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For the forty-fifth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. The Proceedings of AECT's Convention are published in two volumes. Volume #1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume #2. This year, both volumes are included in one document.

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]

For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 2, see ED617429.]

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 2 contains 15 papers dealing the practice of instructional technology including instruction and training issues. Papers dealing primarily with research and development are contained in Volume 1. [For Volume 1, see ED617421.]

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and global contexts. Short papers from the conference are presented in this volume: (1) The impact of EFL teachers' mediation in wiki-mediated collaborative writing activities on student-student collaboration (Maha Alghasab); (2) Towards the development of a comprehensive pedagogical framework for pronunciation training based on adaptive automatic speech recognition systems (Saandia Ali); (3) Digital literacy and sustainability--a field study in EFL teacher development (Christopher Allen and Jan Berggren); (4) Self-evaluation using iPads in EFL teaching practice (Christopher Allen, Stella K. Hadjistassou, and David Richardson); (5) Amateur online interculturalism in foreign language education (Antonie Alm); (6) Teaching Turkish in low tech contexts: opportunities and challenges (Katerina Antoniou, Evelyn Mbah, and Antigoni Parmaxi); (7) Learning Icelandic language and culture in virtual Reykjavic: starting to talk (Branislav Bédi, Birna Arnbjörnsdóttir, Hannes Högni Vilhjálmsson, Hafdís Erla Helgadóttir, Stefán Ólafsson, and Elías Björgvinsson); (8) Investigating student choices in performing higher-level comprehension tasks using TED (Francesca Bianchi and Ivana Marenzi); (9) An evaluation of text-to-speech synthesizers in the foreign language classroom: learners' perceptions (Tiago Bione, Jennica Grimshaw, and Walcir Cardoso); (10) Quantifying CALL: significance, effect size and variation (Alex Boulton; (11) The contribution of CALL to advanced-level foreign/second language instruction (Jack Burston and Kelly Arispe); (12) Using instructional technology to integrate CEFR "can do" performance objectives into an advanced-level language course (Jack Burston, Androulla Athanasiou, and Maro Neophytou-Yiokari); (13) Exploiting behaviorist and communicative action-based methodologies in CALL applications for the teaching of pronunciation in French as a foreign language (Jack Burston, Olga Georgiadou, and Monique Monville-Burston); (14) Mobile assisted language learning of less commonly taught languages: learning in an incidental and situated way through an app (Cristiana Cervini, Olga Solovova, Annukka Jakkula, and Karolina Ruta); (15) Using object-based activities and an online inquiry platform to support learners' engagement with their heritage language and culture (Koula Charitonos, Marina Charalampidi, and Eileen Scanlon); (16) Urban explorations for language learning: a gamified approach to teaching Italian in a university context (Koula Charitonos, Luca Morini, Sylvester Arnab, Tiziana Cervi-Wilson, and Billy Brick); (17) Communicate to learn, learn to communicate: a study of engineering students' communication strategies in a mobile-based learning environment (Li Cheng and Zhihong Lu); (18) Using a dialogue system based on dialogue maps for computer assisted second language learning (Sung-Kwon Choi, Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (19) Students' attitudes and motivation towards technology in a Turkish language classroom (Pelekani Chryso); (20) Vlogging: a new channel for language learning and intercultural exchanges (Christelle Combe and Tatiana Codreanu); (21) Japanese university students' self-assessment and digital literacy test results (Travis Cote and Brett Milliner); (22) Digital story (re)telling using graded readers and smartphones (Kazumichi Enokida); (23) HR4EU--a web portal for e-learning of Croatian (Matea Filko, Daša Farkaš, and Diana