 Presentation Title: Importance of Semantic and Terminological Creativity in Foreign Language Learning Presenter: Professor Gordana Jakic, University of Belgrade (Serbia) Summary: This paper discusses the role of semantic creativity and metaphoric meaning transfer in term formation. It examines transfer of English metaphorically modelled terms into Serbian, semantic creativity as an obstacle or an assistance to scientific communication and relationship between metaphorization and standardization of terms in management and organization.

2:10 – 2:30 Presentation Title: Functional Business Education for Values, Knowledge, Skills and National Development Presenter: Mr. Oluwafemi Stephen Ayela, Federal College Of Education (Nigeria) Summary: The promotion of functional education remains the key solution to the most of the problem confronting the nations. This is because education promote learner education autonomy and access to the world of business concepts and ideas which in turn bring about self confidence and detachment from parents and guardians.

2:30 – 2:50 Presentation Title: A Framework for Using Face-to-Face Meetings to Increase Learner Autonomy Presenter: Mr. Edward Carlstedt, Higher Colleges Of Technology (UAE) Summary: We report on a study that used face-to-face meetings to enhance learner autonomy among Emirati National adult learners. This piece of group research illustrates the challenges faced by learners and a framework for successfully addressing these challenges.

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Learning Zone 1 Session 2 | Sunday, November 15, 2015 | 1:30 – 2:50 1:30 – 1:50 Presentation Title: Significance of ‘Doing’ in EFL Classrooms: A Study on Collaborative Learning Strategies Presenter: Mr. Jehoson Jiresh Jayaraj, The American College (India) Summary: The aim of this presentation is to portray the problems in teaching English in the Indian classroom context and to rectify it by employing collaborative learning strategies. Language should be acquired and should not be taught. Therefore the researcher attempts to establish the significance of ‘doing’ in an EFL classroom.

1:50 – 2:10 Presentation Title: Teaching English Language in Nigerian Schools: Problems and Solutions Presenter: Mr. Garba Bare, Isa Kaita College Of Education, Dutsin-Ma (Nigeria) Summary: The paper discusses on the tecahing and learning of English language in Nigeria School System and the pedagogical deformities asociated with it. Highlights on the prospects as to how the problems studied would be tackled were also made.

2:10 – 2:30 Presentation Title: Gaming and Simulation in English Language Teaching: A Symbiotic Interweave Towards Language Efficiency Presenter: Dr. Manjusha Dhumal, Prof. Ramakrishna More College, Akurdi, Pune (India) Summary: This paper will focus on various games, learning strategies and simulations executed in a class with the objective of teaching English as a foreign language and enhancing and enriching its learning experience towards ultimate perfection.

2:30 – 2:50 Presentation Title: Using Drama to Develop Communication Skills in the 21st Century Classroom Presenter: Mr. Mark Eckersley, Higher Colleges Of Technology (UAE) Summary: The purpose of this presentation is to explore and provide techniques for using Drama to develop the communication skills needed by ESL students for the challenges and innovations of the 21st Century.

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Learning Zone 2 Session 2 | Sunday, November 15, 2015 | 1:30 – 2:50 1:30 – 1:50 Presentation Title: The Qualities of Leadership of Academic Librarians in The 21st Century Presenter: Dr. Abubakar Bitagi Mohammed, Federal University Of Technology, Minna (Nigeria) Summary: The study was carried out to determine leadership qualities of University Librarians in Niger state because expected services were not fully performed resulting in failure of courses’ accreditation. Results showed that there were inadequacies from the head librarians. Expected qualities were identified. Recommendations were made.

1:50 – 2:10 Presentation Title: Trends in Library and Information Science Education in Nigeria in the 21st Century Presenter: Dr. Katamba Abubakar Saka, Federal University Of Technology, Minna (Nigeria) Summary: Progress in LIS education include more library schools, review of curriculum to reflect ICT and entrepreneurship and continuous professional development in Nigerian Universities. Challenges includes divergence curriculum, location, nomenclature of LIS schools, staff strength at professorial cadre, facilities and infrastructure. uniform curriculum, location and nomenclature were recommended.

2:10 – 2:30 Presentation Title: An Investigation of School Readiness of Six Year Old Children Presenter: Dr. Emel Arslan, Necmettin Erbakan University (Turkey) Summary: The purpose of this study is to examine school readiness of 6 years old children in point of different variables. These variables are living in a village or city, gender, educational levels of parents. Subjects of the study included 6 years old children living in Konya, Turkey

2:30 – 2:50 Presentation Title: How to Express a Poem in Music Presenter: Professor Burcu Yazıcı, Anadolu University (Turkey) Summary: The presentation will be power point sported. The paper will be explained with the musical examples from Arnold Schoenberg’s Transfigured Night. The questions about the paper will be answered.

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Panel Discussion Sunday, November 15, 2015 | 3:15 – 4:00 | Room L115 Topic: Modern Challenges & Solutions in 21st Century Skills Learning Panel Members: Dr. Edynn Sato, Principal Research Scientist, Pearson Dr. Jyoti Grewal, Dean of University College at Zayed University Dr. Sreethi Nair (Dean University College, Abu Dhabi University) Prof. Abtar Darshan Singh (Hamdan bin Mohamed Smart University) Dr. Christine Coombe (Dubai Men’s College & Past President TESOL) Mr. Marco M. Blankenburgh (KnowledgeWorkxx)

The distinguished members of the panel will discuss the challenges in preparing students for the 21st century workplace and world at large. As the topic and graphic above suggests, there are challenges requiring a new paradigm ahead. Please enjoy in what should prove to be a very interesting discussion. The 21st Century Academic Forum and the Higher Colleges Of Technology want to extend a heartfelt welcome for the panelists taking time out of their busy schedules to join us to discuss this important topic.

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Pearson - A Global Commitment to 21st Century Learning We are the world’s leading learning company, dedicated to bringing the best in 21st century education to people from all walks of life, all around the globe. We provide ground-breaking solutions for all areas of education, helping learners realise their potential and exceed their ambitions. In a knowledge-driven economy, a better education will help people progress throughout their lives. The availability of effective education for employment and vocational skills is becoming as imperative as traditional literacy and numeracy learning - and the successful integration of technology at every level of education is vital to ensuring an improvement in learning outcomes, so we are constantly evaluating and evolving products to harness the power of new technologies for the benefit of learners. We have drawn on the world’s best educational minds to create dynamic, innovative and proven solutions that bring positive 21st century learning experiences to people wherever they are and however they learn. At the heart of our efforts is embedment of 21st century skills in education systems, so that learners everywhere know how to learn for the entirety of their lives, and have the basic skillsets required to thrive in any workplace, in any industry. We are dedicated to preparing learners for the workforce, and to preparing workforces for the demands of the 21st century, global economy. Through global initiatives like our Effective Education for Employment Project (www.eee-edexcel. com), which interviewed over 2,000 candidates across 25 countries, we have come to understand that the skills race is real - and human capital is the key to economic success. Education is key to winning the race, but current education systems are typically failing. And while there are local characteristics, the problems we face are global - so it is time for us all to get involved, and what better place for us to do so than at the 21st Century Academic Forum. To find out more about Pearson, visit www.pearson.com

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IC21CE / ICLLT PRESENTER’S ABSTRACTS First Author: Ajape, Kazeem Oluwatoyin Title: Arabic Language Teaching in the Curriculum of Higher Education in Nigeria ABSTRACT: The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation-work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adopted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning. First Author: Al-Hudaifi, Arwa Title: Teachers’ Questioning Behaviour and Learners’ Oral Participation in Omani EFL University Classrooms ABSTRACT: Teachers’ questioning behaviour is perceived as having a significant influence on shaping L2 classroom discourse in general and students’ contributions in particular. This enquiry has continued to challenge the distinction made between questions that favour one question type over the other, and rather, investigates questioning behaviour as needing to be addressed from broader relevant angles. This enquiry has attempted to firstly evaluate teachers’ questioning behaviour in Omani EFL university classrooms. Secondly, it has examined whether this behaviour had an influence on learners’ contributions. Learners’ responses were analysed in terms of originality, spontaneity and length. Originality refers to whether students’ contributions repeat exactly the teacher’s talk (structure and vocabulary), or they provide something different. The variables of examining teachers’ questions are their length, their types, their structures and teacher enthusiasm. It was hoped from carrying out this enquiry that pedagogic suggestions would be yielded for both my professional development and the context development. The enquiry was exploratory in nature. Through the implementation of audio-recordings and stimulated recall interviews instruments, the obtainment of ethnographical data was enabled. The primary finding was that teachers’ questioning behaviour was found to have contributed in obstructing learners’ contributions. Therefore, my awareness has been raised toward my use of language in the mentioned context. First Author: Alhassan, Jibril Attahiru Co-Author: Macaulay, Sharon Ogechi Title: The Utilization of Electronic Resources by University Students in Niger State, Nigeria ABSTRACT: This study was carried out to determine the types of e-resources available, its awareness and use by university students in Niger State of Nigeria. Descriptive survey design was used for the study. The population of the study comprised of the undergraduate students of two universities in Niger, namely Federal University of Technology, Minna and Ibrahim Badamasi Babangida University Lapai. Simple random sampling technique was used to select 200 respondents from the two universities. Data collected were analysed using frequency count and simple percentages.The findings revealed that the Internet services, e-mail services, online databases, and electronic databases were the available electronic information resources often used by the undergraduate students in both universities. The use of the e-resources enable the undergraduates to have access to current and up-todate information, faster and easier access to information, and access to a wider range of information. The students

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used the resources for academic purposes, online application/registration, research, communication with friends and colleagues, sourcing for materials for project writing, complete assignments and for other personal purposes. However, inadequate power supply, and poor network/internet connectivity, was major constraints. The study recommended improved network facilities by University Libraries to improve service delivery to students. First Author: Ali, Nagla Co-Authors: Alnaqbi, Najla; Cairns, Dean Title: Issues and Challenges in Training Pre-service Teachers in Designing and Printing Prototypes ABSTRACT: This paper reports the implementation process, issues and challenges when trying to integrate the 3D printers in teaching and learning at our teacher training college to explore the potential of using them in enriching the teaching and learning of Science and their effect on students’ and faculty’s perceptions. In this case study six students who volunteered to participate in the study were trained on 1) designing prototypes (related to the teaching and learning of science) using a 3D software, 2) printing the designed 3D Prototype, 3) write an science/mathematics activity that integrates this prototype in implementing it. The issues and challenges of the implementation of 3D printers in teaching Mathematics and Science discussed in this paper are observed by the researchers and reported by the students in the individual and focus group interviews by the end of the implementation. Also, solutions and recommendation to overcome the issues and challenges were also reported by the students. First Author: Aljohani, Muna Title: Principles of “Constructivism” in Foreign Language Teaching ABSTRACT: Constructivism has emerged in recent years as a dominant paradigm in education and has had a major intellectual impact on the development of pedagogy, especially in mathematics and science. Rooted in the cognitive developmental theory of Piaget and in the sociocultural theory of Vygotsky, constructivist notions have had an impact on the development and application of technologically enhanced microworlds and on linguistic investigation into literacy and narrative development Constructivist learning has developed as a substantial approach to teaching. During past decades many researchers and scientist had elaborated on the historical precedents for constructivist learning theory. In this view constructivism represents the shift from education based on behaviourism, to education based on cognitive theory. Moreover, the current emphasis on standards-based accreditation and reconceptualization of teacher education programs will likely expand the horizons of language pedagogy, bringing constructivist approaches to the foreground in language teacher education and opening new avenues for linguistic and interdisciplinary classroom-based research. The aims of this paper are : 1-to clarify the principles of the constructivism theory in language teaching. 3-to shed the light on Constructivist Approach and Online Learning and Teaching of Languages method : the researcher will use the descriptive method. First Author: Allison, Steve Title: Values – A Personal Odyssey Translated into an Organisational Necessity ABSTRACT: Williams (2002) states “… core values may remain the one binding and unifying force that not only allows an organization to adapt to change, but sustains it in a world of increasing competition” (p. 228). Taking this statement as a reference point, it is intended to demonstrate that a set of core values is essential within any higher education institution setting. Ideally this would be from the very highest levels of the organisational structure. However, there is no reason why smaller units, e.g., faculty departments, should not develop their own values in order to have a set of principles by which they are guided in their dealings with a while range or stakeholders. Starting with the concept of a personal set of values, moving on to collectivist concept of these and other values, a process of negotiation and justification within a team of any size can draw the participants together as well as drive forward a mutual understanding and recognition of shared values. This becomes the core of belief of the unit and is driven by the participative nature of all who take part in the discussion and agreement process. It is intended that this presentation will provide a starting point for a variety for stakeholders in a range of institutions to consider the current and potential future role of values within their organisations. Reference Williams, S. L. (2002). Strategic planning and organizational values: links to alignment. Human resource development international, 5(2), 217.

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First Author: Arogundade, Olanrewaju Babatope Title: Clinical Modification of Inefficient Learning Habits in Mathematics Using Contingency Manipulation Techniques ABSTRACT: The experimental study explored the effectiveness of contingency manipulation techniques derived from psychological principles in facilitating better understanding of Mathematics. Pre-test post-test single client design was adopted. A questionnaire adapted fom Study Habit Inventory (Bakare 1978) and Mathematics Skills Self-Survey (Hopper, 2010) revealed that client manifests negative feelings about personal competence, poor study strategies, inappropriate place for study, lack of learning materials, hatred for subject teacher. Client’s study efficiency was determined using The Study Efficiency Formula (Akinboye, 1986). Intervention techniques comprising different schedules of reinforcement, self-control strategies and exposure to some basic study and Mathematics learning skills were deployed for about sixteen weeks to determine the effects of their manipulation on client’s study efficiency. Findings showed that manipulation of client’s behavioural and environmental events improved his study efficiency from a pre-test level of 20 to a post-test level of 42. Recommendations based on findings were made for use of parents, teachers, and any other relevant others in the lives of student. First Author: Arslan, Coskun Title: Interpersonal Problem Solving, Personality Traits and Self-compassion in Undergraduates ABSTRACT: The aim of this study was to investigate interpersonal problem solving in terms of personality traits and self-compassion in University students. The participants were 570 (274 female and 296 male) who participated in the research voluntarily. The mean age of the participants was 21.54 years (between 17-32 years old) with a standard deviation of 2.68 years. Data were collected using Interpersonal Problem Solving Inventory, Adjective Based Personality Scale, Self-compassion Scale and personal information form. To analyze the data, Pearson conduct moment correlations, and multiple hierarchical regression analysis technique were used. As a result of the study, it was found that there was a significant negative relationship between approaching problems in a negative way and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. It was found that there was a significant negative relationship between lack of self-confidence and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. . It was found that there was a significant negative relationship between unwillingness to take responsibility and self-compassion, extraversion, openness to experiences, agreeableness and responsibility. Also it was found that there was a positive relationship between constructive problem solving and self-compassion, extraversion, openness to experiences, agreeableness and Responsibility. Besides, it was found that some approaches of self-compassion and some approaches of personality traits significantly explain interpersonal problem solving. First Author: Arslan, Emel Co-Author: Kosker, Yunus Title: An Investigation of School Readiness of Six Year Old Children ABSTRACT: The purpose of this study is to examine school readiness of 6 years old children in point of different variables. These variables are living in a village or city, gender, educational levels of parents. Subjects of the study included 6 years old children, in 2011-2012 educational year, living in Konya city center and six villages in Konya, Turkey. Subjects were 125 children from Konya and 107 from villages who were picked randomly. In this study, “Personal Information Form” which included children’s personal information was “the Metropolitan Readiness Test” developed by Hildert and friends to assess children’s school readiness levels and translated by Oktay. Study data was statistically analyzed via SSPS 16.00 computer program. In order to determine independent variables’ effect on dependent variable, Tukey test, one-way variance analysis and independent t-test were applied. According to results of the study, children living in the city center had a higher score averages than children living in the villages, but children scored similarly when they were compared in view of gender. Effect of educational levels of parents differed school readiness of the students significantly.

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First Author: Austria, Jan Charlain Co-Authors: Ong, Jonah Matthew; Valera, Isolde Title: The Communication Styles Used by Certain Networkers in De La Salle University-Dasmariñas ABSTRACT: The emerging industry of multi-level marketing or also known as “networking” has acquired the title “The Business of the 21st Century.” With the present economy of the Philippines, many of its people find it ideal to enter into this kind of business since the rate of unemployed and underemployed is increasing, thus, it capitalizes the word job. This type of job promises having an enormous salary, flexible time and by being the boss after every recruitment. In recruitment and direct selling, the networkers use communication is their most prominent tool. The main objective of this study is to discern the different communication styles that were used by the top 3 filipino-owned networking companies such as Unlimited Networks of Opportunities (UNO), FrontRow and Alliance in Motion Global (AIM Global) in De La Salle University- Dasmariñas. Furthermore, this study also desires to uncover how these networkers use the communication styles to persuade their prospects to join the company. The study will be limited to verbal and non-verbal communication styles. The study will use qualitative method to undermine the selected companies. The researchers will gather data through in-depth and semi-structured interview with the top earners of selected networking companies. The researchers will observe, interact and participate together with video recordings, photo documentation and detailed journals in the process of recruitment. First Author: Ayela, Oluwafemi Stephen Title: Functional Business Education for Values, Knowledge, Skills and National Development ABSTRACT: Any education that is worthwhile must possess the quality of value, skill and knowledge. It must also be able to contribute to the development of the individuals in particular and the nation in general. For business education to be worthwhile, it must be functional, functional in the sense that it must provide to its recipients attributes such as skills, knowledge, value, competencies, aptitude, confidence and employability. As it were, business education in Nigeria is anything but functional. It is beset with many problems and challenges. This paper identified some of the challenges to include; insufficient funds, poor quality teacher, low status rating about business education being for educationally inferior people and overcrowding of students. The paper concluded with suggestions on the ways forward, among which are that adequate funds should be made available by government for a functional business education programme. Government should employ business education graduates to teach business education. A situation where quacks are employed to teach or even manage business education programmes leaves much to be desired. First Author: Azhar, Seyedeh Armaghan Co-Author: Zandi, Mohammad Amin Title: The Gap Between the Educational System and the Job Market in International Business Law ABSTRACT: One of the aims of higher education is obtaining advanced skills and specialty, and thereby acquiring better job opportunities after graduation. Scrutinizing the current educational system of Master level in Iran, we came to a conclusion that the necessary specialization is not practiced in the field of International Business Law. Master students are not trained according to their future profession which will lead to inability of good performance. Since the statistical studies of the students’ attitude toward their job in the future shows high expectation of their future occupation, and since there seems to be a lack between educational system and current specialized world of professions, we determined to first demonstrate the problems of higher educational system in the field of International Business Law through interviewing and completing questionnaires by the students of this major ; then we’ll provide a model for resolving these problems through Delphi method. In the proposed model, the students’ will be categorized in 8 different sub-majors after graduating from the first general semester. The classification of the students to thee sub-majors is a question of interest and talent, which will be recognized by a panel of experts in International Business Law, Psychology, and Educational Consulting. These 8 groups are: Lawyers, Arbitrators/ Judges, Businesspeople, Lawmakers, Researchers, Negotiators, Legal Consultants, and Professors. These groups can be revised according to the ongoing world of job market, or the applicable system of education by each region. This model could be applied to other educational system lacking the necessary specialization.

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First Author: Babou, Amina Co-Author: Abdelhay, Bakhta Title: Galvanizing EFL Students to Peruse their Novels and Reconcile their Passive Readership ABSTRACT: Most of students do not read their novels, even those whose specialty is English literature. And this is a major handicap for both literature teachers and EFL students. If students do not read the novel, they cannot understand what the teacher is talking about, and the teacher will not reach the students. This study aims to explore the problems which make EFL students reluctant to read their novels as well as finding possible solution to this dilemma. A triangulation approach was exerted via observing, interviewing and questionning later to check. The findings report that Master 1 students at Hassiba Benbouali require some methods when teaching them literature in order to boost their endeavour to peruse the assigned novel. Albeit the significant role of technology in the EFL classroom, movie adaptation that students resort to in their desperation to find a quick remedy for their situation, can be considered as one of the wrapping to students’ reluctance to read the whole novel. Inasmuch as this investigation strives to chalk out to what extent EFL students are unwilling to leaf through the assigned novel, the findings details that teachers’ bottom line should be directed towards motivating students to pleasurably read their novels prior assuming the apt novel to the literature they are teaching. First Author: Bakanidze, Ana Title: Teaching Foreign Languages in the Former Soviet Space: 21st Century Georgian Example ABSTRACT: The presentation aims to present research on new approaches, methodology, challenges and achievements of teaching foreign languages in post Soviet Union space in the period of 21st century. Opening part will present issues related to teaching foreign languages in Soviet Union space and core topic for discussion are key issues related to teaching in general in what are now former Soviet countries and more specifically in 21st century Georgia. Research will be concluded with discussion on the following: Russian language was dominant in Soviet times and process of teaching foreign languages was in fact regulated by the centralized government; handbooks were unified and loaded with Soviet ideology; population had low motivation for studying and utilizing foreign languages. In the former Soviet Union space and especially in the 21st century motivation for studying foreign languages increase; adapted handbooks for teaching foreign languages based on American and European practice; effective methodology of teaching approved in many countries became widely spread in Georgia; school and university level education in Georgia still requires amendments to the methodology, however its worth mentioning that practice of private tutorship has been developing in the country recently; dominance in terms of frequency of teaching and studying is English (which has in fact become sort of second language for young generation), followed by Russian, German, French, Italian, Turkish, Greek and other. Republic of Georgia in 21st century has a demonstrated rapid growth of demand in studying foreign language which also causes improvement of criteria for educational system. First Author: Bare, Garba Title: Teaching English Language in Nigerian Schools: Problems and Solutions ABSTRACT: The paper focuses on the place of English language in Nigeria School system and examines the problems of falling standards. Some of the problems examined are: Inadequate and ill-equipped language laboratories, insufficient textbooks, lack of pupils’ motivation by teachers which kills interest in English language learning, hence retards active participation; government nonchallant attitude towards English language teaching, unqualified teachers who do more harm than good in the teaching of English language, lack of computer facilities for effective lesson delivery; and poor standard of English usage by students and teachers as well in Nigerian schools. In conclusion, the author suggested the following as ways of reversing the falling standard of English language in Nigerian schools, such as improving the calibre and linguistic competence of teachers, making pedagogical aids such as language laboratories equipped with computers and other relevant machines so as to make both teachers and students have grasp of the core language aspects since English is generally the acceptable language of instruction in Nigerian schools.