Hriberski); (24) Synchronous tandem language learning in a MOOC context: a study on task design and learner performance (Marta Fondo Garcia and Christine Appel); (25) What students think and what they actually do in a mobile assisted language learning context: new insights for self-directed language learning in higher education (Gustavo Garcia Botero and Frederik Questier); (26) An Audio-Lexicon Spanish-Nahuatl: using technology to promote and disseminate a native Mexican language (Rafael García-Mencía, Aurelio López-López, and Angélica Muñoz Meléndez; (27) The use of interactive whiteboards: enhancing the nature of teaching young language learners (Christina Nicole Giannikas); (28) A pre-mobility eTandem project for incoming international students at the University of Padua (Lisa Griggio and Edit Rózsavölgyi); (29) Can a "shouting" digital game help learners develop oral fluency in a second language? (Jennica Grimshaw, Walcir Cardoso, and David Waddington); (30) Feedback visualization in a grammar-based e-learning system for German: a preliminary user evaluation with the COMPASS system (Karin Harbusch and Annette Hausdörfer); (31) The multimodality of lexical explanation sequences during videoconferenced pedagogical interaction (Benjamin Holt); (32) Automatic dialogue scoring for a second language learning system (Jin-Xia Huang, Kyung-Soon Lee, Oh-Woog Kwon, and Young-Kil Kim); (33) Effects of task-based videoconferencing on speaking performance and overall proficiency (Atsushi Iino, Yukiko Yabuta, and Yoichi Nakamura); (34) Tellecollaborative games for youngsters: impact on motivation (Kristi Jauregi); (35) The Exercise: an Exercise generator tool for the SOURCe project (Kryni Kakoyianni-Doa, Eleni Tziafa, and Athanasios Naskos); (36) Students' perceptions of online apprenticeship projects at a university (Hisayo Kikuchi); (37) The effects of multimodality through storytelling using various movie clips (SoHee Kim); (38) Collaboration through blogging: the development of writing and speaking skills in ESP courses (Angela Kleanthous and Walcir Cardoso); (39) Cultivating a community of learners in a distance learning postgraduate course for language professionals (Angelos Konstantinidis and Cecilia Goria); (40) Task-oriented spoken dialog system for second-language learning (Oh-Woog Kwon, Young-Kil Kim, and Yunkeun Lee); (41) Promoting multilingual communicative competence through multimodal academic learning situations (Anna Kyppö and Teija Natri); (42) Teacher professional learning: developing with the aid of technology (Marianna Kyprianou and Eleni Nikiforou); (43) Quizlet: what the students think--a qualitative data analysis (Bruce Lander); (44) "Just facebook me": a study on the integration of Facebook into a German language curriculum (Vera Leier and Una Cunningham); (45) A survey on Chinese students' online English language learning experience through synchronous web conferencing classrooms (Chenxi Li); (46) Identifying and activating receptive vocabulary by an online vocabulary survey and an online writing task (Ivy Chuhui Lin and Goh Kawai); (47) Exploring learners' perceptions of the use of digital letter games for language learning: the case of Magic Word (Mathieu Loiseau, Cristiana Cervini, Andrea Ceccherelli, Monica Masperi, Paola Salomoni, Marco Roccetti, Antonella Valva, and Francesca Bianco); (48) Game of Words: prototype of a digital game focusing on oral production (and comprehension) through asynchronous interaction (Mathieu Loiseau, Racha Hallal, Pauline Ballot, and Ada Gazidedja); (49) PETALL in action: latest developments and future directions of the EU-funded Pan-European Task Activities for Language Learning (António Lopes); (50) Exploring EFL learners' lexical application in AWE-based writing (Zhihong Lu and Zhenxiao Li); (51) Mobile-assisted language learning and language learner autonomy (Paul A. Lyddon); (52) YELL/TELL: online community platform for teacher professional development (Ivana Marenzi, Maria Bortoluzzi, and Rishita Kalyani); (53) Leveraging automatic speech recognition errors to detect challenging speech segments in TED talks (Maryam Sadat Mirzaei, Kourosh Meshgi, and Tatsuya Kawahara); (54) Investigating