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First Author: Bejjani, Giovanna Title: Dialogical Classrooms: A Motivational and Transferable Approach, Facilitating Content Classes ABSTRACT: The primary purpose of education is to enhance the potential for participating in relational process – from the local to the global (Gergen K., 2009). This is also my teaching philosophy. I embrace teaching as an opportunity to inspire and empower. I want my students to feel part of the classroom community and to engage in learning discussions so they learn, grow and transform. This is relational learning, extending beyond the self. (Gergen K., 2009) To me, conversations are crucial in my profession and my professional development. With my students I use a dialogical approach in class; I like the answers to come from them before I start a topic as it facilitates their learning and creates an atmosphere of respect and trust. My students have loved to converse, they have found it a lot more interesting and easier to relate to and speak about a business topic or concept and dialog than just listening to me, a monologue, one sided story, perhaps reading from slides. Together we have been building and co-creating better learning scenarios. The presentation session will start by highlighting the importance of dialogue in classroom in general and in the business classes I facilitate, which could be easily transferred to other content classes such as math and science and also English. I will also give examples of what my facilitation styles and make the session itself dialogical, a practical implementation, hands- on approach, on the topic itself. First Author: Bird, Marco Title: Lecture Based Education Is Not Enough To Prepare Students For Their Future ABSTRACT: Today’s employers need employees that have real world experience that backs up their theoretical learning. Workers are expected to do more with less. Many students leave their education and arrive unprepared to meet the needs of their employer. This places a burden on the employer, as they now need to provide additional training so that the new employee can become effective. Traditional lecture based education is all theory but it is no longer enough. Academic institutions must be better engaged with industry, provide real-world learning through hands-on experiences. India the term “fresher” represents a student with no real-world work experience. Indian companies hire thousands of freshmen and then spend a year or more training them do they are job ready. A survey by the Association of American Colleges and Universities showed that large majorities of employers do NOT feel that recent college graduates are well prepared. Data shows the disparity between a graduate and the need of the employer. Employers expend more money and resources to train employees. Academia can make a positive impact in their student’s employability if there is an increase in more experiential and real-world learning for students. First Author: Blankenburgh, Marco Co-Author: Armandee, Drew Title: Equipping Students to Thrive in a Global and Interculturally Complex World ABSTRACT: Developing the leaders of the future requires a new look at the core competencies and skills students need in our global and inter-culturally complex world. We advocate for a fresh look at intercultural complexity that is based on over 15 years of engaging with corporate, government, education and NGO organizations in the UAE and beyond. Using Dubai as our intercultural laboratory we have developed dynamic ways to navigate intercultural complexity. The Inter-Cultural Intelligence way of looking at culture allows practitioners to see culture at the personal, group, environments and systems levels. This equips students with a the ability to see the (intercultural) world around them in a new and more in-depth way, and gives them the competence to create new cultural spaces together. After the cultural space has been created they learn how to drive cooperative and collaborative purpose that is rewarding at the individual as well as community level. First Author: Boglou, Dimitrios Title: Increasing University Students’ Willingness to Communicate with the Adaptation of Facebook ABSTRACT: Most universities around the world provide their students various communication channels in order for students to communicate with their instructors. The same thing applies to the Cyprus University of Technology. Despite the availability of various communication channels, the communication frequency between students and

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their English language instructors is very limited or in some cases nonexistent as the English language learning process is confined to the classroom. Even though students face various problems related to the language, the vast majority lack willingness to communicate with their English language instructor and ask for assistance or advice to solve any issues. Such a behavior is counterproductive as today’s competitive employment market requires students to be able to communicate in English in a professional and communicative manner. Students’ persistent lack of willingness to communicate with their English language instructors outside the classroom also deprives students from the possibility to enhance the language skills, build better relationships with their instructors and use their newly acquired language skills outside the classroom in a different context. This paper investigates the possibility of increasing the communication frequency and the willingness to communicate outside the classroom between students and English language instructors by adding the popular social network Facebook as an unofficial university communication tool and simultaneously improve student’s English language skills. First Author: Buchanan, Neil Title: You’re/Your History: How Digital Learning Reimagined the Time Machine ABSTRACT: History isn’t always what it seems. Far from being a rote-learned list of this king and that queen, history is an opportunity to find out what makes you, you! In the digital age, received wisdom suggests that digital education has democratized learning while mobile learning has created the opportunity for learners to study “anything, anytime, anywhere”. This presentation will show how students have used their learning relationships with education technology, digital content material and online based tasks and assessments to reassess their Historical Thinking. We will see some examples of how undergraduate students, working towards a Bachelor of Science in the Higher Colleges of Technology in the UAE, experience and respond to the application in their History course of different forms of digital learning within a Blended Learning framework. Formed within a context of near continuous flux and multicultural influences, examples of student-created work will illustrate how digital learning can lead to lifelong learning skills which are valued both in further study and the ever-evolving world of work. First Author: Çakır, Hasan Title: A Descriptive Analysis on the Narrative Structure of Nineteen Eighty-Four ABSTRACT: In this article, a descriptive analysis on Nineteen Eighty-Four is presented to illustrate the narrative structure of the novel. For this purpose, the fictional structure of Nineteen Eighty-Four shall be examined in terms of the successful structural elements. The novel is analyzed under four headings: subject, style status, and tone. This novel displaces Orwell’s bleak vision of the future. Orwell simply predicts that the world will be divided into three continental territories between three super states. They will perpetually fight with each other to enlarge their political and military zone. His stylistic features are suitable to the characterization of the protagonist and to the general narration of this satirical novel. The serious tone toward the subject reveals the seriousness of his thematic concerns. For the reflection of the message and the tone, the fictional world is materialized with distinct life of the protagonist in a totalitarian state. The setting and atmosphere are those of horror, absolute control, and tyrannical torture. The character is defeated in the tragic resolution of the work. An ample attention is paid to illustrate the success of the writer in writing such a romantic fantasy. However, great care is taken to state the literary value of the elements used by the writer in rendering the dystopia as a work of art. Some guidelines were provided in interpretation and evaluation of this novel in EFL classes. First Author: Carlstedt, Edward Co-Authors: Koul, Swapneela; Muncil, Wade; Turner, Jonathan Title: A Framework for Using Face-to-Face Meetings to Increase Learner Autonomy ABSTRACT: Faculty members of the Department of General Studies at the Western Region Colleges conducted a study on the impact group meeting learning styles have on post-secondary ESL students’ ability to be autonomous learners. Previous literature has shown that autonomous learning increases student success and accountability, while providing them with analytical and think-outside-the-box skills to use throughout their lives. This study used in-class group meeting formats for instruction, with the instructor working as a guide to the experience, while the

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actual learning was the students’ responsibility. Findings showed students noted group meetings to be a challenge in comparison to what they were accustomed to, but once used to these new autonomous learning experiences not only were they accepted, but they were also preferred to older rote learning styles. In conclusion, students liked to be responsible for their own learning. In addition, it was discovered that students learn better when offered more up-to-date and autonomous methods of way of learning and assessment. First Author: Dhumal, Manjusha Title: Gaming and Simulation in English Language Teaching: A Symbiotic Interweave Towards Language Efficiency ABSTRACT: India is a nation of linguistically diverse classes. Hence the daunting task of connecting the entire nation falls on the English Language. This renders English Language Teaching all the more demanding, intricate, and exceptionally challenging. Teachers have to develop and initiate their own individual and innovative strategies of teaching. Teaching a language caters to developing and excelling in the four domains of language learning viz. Listening, Speaking, Reading and Writing and has to be made highly learner centric. Language learning should be implemented at various levels of usage. Communication is the chief function of language and has to be syntactically correct along with pragmatic accuracy. Moreover, fluency in language appends a spark to communication. Visual and kinetic learning are more effective, imbibe superior sensibility, and have a greater learning impact. It inculcates quality learning through interest and infuses learners with long term retention and ability to revive it efficiently. Gaming and simulation play a dominant role in language learning and nurturing the learners on a pedagogical, didactic as well as the psychological level. Simulation refers to a task based activity in which the real life situations are explored. This type of learning has no barriers and can be implemented to all age groups. Learning a language theoretically becomes strenuous and complex to apply. Gaming and simulation are the closest training to application and therefore, are effectual tools in the process of learning a new language. This paper will highlight the above aspects. First Author: Eckersley, Mark Title: Using Drama to Develop Communication Skills in the 21st Century Classroom ABSTRACT: This presentation explores the ways that drama can be used to effectively engage ESL Learners and develop effective communication skills in everything from Computer Avatars to Vocabulary to Grammar to Speaking Skills. Drama is an engaging tool to capture the attention and interest of ESL learners but it can also be used to introduce new concepts, scaffold complex learning and reinforce concepts and language already taught. Drama is also a way to engage ESL students in real life communication in a world where technology and the challenges of the 21st Century call for a greater need for precise and genuine communication. This presentation will explore ways that drama techniques can be used to help develop the skills that ESL students need for communication in today’s world through to the communication skills they may need in the future to develop Avatars and Artificial Intelligences for effective development and interaction with technology and an ever changing world. First Author: Endozo, Anatalia Co-Author: Miller, Jumel Title: Level of Readiness of Selected HEI’s to Offer Bachelor of Physical Education ABSTRACT: This study aimed to evaluate the application of implementing the Bachelor of School Physical Education major in School Physical Education and Wellness Management in selected higher educational institutions in Region III. Findings revealed that the assessment on the qualifications of the head or dean of the deparment to be positioned should hire a more qualified personnel to man the department .It was found out that there was no significant difference on the comparison in the assessment on the effectiveness of facutly in terms of knowedge and skills, effectiveness of the activities or program, availability of equipment and facilities needed in the implementation of the curriculum. Likewise, no significant difference was observed in the comparison of the problems encountered by the respondents.To conclude, the instructors effectiveness in terms of knowledge and skills in implementing the curriculum were much effective but still need to be improved, the activities or program implemented were much effective and it contributed a lot in improving the students , the facilities and equipment as assessed were much adequate but not sufficient to facilitate learning, most of the problem of the schools encountered was the absence

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of qualified instructors and heads in physical education. It is recommended that the administrators must allocate enough budget for the improvement of facilities and equipment needed. Schools must hire qualified PE instructors and head. Administrators must encourage the faculty to attend seminars for professional growth and development. First Author: Ezza, El-Sadig Co-Authors: Alwihaibi, Fahd; Altwuaigry, Wail; Al-Otaibi, Abdullah Title: ESP Needs Assessment Among Majma’ah University Students ABSTRACT: This study is an attempt to assess the need for English for Specific Purposes (ESP) among medicine and engineering students at Majma’ah University. Most of the courses attended by these students are taught through the medium of English language. Even when some courses are taught bilingually (i.e. in Arabic and English), the students are expected to consult references written in English . The relevant literature informs that the significance of ESP emanates from foreign learners’ need to study English to overcome academic problems caused by the use of English as a medium of instruction. The motivation of study emanates from the fact that there are no ESP units in the Saudi tertiary institutions; which is indicative of lack of recognition of ESP as a means of academic success and an enculturation into the relevant disciplines. As a result, Saudi tertiary institutions have adopted a simplistic approach to the way ESP in that relevant decisions are determined by the teachers’ own impression of what constitutes an ESP syllabus. In other, words, syllabus is selected in violation of the world practice of need assessment. Therefore, this study is intended to persuade stakeholders at Majma’ah University of the significance of needs assessment as the only objective system that can produce a reliable ESP syllabus that best serves the students’ academic needs. First Author: Faiza, Haddam Title: Integrating Technology in ESP Classroom in Department of Biology at Tlemcen University (Algeria) ABSTRACT: Since the mid-20th century, English has become the lingua franca for scientific research; technical English terms have been imported into many languages. ICT and web access are considered as an open window on the world to acquire these terminologies. It also offers some truly unique opportunities that can give teaching new impetus and be quite a lot of fun for the students. Learners can quickly improve specific target vocabulary through various techniques. Most importantly, ESP (English for Specific Purposes) students get a feel for how English is used in their specific field of research. Scientific English instruction at Tlemcen University Department of Biology is in its 25th years. Most study courses require students to read and to translate scientific texts in English since they are expected to use recent articles and to attend international conferences. By using these recent techniques (i.e. internet and ICT) in the lessons, one can give students “real world” English in their specific field, and overstep their lacks in target situation. One will also pick up quite a lot of useful materials that can be used in future lessons. This paper, will explore difficulties faced by biology students mainly in listening and speaking skills and the benefits of using technology to reinforce the existing practice in teaching and learning ESP in order to urge students to be more autonomous in the future and create an amalgam with the traditional methods. First Author: Farah, Bridie Title: Faculty Attitudes and Perceptions of Academic Plagiarism in UAE Higher Education ABSTRACT: Concern about academic student plagiarism is not new but it appears to be increasing and is a cause for concern for those involved in Higher Education (HE) (McCabe, 2003; Park, 2010; Scanlon, 2003; Song-Turner, 2008). Academic research and reports in local and international media indicate that concern about student plagiarism spans all disciplines and levels in (HE) globally with some claiming it has reached “epidemic” proportions (Darab, 2006; Hutton, 2006). Despite the efforts of teachers to help students avoid plagiarism, some research indicates that there is disagreement amongst teachers in HE on what constitutes academic plagiarism and in their attitudes towards it (Glendinning, 2013). If this is the case, then students may receive mixed message from their teachers which could impact on students’ successful development of academic writing. This paper reports on the findings of a smallscale study conducted in the United Arab Emirates on teachers in Higher Education and their attitudes towards and perceptions of student plagiarism and how they perceived the support and guidance provided by their respective institutions. Data were gathered from a sample of teachers of English from different colleges and universities IC21CE / ICLTT 2015 in Dubai

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across the UAE. Both quantitative and qualitative data, in this mixed-methods research design, were gathered through an online anonymous questionnaire consisting of open- and closed-ended questions and through in-depth personal interviews. Data analysis and interpretation was based on elements of grounded theory. First Author: Filer, Jamiel Title: International Education Through ESL: A Japanese Case Study ABSTRACT: English educators teaching abroad can be viewed as agents for the convergence and divergence of new ideologies. As many countries are now gradually opening their borders, they feel the positive and negative impacts of the growing presence of foreign communities. They are beginning to realize they cannot escape the forces of globalization. Traditional lifestyles and centuries old ways of thinking are increasingly challenged by new advancements in technology, greater transnational, corporate influence, large-scale movements of people and capital across national borders, and the faster spread of information. As individuals learn to communicate with one another, travel, work abroad, or come into contact with diversity they need to better understand how to navigate between their individual, national, and cultural identities. Within every country of the world today from America to Zimbabwe, there exists an acceptance and resistance to globalization. It is the balance struck by such disparate ideologies that will most likely decide future discourse between nations and individuals. Though Japan remains one of the most homogeneous cultures in the world, and even though Japan’s perspective on a wide range of policies from education and immigration to business and economics differ vastly from the USA, the two countries remain steadfast allies. With the global rise in prominence of other non-Western nations, I believe a brief look at the role English education played in Japan’s success in the global business arena may be valuable in providing a comparative perspective on how to meet future challenges. First Author: Frache, Ghassan Title: Developing a Constructively Aligned LBD Pedagogical Model for 21st Century Education ABSTRACT: With the United Arab Emirates’ (UAE) strict 2013 call for Emiratisation, UAE Vision 2021, sees a higher education environment where students will “enrich their minds with the skills that their nation needs to fuel its knowledge economy.” In answer to this, Higher Colleges of Technology (HCT), a UAE public university, mandated the practice of Learning by Doing at the heart of its strategic plan for 2012-2017. However, with the plan already a year into its implementation, no formal investigation has been done on how LBD is being implemented and the extent to which classes, syllabi, and curricula abide to it. Additionally, the researcher argues that if HCT is to act on its “commitment to aligning its academic programs with specific industry needs…to meet market demands,” then the inclusion of 21st century skills into its curricula cannot be overlooked. The presentation intends to investigate the general question: What constructively aligned learning-by-doing pedagogical model incorporating 21st century skills can be developed for teaching engineering subjects in Higher College of Technology, UAE? Taking a pragmatic stand, a mixed method convergent parallel design will be employed. To get a complete picture, inputs coming from its major stakeholders (faculty, management, students) will be investigated. Student survey, faculty and dean structured interviews, overt class observation, and syllabi examination will be utilized for data triangulation. Ultimately, the presentation aims to highlight the development of a collaborative LBD model tailor-fitted to the institution’s engineering program, where the researcher is the faculty manager, and to UAE’s culture. First Author: Giaber Mohamed, Jamal Title: Use of Translation in Classroom by EFL Teachers in Libya ABSTRACT: Use of translation in foreign/second language teaching has divided language teachers into supporters and opponents. Some teachers hold the view that translation should not be used in foreign language teaching. This view is apparently based on the criticism of the Grammar-Translation Method in foreign language teaching. Other teachers think that translation can be useful in foreign language teaching and learning. In Libya, some EFL (English as a Foreign Language) teachers claim that they find translation helpful in their teaching and that their students find it useful in facilitating their learning. These claims go in line with the views of some modern researchers and writers on the use of translation in foreign language teaching. Therefore, this study is to explore aspects of the use

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of translation by EFL teachers in the classroom in Tripoli and nearby areas. The study is based on data collected via questionnaire from one hundred and seventy one teachers of English holding different qualifications and teaching English at universities, higher institutes, language centers and schools. The study findings confirm that translation is widely used as a technique to check students’ understanding, help students clarify the meanings of linguistic units, increase students’ vocabulary, develop students’ ability of contrastive analysis, and assess students’ overall language learning. These findings support new research worldwide in favor of a controlled use of translation in foreign language teaching and learning. The findings also open the venue for further investigation of this issue in other parts of Libya and other Arab countries. First Author: Girginer, Handan Title: How I Met My Students’ Expectations ABSTRACT: The aim of this paper is to demonstrate a group of aviation students’ perceptions of a classroom application of a TV show component. Based on a comprehensive needs analysis, our aviation English curriculum has been updated to introduce a new and more colorful English speaking skills course. This tries to make the flow of teaching smoother and more interesting for the students by employing a sitcom that was selected as the ideal TV show to bring in useful vocabulary and real-life expressions into the classroom and familiarize the students with natural way of speaking. The course activities attempted to enhance and sustain student interest while reducing their hesitation to speak. A 20-item Likert scale questionnaire was administered to 32 students in the departments of ATC and Flight Training at a Faculty of Aeronautics and Astronautics. The lesson starts with a picture that students comment upon. The handout includes new vocabulary items, group-work activities where students to discuss the freeze-frames and the last part involves pair work activities in which students discuss some questions about both the episodes and the connections to their own lives. The results showed that students developed positive attitudes towards the use of sitcoms as a learning tool. Such audio-visual addition to the course outline led to higher learner interest as well. The students reported that the new sit-com component made the class more enjoyable and fun while being exposed to real language and culture increased their motivation towards learning English. First Author: Gromik, Nicolas Title: Video Production: An Added Skill for the 21st Century ABSTRACT: Video production for content learning is in its infancy, yet the merits of this method require more attention from educators and researchers. Video production is presented in two parts. The first part reports on the historical developments that have taken place in terms of technology and classroom integration. Highlighted in this section is the continued increase in mobile technology developments that afford students the opportunity to become producers of content relevant to their studies. The second part explores the various types of video production activities available to enhance students learning. Examples from a wide range of educational contexts will be presented to demonstrate practical methods for successfully integrating video production in the classroom. The presenter will also provide video samples and discuss from a practitioner’s experience strategies for guiding students through a successful video production process. By the end of the presentation, participants will have gained knowledge about the current field of research and gained practical advice that will enable them to integrate easy video production activities in their learning environments. First Author: Gunesch, Konrad Title: Silver Screen Language Lab: Assimilating Accents and Ingraining Intercultural Competence With Movies ABSTRACT: This paper and presentation analyzes the state of research, openly accessible advice and consultation, as well as the author’s own language learning experience using movies in the target language as a device for motivation, imitation, and intercultural competence. Most of the academic research on the value of using movies for foreign language learning has focused on the institutional language classroom. By contrast, the effectiveness of movies for individual language learning has been more intensely discussed on internet websites with practical advice on how to use movies for personal learning success. This paper surveys the state of academic research and that of practical advice, measured against the background of the author’s language learning experience of ten languages