the affective learning in a 3D virtual learning environment: the case study of the Chatterdale mystery (Judith Molka-Danielsen, Stella Hadjistassou, and Gerhilde Messl-Egghart); (55) Are commercial "personal robots" ready for language learning? Focus on second language speech (Souheila Moussalli and Walcir Cardoso); (56) The Digichaint interactive game as a virtual learning environment for Irish (Neasa Ni Chiaráin and Ailbhe Ní Chasaide); (57) Mingling students' cognitive abilities and learning strategies to transform CALL (Efi Nisiforou and Antigoni Parmaxi); (58) Taking English outside of the classroom through social networking: reflections on a two-year project (Louise Ohashi); (59) Does the usage of an online EFL workbook conform to Benford's law? (Mikolaj Olszewski, Kacper Lodzikowski, Jan Zwolinski, Rasil Warnakulasooriya, and Adam Black); (60) Implications on pedagogy as a result of adopted CALL practices (James W. Pagel and Stephen G. Lambacher); (61) Exploring the benefits and disadvantages of introducing synchronous to asynchronous online technologies to facilitate flexibility in learning (Salomi Papadima-Sophocleous and Fernando Loizides); (62) A CALL for evolving teacher education through 3D microteaching (Giouli Pappa and Salomi Papadima-Sophocleous); (63) Physicality and language learning (Jaeuk Park, Paul Seedhouse, Rob Comber, and Jieun Kiaer); (64) Designing strategies for an efficient language MOOC (Maria Perifanou); (65) Worldwide state of language MOOCs (Maria Perifanou); (66) A Spanish-Finnish telecollaboration: extending intercultural competence via videoconferencing (Pasi Puranen and Ruby Vurdien); (67) Developing oral interaction skills with a digital information gap activity game (Avery Rueb, Walcir Cardoso, and Jennica Grimshaw); (68) Using WebQuests as idea banks for fostering autonomy in online language courses (Shirin Sadaghian and S. Susan Marandi); (69) Integrating mobile technologies into very young second language learners' curriculum (Gulnara Sadykova, Gulnara Gimaletdinova, Liliia Khalitova, and Albina Kayumova); (70) Investigating commercially available technology for language learners in higher education within the high functioning disability spectrum (Georgia Savvidou and Fernando Loizides); (71) Learning languages in 3D worlds with Machinima (Christel Schneider); (72) What are more effective in English classrooms: textbooks or podcasts? (Jaime Selwood, Joe Lauer, and Kazumichi Enokida); (73) Mind the gap: task design and technology in novice language teachers' practice (Tom F. H. Smits, Margret Oberhofer, and Jozef Colpaert); (74) Language immersion in the self-study mode e-course (Olga Sobolev); (75) Aligning out-of-class material with curriculum: tagging grammar in a mobile music application (Ross Sundberg and Walcir Cardoso); (76) Meeting the technology standards for language teachers (Cornelia Tschichold); (77) Mobile-assisted language learning community and culture in French-speaking Belgium: the teachers' perspective (Julie Van de Vyver); (78) Classification of Swedish learner essays by CEFR levels (Elena Volodina, Ildikó Pilán, and David Alfter); (79) Mobile assisted language learning and mnemonic mapping--the loci method revisited (Ikumi Waragai, Marco Raindl, Tatsuya Ohta, and Kosuke Miyasaka); (80) CALL and less commonly taught languages--still a way to go (Monica Ward); (81) Demystifying pronunciation with animation (Monica Ward); (82) The effects of utilizing corpus resources to correct collocation errors in L2 writing--Students' performance, corpus use and perceptions (Yi-ju Wu); (83) A social constructionist approach to teaching and learning vocabulary for Italian for academic purposes (Eftychia Xerou, Salomi Papadima-Sophocleous, and Antigoni Parmaxi); (84) Flip-J: development of the system for flipped jigsaw supported language learning (Masanori Yamada, Yoshiko Goda, Kojiro Hata, Hideya Matsukawa, and Seisuke Yasunami); and (85) "Check your Smile", prototype of a collaborative LSP website for technical vocabulary (Nadia Yassine-Diab, Charlotte Alazard-Guiu, Mathieu Loiseau, Laurent Sorin, and Charlotte Orliac). An author index is included. (Individual papers contain references.)