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at conference competence. For this purpose, both academic research and literature as well as website material and advice are synthesized and summarized. The purpose of the presentation is twofold: first, to reflect the state of knowledge about the use of movies in language learning and education, and second, to offer concrete advice, based on first-hand experience and measurable success in many languages, to individual language learners who try to combine linguistic aspiration with cinematographic inspiration. The presentation is therefore of interest for both language educators searching for suitable material inside and outside of the classroom, as well as for learners who either join a classroom environment or are bound to further their learning efforts mostly by themselves. Beyond the pure language progress, a special focus is on the advancement of intercultural understanding and competence. First Author: Gunesch, Konrad Title: Language Learning Larger Than Life: Movies for Inspiration, Imitation, and Intercultural Competence ABSTRACT: This paper and presentation analyzes the state of research, openly accessible advice and consultation, as well as the author’s own language learning experience using movies in the target language as a device for motivation, imitation, and intercultural competence. Most of the academic research on the value of using movies for foreign language learning has focused on the institutional language classroom. By contrast, the effectiveness of movies for individual language learning has been more intensely discussed on internet websites with practical advice on how to use movies for personal learning success. This paper surveys the state of academic research and that of practical advice, measured against the background of the author’s language learning experience of ten languages at conference competence. For this purpose, both academic research and literature as well as website material and advice are synthesized and summarized. The purpose of the presentation is twofold: first, to reflect the state of knowledge about the use of movies in language learning and education, and second, to offer concrete advice, based on first-hand experience and measurable success in many languages, to individual language learners who try to combine linguistic aspiration with cinematographic inspiration. The presentation is therefore of interest for both language educators searching for suitable material inside and outside of the classroom, as well as for learners who either join a classroom environment or are bound to further their learning efforts mostly by themselves. Beyond the pure language progress, a special focus is on the advancement of intercultural understanding and competence. First Author: Hadj Henni, Imane Title: Pulverizing EFL Students’ Reluctance to Read Via Adopting Art and Literary Adaptations ABSTRACT: Teaching English language and literature in Algerian universities nowadays becomes an exigent and even hard task especially with the lack of highly sophisticated teaching and learning materials and also the presence of inactive readership. When it comes to literature, the mission becomes tougher in so far literature students need to train and adapt themselves to reading novels,literary analysis and theory understanding. Indeed, the introduction of art and literary adaptations into literature classes, as the study shows, can be a precious momentum in reaching effective learning results. Accordingly, the aim of this research is to demonstrate the aptness of art and literary adaptations for the teaching of literature. It investigates the possibility of introducing art precisely painting and songs, also literary adaptations into literature classes in Chlef university, and expectantly, paves the way for a wider use of these materials in other universities. The insertion of art and literary adaptations in third year classes effectively altered the learning environment, and revolutionized the learning/teaching processes as it targeted different learning/teaching strategies, worked on different learning skills and also concerned with different learners (audio and visual learners). First Author: Hartley, Grant Title: Researching Knowledge in Knowledge Age Learning Practice ABSTRACT: The educational context in which this paper emerged could be characterized as a “vocational/ professional” curriculum (Shay, 2012). This paper aims to deal with the question of researching emerging knowledge structures within this context with students in the final semesters of an education program. A cornerstone of the education program is teaching practice and it was this experiential learning activity that was used to investigate students’ emerging knowledge structures. By using post lesson observation interviews, trainee teachers’ talk was

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analyzed in order to shed light on the way that teachers are able to articulate their learning experiences. It does this by making use of Legitimation Code Theory to investigate student talk following an observed teaching practice lesson. The aim of the paper is to establish to what extent student talk reflects varying levels of semantic gravity, semantic density, and verticality with a view to establishing the extent to which cumulative learning has occurred. Light is shed on levels of semantic gravity using Bennet and Allan’s (Maton 2009) tools, in order to establish to what extent student talk appeared to be contextualized to the specific lesson experience or to what extent students could speak in more general and abstract terms. Transcripts were also analyzed in terms of semantic density by analyzing to what extent student talk represented more or less dense ways of meaning. The paper concludes that these understandings offer us insights into how we can help students achieve their potential when studying in a second language. First Author: Hartley, Fiona Title: Professional Learning Communities - Is There Potential For Them? ABSTRACT: To help students be successful in the 21st century, teachers need to help them develop 21st century skills, one of which is lifelong learning (Trilling and Hood, 2001). However, how can teachers help their students develop these skills unless they themselves are involved in their own lifelong learning? How can this be achieved? Do teachers have to go beyond their institutions to do this or can they do it another way? As part of the presenter’s MA in Educational Leadership and Management, she carried out some small scale research to investigate the potential for professional learning communities in the institution where she worked. Through a mixed methods approach using surveys and interviews, the presenter investigated teachers’ views of professional learning communities and their ideas of whether they had potential in the organization they worked in. In this research presentation, the presenter will give an overview of how the literature defines professional learning communities and why they are of value, she will also look at the role the culture of the institution has in facilitating professional learning communities and then explain and discuss the small scale research she carried out before drawing conclusions about the place of professional learning communities within her institution and perhaps enabling participants to see similarities between their own institutions and propose some ways forward. First Author: Hartshorne, Bobbi Title: Exploring the Potential of Dubai’s Higher Education Sector ABSTRACT: In this interactive session we will journey through the world’s higher education system and understand where it is now and where it is going. Never has there been a time of such considerable emergence in Higher Education with the shift from West to East becoming more pronounced each year. Increasing governments are recognizing higher education as a primary economic driver and are underpinning its position with stark and sometimes bold government policy. So what does this mean for emerging study destinations like Dubai? How can they take advantage of the shift and what are the threats that could prevent Dubai rising as a revered and strategic global higher education hub? By the end of the session we will understand the key global change factors, learn what the neighbors are doing to establish their position on the global stage, delve into the strengths and weaknesses presented by Dubai’s key HE stakeholders and paint a picture of what Dubai could look like in 2025. First Author: Henderson, Sheri Title: Authentic Assessment: Making Instructional Rubrics to Guide Students (and Teachers) ABSTRACT: ‘Understanding by Design’ (Wiggins & McTighe, 1998) should inform every educator’s teaching practice. In any field, authentic learning is vital if students are to become productive members of society. If we do our job well, our students will exit their academic programs as creative, collaborative, critical thinkers who can communicate well. Learning activities and assessments must be authentic to prepare students for the challenges of living in a 21st century world. Designing authentic assessment tasks, and providing students with a rubric as an instructional tool gives them the ability to decide exactly what they need to do to achieve their desired level of success. A well-designed task rubric can be a road map to success. How to select authentic assessment tasks, and then design authentic instructional rubrics which are comprehensible and user-friendly – for students

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and teacher – will be shared. Participants will be given instructions how to deconstruct a familiar task in order to develop truly relevant, authentic assessment criteria for it. Together, necessary vocabulary which learners need to truly understand outcomes-based authentic assessment as well as rubrics will be generated. First Author: Jakic, Gordana Co-Author: Andjelkovic, Jelena Title: Importance of Semantic and Terminological Creativity in Foreign Language Learning ABSTRACT: Creativity is the process of naming scientific and technical concepts was until recently treated as an undesired and insufficiently researched phenomenon. The traditional theory of terminology (Wuster 1930s) treated language creativity as an obstacle to efficient scientific and technical communication. Following the theoretical background of cognitive linguistics, modern theories of terminology (Cabre 1999, Temmerman 1997, 2000, Faber, Benitez 2005) approach semantic creativity in terminology differently. One of the focal points becomes the process of metaphorisation as one of the basic and most productive mechanisms of new terminology creation. Since English is the dominant language of science nowadays, newly emerging concepts are first named in this language through the process of primary term formation. With knowledge transfer into another linguistic community, the process of secondary term creation (Sager 1990:80), i.e. creation of a new term for a known concept, occurs. Following the theoretical background of cognitive linguistics and its applications in terminology science, this paper discusses the role of semantic creativity and metaphoric meaning transfer in primary and secondary term formation in English and Serbian. The paper is aimed at finding answers to the following questions: (1) In what ways are English metaphorically modelled terms transferred into Serbian and to what extent is metaphor retained in the process; (2) Are semantic creativity and metaphorical modelling in Serbian terminological neologisms an obstacle or an assistance to scientific communication; and (3) What is the relationship between metaphorization and standardization of terms in the domain of management and organization. First Author: Jayaraj, Jehoson Jiresh Title: Significance of ‘Doing’ in EFL Classrooms: A Study on Collaborative Learning Strategies ABSTRACT: Ever since English Language Education was introduced in India the Indian classrooms face a tricky conflict of teaching English as a subject or as a skill. The conventional methods of teaching EFL generally fail because teaching about the language is given more importance than practicing the language itself. If the students are not involved in classroom interactions a language cannot be acquired. The teacher can decide only on what should be taught and can never decide on what the learners have received. The teacher has to be clear only on the process of learning and the product of learning can be assessed during the process itself by creating real life situations inside the classroom. Thus the dichotomy between teaching and testing can be neutralised. Therefore, it is necessary for the teachers to find nonconventional pedagogical tools such as music, sports and movies to facilitate ‘doing’ in an EFL classroom. In an Indian classroom context nonconventional tools are generally considered to be limitations for learning but it is time for the teachers to convert these limitations into resources. One such way of exploiting the available resources in an EFL classroom is employing ‘collaborative learning strategies’. It is primarily based on the concept that knowledge is a social device and advocates the idea that the teacher is a senior learning facilitator in the classroom. It also facilitates the idea of mutual learning within a group. Therefore the proposed article is intended to establish the importance of collaborative learning in an EFL classroom. First Author: Joutsela, Markus Title: Framing Collaborative Teaching and Learning in Interdisciplinary Packaging Design Education ABSTRACT: As the professionals of today face increasingly complex systemic challenges, multidisciplinary collaboration has become a norm and cooperation skills a requirement for entering the job market. This paper presents a case study of constructing an experimental educational framework in Aalto University with the intention to create a model for interdisciplinary packaging design education that acknowledges the cooperation needs of the 21st century working life. A network of university teachers and researchers from diverse disciplines co-created an interdisciplinary packaging design minor, based on collaborative teaching, interdisciplinary team-based learning,

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experimenting, and industry cooperation. Six teachers from four schools shared the main teaching responsibility. The minor was offered to students from various design, business, and engineering backgrounds. The admitted students worked with company projects in teams and the practical work was supported with a wide range of theme lectures and workshops. Based on the collected feedback and the learning and project outcomes it is concluded that the approach has clear benefits for many stakeholders. The interdisciplinary lectures provide students with a comprehensive understanding of interdependent and system-level challenges in packaging design, where as, the practical project work enables students to implement this understanding in practice. Students get exposed to interdisciplinary team working practices and learn project management skills. Companies benefit from new packaging ideas, concepts and solutions that work from many points of views. For the teachers and staff the approach offers a fertile ground for knowledge sharing and building teaching synergies. This provides a strong case for further developing such frameworks. First Author: Kartal, Galip Title: EFL Student Teachers’ Culture of Learning and Readiness for Learner Autonomy ABSTRACT: The development of learner-centered approaches in education is a significant factor, which has made the notion of ‘learner autonomy’ more important recently. Learner autonomy is also important in pre-service teacher education. This study investigates EFL fourth-year student teachers’ culture of learning and their readiness for learner autonomy. The readiness was assessed by looking at participants’ perception on their own and their teachers’ responsibilities, their decision-making abilities in language learning process, and autonomous learning activities they engage in inside and outside of the classroom. Data was collected through two questionnaires: (Culture of Learning Questionnaire and Learner Autonomy Readiness Questionnaire) and stimulated recall interviews. The questionnaires were given to 110 fourth-year EFL students and 23 individual interviews were conducted with volunteer participants. Results of the Culture of Learning Questionnaire show that the participants have not come from a learning environment in which autonomy has been fostered. On the other hand, the results of Learner Autonomy Readiness Questionnaire indicate that they are ready to take some responsibility for their own language learning and implementing more autonomous activities outside the class. Stimulated recall data findings provide a deeper analysis of the beliefs, opinions, and actions of the participants. The results are discussed concerning the importance of autonomy for language learning, the roles of learners and teachers in language classes, and culturespecific nature of autonomy. First Author: Khan, Mahnoor Title: A Differential Diagnosis for the Language of Doctors ABSTRACT: Human dialogue has evolved over the years to create a rich medium of communication. All languages consist of certain idiosyncrasies that allow speakers to utilize various features of the language to communicate effectively. A large dimension of communication is occupied by medical discourse. Over the years, various linguists have researched and analyzed the peculiarities of communicative discourse between doctors and patients to create multiple theories which can be supported by psychological evidence. Conversation analysts, however, attempt to diagnose a certain pattern in medical discourse to create a more concrete theory. The investigation of the data collected is processed based on characteristics of Conversation Analysis - Turn-taking organization, Sequence Organization, Repair Strategies and Action Formation. The results of the conversations between doctors and patients were quite informative. Routine conversation is rarely symmetrical and medical discourse proves to be no exception to the case. This disproportionate quality is symptomatic of one speaker’s control over the other. In a conversation where both the speakers are doctors, there is a balanced form of interactional power. However, in a doctor-patient exchange, interactional dominance is always sought for by the medical authority. The language of medicine facilitates the integration of various levels of discourse through the use of alternating characteristics of conversation. It is necessary to research on medical discourse and its limitations in order to expedite diagnostic and clinical reforms.

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First Author: Lawal, Ya’u Title: History Education and Teacher Development in Nigeria ABSTRACT: Nigeria is beclouded with many problems economically, socially and politically and as such, needs informed citizens with relevant skills and knowledge who will appreciate such problems and as well be able to solve them in a rational manner. It has been observed that, to play active role in this aspect, history education is the best help, as it serves this role through preparing effective teachers of Nigerian, African and world history and thus left much to be desired. This paper portrays the relevance of history education in the development of teachers for it contributes effectively and efficiently in developing them into good, reasonable, reliable, active and responsible citizens of Nigeria. Aspects enhancing teacher development through history education were examined and the obstacles which face the teachers of history in Nigeria have been highlighted and solutions given. At the tail end, suggestions and or recommendations were offered before arriving at a conclusion. First Author: Lim, Jason Miin-Hwa Title: Writing Experimental Procedures: Implications for the Teaching of English for Academic Purposes ABSTRACT: University students in some Asian countries are often expected to write experimental research reports in English as part of the requirements in their academic programmes. One of the challenging sections that these learners need to present is the Method section, in which an overarching component is associated with how a researcher reports experimental procedures. Nonetheless, owing to the lack of related exposure to rhetorical and language conventions, learners frequently encounter difficulties in using appropriate language mechanisms to report such procedures. The teaching materials aimed at facilitating the learning of the specific language items, however, can be relevant and useful in practice if the language resources highlighted in the learning materials genuinely reflect the language choices expected by experienced members of the discourse community. Motivated by the need to provide learners with a range of related language resources, this study looks into how experienced writers use a broad spectrum of language mechanisms to present experimental procedures in research reports published in high-impact journals. Based on a genre-based analytical framework and data elicited from specialist informants, this paper reveals how language instructors can make informed choices in the preparation of teaching materials by taking note of the grammatical structures and vocabulary items recurrently employed by these experienced writers. The findings of this study have also demonstrated the ways in which prominent lexico-grammatical structures can be incorporated in exercises to raise learners’ consciousness of the language needed for reporting the major procedures concerned. First Author: Martin, Janet Co-Authors: Weston, Helen; Quirke, Philip; Allison, Steve Title: An Evidence-based Partnership: Embedding a Research Skills Program in Higher Education ABSTRACT: This paper will discuss the current implementation of a system-wide embedded research skills program in Higher Colleges of Technology (HCT) in the UAE, in a tertiary education facility spanning 17 campuses and educating around 20,000 students. The impetus for such an extensive implementation of a new research skills program has come from a range of sources, including recent government and institutional policy changes, as well as informal but widespread conversations between librarians and faculty about the problems that faculty are experiencing with poor student research skills at all levels. This paper argues however, that the time and resources invested to develop a system-wide research skills program should not be justified by discussions with faculty, nor by the enthusiasm and advocacy of librarians alone. By themselves, neither of these factors are likely to maintain the impetus and longevity of a research skills program. Rather, the developmental partnership between faculty and librarians should be informed by empirical evidence which documents and benchmarks the research skill levels of students, as has happened in 2015 with an extensive survey of student research skills at HCT (around 500 responses), as well as focus group follow up. This paper will discuss these research findings which provide evidence for implementation of a more systematic approach to the teaching student research skills in higher education.

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First Author: McLaughlin, James Title: The Well-Structured Task Approach for EAP: A UAE Case Study ABSTRACT: Higher education has only recently been introduced to the people of the Arab Gulf States. When the UAE gained independence in 1972 there were no universities and few schools. Education is now a national priority and educational aspirations amongst the country’s citizenry are growing. It is unrealistic, however, to expect a smooth transition to an imported education model not rooted in local culture. New teachers to the region may find that UAE national students do not match their experiences or expectations. Instructional approaches must, therefore, be adjusted to meet the needs, expectations and learning orientations of the students in this region. Evidence indicates Emirati students have a stronger orientation towards co-operative learning as well as teacher centeredness. Evidence also suggests a strong affective component, which is tied to academic success and social recognition. Individually oriented learning approaches may be less developed in these students and instruction based only on a Western model is likely to be problematic. In such a context, a well-structured approach (WST) to content design, with considerable built in feedback, may provide the needed support for such students as they work towards developing more independent learning approaches. These findings may have relevance to similar educational contexts. First Author: Megyesiova, Silvia Co-Author: Lieskovska, Vanda Title: Achievements of the EU Member States in the Area of Education ABSTRACT:The 5 targets for the EU in Europe 2020 strategy are as follows: 1. Employment; 2. Research&Development; 3. Climate change and energy sustainability; 4. Education; 5.Fighting poverty and social exclusion. The main goals of the EU in the area of education are to reduce the percentage of the population aged 18-24 with at most lower secondary education to less than 10 % and to increase the share of the population aged 30-34 having completed tertiary studies to at least 40 %. People with low educational level are more likely to be at risk of poverty. The share of early leavers from education has fallen steadily. In 2003 the indicator reached 16.4% with its minimum in Slovenia (4.6%) and maximum in Malta (49.9%). In 2014 the percentage of early leavers dropped to 11.2% with the lowest value in Croatia (2.7%) and the highest in Spain (21.9%). If this trend will continue, the target to reduce early school leaving rates to less than 10% by 2020 can be successfully achieved. The proportion of the population aged 30-34 with tertiary educational attainment has been continuously increasing. In EU-28 the proportion reached only 25.1 % in 2003, with the lowest level in Malta (7.4 %) and the highest in Lithuania (42.6 %). But in 2014 the level increased to 37.9% with the highest proportion in Lithuania (53.3%) and the lowest in Italy (23.9%). The increasing trend makes it possible to believe that also this goal of the Europe strategy will be successfully reached. First Author: Mkhize, Duduzile Title: Technology Gone Wrong: Eroding Mathematical Reasoning Through the Wrong Utilization of Calculators ABSTRACT: The use of technology in education has become a regular and empowering feature in the 21st century. So much that even the developing countries have embraced technology as an important part of curriculum delivery. For example, South Africa promulgated the national White Paper on e-Education, whose sole objective is to transform learning and teaching through Information and Communication Technologies (ICTs). The power of technology in education cannot be denied. However, this paper discusses the dangers of replacing reasoning in mathematics learning with the senseless use of scientific calculators. The discussion is made against the backdrop of a case study which found that mathematics reasoning has eroded as a result of the blind reliance of indigenous mathematics learners on the scientific calculators. The case study was a ten day mathematics intervention for a sample of fifty grade 12 students. This was motivated by the continued dismal performance of indigenous leaners in mathematics which is viewed as the legacy of decades of exclusion in mathematics participation. The paper concludes by cautioning against overstating the use of ICT in mathematics education. Recommendation for mathematics learning strategies that promote higher cognitive thinking which can lead to the effective use of calculators.