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how practice and research in CALL is responding to shifting global circumstances which impact education, including developments arising from economic, political, or environmental change. It cut across areas including considerations for teacher training, competitive educational models, open education, new models for blended learning, collaboration, mobile learning, creative and innovative pedagogy, data analytics, students' needs and sustainability--and crucially, it looked to the future with optimism. The programme was packed with over 200 sessions related to this topic, and it included a large number of workshops, pecha kucha, posters, and symposia. This volume offers a snapshot of this dynamic landscape and contains 60 of the papers presented. This volume reflects the wide variety of topics featured at the conference and the high quality of contributions. (Individual papers contain references.)

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546877.]

For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546876.]

For the thirty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the national AECT Convention in Louisville, Kentucky. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 1, see ED546875.]

For the thirty-third year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume #2 of the 33rd "Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology." This volume includes papers presented at the national convention of the Association for Educational Communications and Technology held in Anaheim, California. The papers in this volume primarily deal with instruction and training issues. Papers dealing with research and development are contained in the companion volume (Volume #1). (Individual papers contain references, tables, and figures.) [For Volume 1, see ED514646.]

For the thirtieth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains several dozen research and development papers dealing with instructional technology and instructional design. (Individual papers contain references, figures, and tables.) [For Volume 2, see ED499896.]

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume 2 of the 25th Annual Proceedings of Selected Papers On the Practice of Educational Communications and Technology Presented at The National Convention of the Association for Educational Communications and Technology held in Dallas, Texas. This volume contains papers primarily dealing with instruction and training issues. Papers dealing with research and development are contained in the companion volume (25th Annual, Volume 1), which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, figures and tables.) [For Volume 1, see ED496300. For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

For the twenty-fifth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Dallas, TX. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with instruction and training issues are contained in Volume 2. Volume 2 contains over 60 papers. (Individual papers contain references and tables.) [For Volumes 1 and 2 of the 2001 proceedings, see ED470066.]