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First Author: Mnguni, Aaron Title: Teaching of the Translators: Challenges for Central University of Technology, Welkom Campus ABSTRACT: The recent development in the language legislation in the Republic of South Africa has, without any doubt, highlighted the important role the government gives to translation, particular for the historically disadvantaged languages (Use of Official Languages Act, 2012 and the South African Language Practitioners’ Act, 2014). The high demand for translation services in government services increases the need for institutions of teaching and learning to offer training that will close this chasm. The purpose of this paper is to examine how Central University of Technology prepares graduates who will meet this need, especially examining the practical component of the training. A questionnaire was used to determine how students feel about their practical training, how this could be improved to allow students to enter the labour market with confidence. Following this study, a number of alternatives are suggested as a way of addressing the identified shortcomings in the training of translators. First Author: Mohammed, Abubakar Bitagi Co-Author: Obaje, Alfred Michael Title: The Qualities of Leadership of Academic Librarians in The 21st Century ABSTRACT: This study was carried out to determine the leadership qualities and attainment of the objectives of academic libraries in the 21st century in Niger state, Nigeria. The conceptual view of leadership was explained. The primary objectives of tertiary institutions and the role of the libraries in attaining these objectives were highlighted. It was observed that even if information resources were available, expected services seemed not to have been provided adequately by the librarians. The descriptive survey research method whereby questionnaire was drafted and administered and interview conducted was used for the study. The population of the study was 81 professional and para-professional staff of the two institutions studied. However, only 76 questionnaire representing 93.8% were returned and found usable. Data gathered was analysed using frequencies and percentages. The finding of the study showed that the universities studied have been granted partial accreditation for some courses while majority of the respondents, 54 (71.1%) agreed that inadequacies from the libraries could be attributed to lack of leadership qualities of the University Librarians. Consequently, it was suggested by all (100%) of the respondents that librarians should possess such leadership qualities as being committed, competent, confident and highly educated, among others. It was concluded that the failure of university libraries in meeting accreditation requirements is sine qua non to failing to meet the objectives for which they were established. It was recommended, among others that aspiring university librarians should possess personal qualities that will enhance their leadership capabilities of university libraries. First Author: Mukku, Sandeep Sricharan Co-Authors: Nurendra, Choudhary; Mamidi, Radhika Title: Sentiment Analysis and Education ABSTRACT: Telugu is a major language of India. It is a part of Dravidian language family with about 1.15% of the world’s population as its native speakers. It is the official language of the state of Andhra Pradesh. The language has a lot of speakers but very less annotated resources. Telugu is an agglutinating language. So, we got around 1000 lines of data and have done a sentence level sentiment analysis on the language. We converted the sentences to vectors. We, then, trained a model according to these vectors and got good results for a first-approach. The data is from a Telugu newspaper. This will be very useful for reviews on Telugu movies and other media. The Telugu movie industry, releases the largest number of movies per year, more than Hollywood and Bollywood. Having a tool which could give a sentiment to all the reviews of the movie would be a really big help to those involved in the industry for a feedback system.

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First Author: Nwokocha, Emeka G. Title: Use of Modern Technology and Lecturers Perception in Teaching Business Education Courses ABSTRACT: The study was set out to empirically investigate lecturers’ perception in the utilization of modern technologies in the delivery of business education courses in tertiary institutions in Nigeria. Two research questions were posed to guide the study, One hypothesis was formed and tested at 0.05 level of Significance. A total of 124 lecturers from seven (7) Institutions in Nigeria were selected through the Judgemental sampling technique to form the Sample of the study out of the 187 lecturers that constituted the population of the study. The instrument for data collection for the study was titled ‘Lecturers Technology Adaptation Questionnaire (LTAQ),’ with a four point rating-scale ranging from strongly Agree to Disagree. Three (3) Business Education experts from three institutions validated the instrument and a reliability test using Pearson Product Moment correlation co-efficient yielded a reliability index of 0.68. Descriptive statistics (weighted mean) was used to answer the research questions, while inferential statistics (T-test and Anova) were used to test the hypotheses. Findings reveal among others that lecturers differ in their perception of utilization of modern technology in delivery of business education courses. It was also found that there was no effect of gender on lecturer’s perception of the utilization of modern technology. Based on the findings, recommendation made among others were that lecturers should be trained on the use of modern technologies which should be both technical and pedagogical and also to use the basic computer knowledge possessed by them to integrate modern technologies in the delivery of business education courses in our schools for quality and functional skills development. First Author: Ohia, Ben-Fred Title: Syntactic and Semantic Behaviour of the Ogba Article, Verb and Pronoun ABSTRACT: Ogba language is one of the over four hundred minor languages of Nigeria. In terms of family grouping,Ogba is a sub-language of Igbo which is among the three major languages in Nigeria. Ogba is tonal while English is intonational. The learners from this linguistic Community are most likely to place tone on every syllable rather than spread the tone on a whole sentence. The verb and the pronoun in Ogba language as they are in the English language play vital roles in the use of the language for purposes of communication amongst speakers. It is believed that an understanding of the aspects of the syntactic and semantic behaviour of the Ogba article, verb and pronoun in the teaching and learning of the English language will aid proficiency in the use of both languages. The paper identifies the three major dialects of the Ogba language-Egni, Igburu and Usomini and their mutual intelligibility. The differences that exist in these dialects are restricted to the area of phonemic variation and are a few lexical variants; the same affect the use of article, verbs and pronouns. Therefore, this paper focuses on aspects of the articles, verbs and pronouns in Ogba language in juxtaposition with English. Aspects such as definite article, indefinite article, zero article, tone, class, verbs, functional verbs and different types of pronoun are discussed as well as number, case and person. A parallel approach with the English language is used to facilitate comprehension. First Author: Onyedibia, Henry Oburu Title: Parameteric-Effects of the PSG, T-Movement and X-Bar Syntax on English and Ogbah ABSTRACT: Recent research outcomes in the field of linguistics have triggered a lot of reactions in the forms of contrastive syntactic investigations. These moves have in no small ways radicalised and revolutionised the approach to language appreciation. Some of the linguistic research results in these breakthroughs are the Phrase Structure Grammar, Transformational Movements and the X-Bar theory or syntax. This work examined the holds of some of these popular notions of modern grammar on language, especially the cross-linguistics relations which they may possibly hold for English and Ogbah. The major area of concentration is the parameteric consequences on the languages of study; in terms of the universal parameters and the exceptional features which the Ogbah language holds against the English language language sets. This paper argued that the Ogbah language shares some universal and peculiar parameters in the three selected areas of this paper. It ventured a contributory boost to the descriptive notion of grammar relating to Movement, phrase structure rules and the modification made to the “flat structure”

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of phrase structure grammar. In this paper, it has been shown that the Ogbah language holds some grammatical differentials which knowledge could assist in strengthening the modern grammatical unfolding in the sphere of descriptive linguistics learning and teaching. Besides, the sustainability of the modern notions of grammar examined by this paper can be possible with such linguistic investigations as undertaken in this paper. First Author: Owodunni, Samuel Title: Influence of Classroom Interaction Patterns and Students’ Cognitive Styles on Basic-Electricity Achievements ABSTRACT: The purpose of this study was to investigate the influence of classroom interaction patterns and student’s cognitive styles on achievements in Basic Electricity in Technical Colleges in Federal Capital Territory, Abuja. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (expost-facto) design. The population of the study was 135 Basic Electricity students. The students were categorized into two groups based on previous Basic Electricity classroom interaction Categorization test (PCICT) and Group embedded figure test (GEFT). They were required to make responses based on their personal experience during Pervious Basic Electricity classroom Activities (PCICT), while GEFT was also used to categorize students’ ability to dissembled relevant concepts from a style. The instrument used for data collection was Basic Electricity Achievement test (BEAT). The instrument was face and content validated. The reliability coefficient of BEAT was established using Kuder- Richardson formula 20 (K-R20) and this yielded an internal consistency of 0.76. Data were analyzed with mean, standard deviation and analysis of variance (ANOVA). Results of the study revealed that classroom interaction patterns and cognitive style significantly influenced students’ achievements in Basic Electricity. Recommendation made among others were that classroom interaction patterns and students’ cognitive styles be adopted for effective teaching of Basic Electricity in Technical Colleges. First Author: Peel, Richard Co-Author: Murray, Dawn Title: The Collaborative Classroom - Digital Tools for Academic Writing ABSTRACT: Collaborative learning has its roots in Vygotsky’s theories of the social nature of learning, which diverged from the traditional individualistic approach. The introduction of iPads and mobile devices has provided us with new and powerful collaborative learning tools that were scarcely imaginable even ten years ago. One of the most potent aspects of online learning is the provision of shared virtual platforms which allow students and teachers to collaborate, brain-storm and learn/coach collectively. Our experience is that collaborative digital approaches to academic writing tasks are highly beneficial to students who have previously found this skill challenging approached on an individual level. Readily available tools to promote real time and asynchronous collaboration on a variety of academic writing essay topics will be examined, including iPad applications, digital walls and Open Education resources. These tools include mind-mapping applications such as Popplet and Mindomo, sharing tools such as Padlet walls and Lino stickies, and Open Education Resources like those available on the “readwritethink” website. Examples of students’ work will also be show-cased. First Author: Poedjiastutie, Dwi Title: An Ethnograpic Study of the English Language Needs of Different Stakeholders ABSTRACT: The problem underpinning this study is the perceived mismatch of the Universitas Muhammadiyah Malang (UMM) graduates’ actual English competence with that expected by employers and other stakeholders who are involved in their education or employment. Thus, the research objective of this study is to examine the extent to which the English Department Universitas Muhammadiyah Malang (ED UMM) curriculum matches the stakeholders’ needs. There is an urgent need for courses of all kinds to be relevant - and to be seen to be relevant - to the needs of specific groups of learners and of society at large. The society here includes teachers and employers. One of the ways in which foreign and second language educators have responded to the changing situation is by basing more of their courses on the findings of learner needs. However, doing a NA alone without taking into account the socio-cultural contexts of the stakeholders will be unlikely to obtain satisfactorily outcomes. Therefore, Ethnographic approach is utilised in this study. Paltridge and Starfield (2011) assert that ethnography in ESP is triggered by the

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interest in the social context of language learning and the teaching process. This study not only provide information to guide future policy development by taking into account the voices of stakeholders when planning and redesigning the curriculum to ensure the relevance of its content but also portray a holistic institutional cultures e.g., habits, norms, and values which suspected to inhibit the ESP development at this institution. First Author: Rajabi, Peiman Co-Authors: Darakhani, Leili; Noori, Masoome Title: Pedagogical Knowledge as a Way Out of the Beginning ESL Teachers’ Stress ABSTRACT: The current environment of the ESL classes of institutes, in which EFL teachers work, often places the EFL beginning teachers under stress. This stress can be defined as the result of imbalance between the demands that are placed on them in their classrooms and the resources that the particular teacher, has for coping with these demands. Those teachers, who experience continued stress, often start to feel burn-out and the burn-out leads to leaving the profession. Emotional exhaustion, depersonalization and loss of feelings of personal accomplishment are considered to be the three components of this burn-out. From among, Latent changes, reciprocity and pedagogical knowledge, as the assets of teaching and the factors that would support them, in their time of stress and exhaustion, pedagogical knowledge has been selected to be examined here. It would help beginning ESL teachers to get rid of the obstacles which prevent them from enjoying their job and doing their best in arriving at the goals of ESL teaching and learning as a necessity of the life these days. First Author: Rajabi, Peiman Co-Authors: Noori, Masoome; Darakhani, Leili Title: Enhancing Vocabulary Retention of Children with ADHD ABSTRACT: The focus of this paper is put on enhancing ESL vocabulary retention by hyperactive children.The paper explores the process of teaching English vocabulary to hyperactive children who experience difficulties in vocabulary retention due to attention deficit and hyperactivity disorder problems. The author considers the process of second language vocabulary learning for children with ADHD in terms of motivation problems and learning preferences. The ESL methodologies that can be applied effectively addressing such learner’s needs and the rationale of their choice are then argued for. Examples of activities that will help recall of ESL vocabulary by children with ADHD are also discussed within the framework of this paper.It can help ESL teachers recognize these types of children first and then find the proper way to help them concentrate on the content supposed to be learned.It can also contribute to ADHD children’s parents about their children’s ESL education which is considered as a necessity of the life , throughout the world. First Author: Ryan, Jennifer Title: Why it is Imperative to Include Nutritional Health Education into UAE Curricula ABSTRACT: The rapid growth of obesity and diabetes within the region of the Gulf Cooperation Council (GCC) particularly within the United Arab Emirates (UAE) has been highlighted in recent research. The issue of Body Mass Index or BMI has recently been added to factors that explain life satisfaction. BMI can influence an individual’s level of happiness by various means for example health deterioration can lead to low self esteem. The UAE has demonstrated an increase in BMI and some of the factors that influence this rise are highlighted in this paper. Given the UAE is a multicultural society with a significant import of human capital a healthy population of nationals and nonnationals will bring obvious benefits to the forward planning and running of the UAE. This paper is an examination of the current literature and identifies areas for curriculum development and implementation and even possible policy changes into the current practices of both health education and legislative control. This paper recognizes significant reasons as to why nutritional health education should be implemented into the curricula of all schools, colleges and universities within the UAE.

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First Author: Saida, Kausar Co-Authors: Khan, Yousuf Title: Impact of “Permanent Vocabulary on Acquiring a New Language: An Empirical Evaluation ABSTRACT: This paper aims to make a local contribution to the theories that have an impact on the teaching and learning experience of teachers and students. One difficulty that students of non-English-speaking background encounter is related to Phonology. Phonology explains the variations in pronunciation from a number of perspectives. This paper tests dialectic impact on vocabulary assimilation in non-English speaking students whose higher education is in English. Accordingly, standard UK English, as the reference point, is the English dialect against which the research criteria is based. While accents cannot be completely eliminated; an individual’s accent is a part of who they are and the cultural influences also have a part to play. However, when learning a new language, the permanent vocabulary (mother tongue) creates inefficiencies in pronunciation of another language. The research question assesses the impact of “permanent vocabulary on the transiency of acquiring a new language”.The theory of Phonology can be evaluated in a number of ways, however, the limited aspect of this research analyses the symptomatic effects of phonemes (syllables). Students are exposed to word complexities. The same students are then asked to pronounce the same words in a symbiotic manner employing syllables (phonemes) to assess any differences. Three hypotheses are tested for significance. Results suggest students are more efficient at pronouncing words symbiotically, employing phonemes (syllables), which then significantly improve word pronunciation and aids in accent reduction. Educators may wish to consider embedding a symbiotic approach to teaching English to nonEnglish speaking students. First Author: Saka, Katamba Abubakar Title: Trends in Library and Information Science Education in Nigeria in the 21st Century ABSTRACT: The 21st century has permeated every facet of human life (agriculture, health, information, aviation, politics, education, etc) with developments. This paper highlighted the progress made and challenges in library and information science education in the 21st century Nigeria. Information was obtained or gathered through documentary sources and correspondence with professionals in Library and Information Science (LIS) in Nigeria. Progress made in LIS Education in Nigeria include, establishment of more library schools in Nigerian Universities Addressed by this paper is: the review, modification and restructure of LIS curriculum to incorporate ICT and entrepreneurship components; accreditation LIS programmes in Nigerian Universities by National Universities Commission; continuous professional development of LIS Educators. Despite these progress, challenges exist, such as, divergent nature of LIS curriculum, location and nomenclature of LIS schools and degree awarded respectively; staff strength at professorial cadre, facilities and infrastructure. The paper recommends that; the National Universities Commission (NUC) in Nigeria should design a uniform curriculum for Universities offering LIS programme. The above organs should equally work towards having a uniform faculty/school where library schools can be housed/located as well as having uniform nomenclature of the degree to be awarded. Lecturers in professorial ranks be attracted or offered employment in library schools. There should be attitudinal change on the part of institutional authorities/ teaching staff towards continuous professional development respectively. First Author: Samu, Theresa Ngohile Title: Teacher Education: A Major Strategy for Re-engineering Education for Employment and Self-Productivity ABSTRACT: The teacher is a living model for every learner. The place of teacher education for qualitative education therefore cannot be over emphasized. As executors and implementers of the curriculum, this paper discusses the strategies for improving the quality of teachers in Nigeria and made recommendations for constant assessment and training to combat the dwindling quality depicted by poor pupils achievements in basic skills and public examinations. It suggests that appropriate policies and funding to teacher education by the government will not only motivate but inspire the teacher towards a stronger service input and attainment of acceptable standard for re-engineering teacher education in the country. Education makes somebody to be aware of the environment and understanding the environment. This paper concluded with suggestions on the way forward among which are that government should make education free for all to enable everybody attain the level of self productivity in Nigeria as a nation to move forward.

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First Author: Turkama, Petra Title: Real Life, Real Cases ABSTRACT: Students enter university education with ever higher expectations for their learning experience. The youth are ever more value driven, questioning commonly held societal assumptions, wish to make meanings and contribute to the society. Simultaneously digitalization is shaping our lives, relationships, work and even health in unprecedented way, calling for new means to define the institutional arrangements among industries, public sector and citizens. How well are we educators prepared to respond to these changes in sector that has been accused of being tied to its’ traditions and old mental models? I present a novel case from Aalto University Finland for organizing one key trajectory, student-industry collaboration, for mutual benefit. Bachelor degree focuses on applied education, after which students apply for more academic Master’s degree or applied MBA studies. The ‘real life, real cases’ slogan is made alive through the university’s strong alumni network giving back to the community through student mentoring. Companies pose challenges for both student projects, as well as engage in for longitudinal research projects. Studies emphasize innovation and explorative methodologies for scalability of the learned concepts and content. The approach has helped reduce drop out rates and student placement dramatically, and contributed to the university’s social impact objectives. First Author: Valera, Isolde Title: Perceived Status of the Filipino Film Industry: Implications to Media Education ABSTRACT: Despite the claims of some writers and film industry critics that Philippine cinema is in the state of dying, this study will determine the perceptions of communication educators on the status of Filipino film industry and its implications to media education. Status of the industry will be assessed in terms of technical, artistic, business and social responsibility aspects. The study will also determine the communication educators’ suggestions on how the academic sector can contribute to its condition and likewise propagate media education. The perceceived status can pave a way to determine its implications to media education. Through media education, students can create simple media products that can reflect culture and humanity. Since our society is now technologically advanced, individuals must also be media literates in the sense that they will have the ability to manage and evaluate information from all media platforms where they are exposed to. Media education likewise is a great responsibility but the academic sector is being called for to propagate the importance of such in this changing society. The study will utilize descriptive normative survey method to describe and interpret the current condition of Filipino film industry. Interview will also be conducted to film experts and communication educators for validation purpose. Statistical methods such as frequency distribution, mean, and t-test will also be used as tools to evaluate the data. The results of this study will encourage educators to participate in improving media education and the state of the film industry in the Philippines. First Author: Wang, Lihua Co-Authors: Wang, Qinghua Title: The Application of Rhetorical Differences to EFL Reading and Writing Education ABSTRACT: Most freshmen usually have difficulties in finding the thesis statement and the structure of an English text even if they have known all new words in it. Their English compositions usually seem out of focus. It proves that the realization of the different rhetorical patterns between English and Chinese can help students with their English learning in tertiary education. In order to instruct my students in the use of the rhetorical dissimilarities between the two languages in their English learning, I use the following methods. Firstly, explain the typical differences in the structure of a text between English and Chinese. Secondly, ask them to compare two groups of texts which are on same topics but written in English and Chinese. Thirdly, ask them to recall what their teachers usually required them to do when they were writing a Chinese composition in high school; and then, ask them to reflect on the relationship between the requirements and Chinese rhetoric. Finally, ask them to find the thesis statement and to trace the outline of some English texts from their textbooks. These methods have been adopted in three batches of freshmen and found they are helpful. After realizing the dissimilarities, most of the freshmen can find the thesis statement and the structure of each English text from their textbook within 5 minutes before they make an intensive study of them. Meanwhile, they gradually organize their English compositions properly. IC21CE / ICLTT 2015 in Dubai

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First Author: Yazıcı, Burcu Title: How to Express a Poem in Music ABSTRACT: The classical music repertory has many pieces associated with poetry. Composers have used many different techniques to express poems in their music. Every century brought new techniques, and each of these new styles influenced composers in a way they composed their pieces according to given text of the poetry. An example of such a work Verklärte Nacht, Op. 4 (Transfigured Night) by Australian composer Arnold Schoenberg (1874-1951) is composed in 1899 in three weeks. The composition is a programmatic music about a poetry by German poet Richard Dehmel (1863-1920) titled Verklärte Nacht. This piece is composed for a string sextet (two violins, two violas and two cellos). The piece is analyzed to explain how Schoenberg express the poem in his composition. The paper includes musical examples of the piece in order to explain the composers’ use of musical materials such as melodies and harmonies to be able to express the poem in his composition.

IMAGE: HIGHER COLLEGES OF TECHNOLOGY - DUBAI MEN’S COLLEGE

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INTERNATIONAL CONFERENCE ON LANGUAGE LEARNING AND TEACHING 2015 November 13 - 15, 2015 Higher Colleges of Technology - Dubai Men’s College Academic City, Dubai, UAE Language Learning and Teaching Opportunities in the 21st Century Organized by the 21st Century Academic Forum and the Higher Colleges of Technology

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