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

These proceedings contain the papers of the 14th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2017), 18-20 October 2017, which has been organized by the International Association for Development of the Information Society (IADIS) and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2017 Conference received 72 submissions from more than 25 countries. Out of the papers submitted, 27 were accepted as full papers for an acceptance rate of 38%; 23 were accepted as short papers and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, "Classroom Orchestration: From Practical Tips to Formal Models" (Pierre Dillenbourg). Full papers include: (1) Are Learning Logs Related to Procrastination? From the Viewpoint of Self-Regulated Learning (Masanori Yamada, Misato Oi and Shin'ichi Konomi); (2) Asymmetry in the Perception of Friendship in Student Groups (Luigi Lancieri); (3) Exploring Teacher Use of an Online Forum to Develop Game-Based Learning Literacy (Amanda Barany, Mamta Shah and Aroutis Foster); (4) Educational Assessment of Students in Primary School in Tunisia (Wiem Ben Khalifa, Dalila Souilem and Mahmoud Neji); (5) Impact of Early Numeracy Training on Kindergartners from Middle-Income Families (Carla Meloni, Rachele Fanari, Andrea Bertucci and Sara Berretti); (6) 360 Degree Videos within a Climbing MOOC (Michael Gänsluckner, Martin Ebner and Isidor Kamrat); (7) Cultivating Students' Reading Literacy Using Digital Textile-Based Reading in a Chinese Primary School (Patricia Norte, Joao Negreiros and Ana Correia); (8) How to Flip a Classroom and Improve Student Learning and Engagement: The Case of PSYC1030 (Pedro Isaias, Blake McKimmie, Aneesha Bakharia, John Zornig and Anna Morris); (9) Early Numerical Competence and Number Line Task Performance in Kindergartners (Rachele Fanari, Carla Meloni and Davide Massidda); (10) Exploring the Impact of the Informational Value of Feedback Choices on Performance Outcomes in an Online Assessment Game (Maria Cutumisu); (11) Refining Presentation Documents with Presentation Schema (Yuki Obara and Akihiro Kashihara); (12) The Knowledge Development Model: Responding to the Changing Landscape of Learning in Virtual Environments (Nan B. Adams); (13) Mobile Learning Analytics in Higher Education: Usability Testing and Evaluation of an APP Prototype (Matthias Kuhnel, Luisa Seiler, Andrea Honal and Dirk Ifenthaler); (14) Digital Competence Model of Distance Learning Students (Ketia Kellen A. da Silva and Patricia A. Behar); (15) How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle (Dirk Tempelaar); (16) Pushing Buttons: A Sociomaterial Exploration of the Distributed Lecture (Anna MacLeod, Paula Cameron, Olga Kits and Cathy Fournier); (17) Multimodal Teaching and Learning with the Use of Technology: Meanings, Practices and Discourses (Vasiliki Papageorgiou and Petros Lameras); (18) Contrasts in Openness toward Mobile Learning in the Classroom: A Study of Elementary, Middle and High School Teachers (Rhonda Christensen and Gerald Knezek); (19) Classification of Learning Styles in Virtual Learning Environment Using J48 Decision Tree (Renato R. Maaliw, III and Melvin A. Ballera); (20) Using Short Videos as Testing Elements in Skill Matching--Test Design in the SMART Project (Marc Beutner and Frederike Anna Rüscher); (21) I Might Not Be as Tech as You Think: Collegiate Print versus Digital Preferences (Joan Ann Swanson, Susan L. Renes and Anthony T. Strange); (22) A Visualization System for Predicting Learning Activities Using State Transition Graphs (Fumiya Okubo, Atsushi Shimada, Yuta Taniguchi and Shin'ichi Konomi); (23) OCRA, A Mobile Learning Prototype for Understanding Chemistry Concepts (Tenku Putri Norishah Tenku Shariman and Othman Talib); (24) Teaching Strategies and Methods in Modern Environments for Learning of Programming (Slobodanka Djenic and Jelena Mitic); (25) A Lecture Supporting System Based on Real-Time Learning Analytics (Atsushi Shimada and Shin'ichi Konomi); (26) Characteristics of Effective Pedagogical Strategies for Self-Regulated Learning in Technology-Enhanced Environments: Towards Improving Learning Outcome (Ian S. McGowan); and (27) Pseudo-Haptic Feedback for Promoting Narrative Comprehension (Kazuaki Umetsu and Akihiro Kashihara). Short papers include: (1) Development of a Support Application and a Textbook for Practicing Facial Expression Detection for Students with Visual Impairment (Hirotaka Saito, Akinobu Ando, Shota Itagaki, Taku Kawada, Darold Davis and Nobuyuki Nagai); (2) Teaching Media Design by Using Scrum. A Qualitative Study within a Media Informatics Elective Course (Ines Herrmann, Sander Münster, Vincent Tietz and Rainer Uhlemann); (3) An Architecture to Support Wearables in Education and Wellbeing (Fernando Luis-Ferreira, Andreia Artifice, Gary McManus and João Sarraipa); (4) Differentiated Learning Environment--A Classroom for Quadratic Equation, Function, and Graphs (Emre Dinç); (5) Leveraging the Affordances of Mobile Learning for Vocabulary Gains (Michael Bowles); (6) Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment (Sergei Kostousov and Dmitry Kudryavtsev); (7) Exploring Students' Learning Journals with Web-Based Interactive Report Tool (Yuta Taniguchi, Fumiya Okubo, Atsushi Shimada and Shin'ichi Konomi); (8) The Framework of Intervention Engine Based on Learning Analytics (Muhittin Sahin and Halil Yurdugül); (9) On the Use of E-TPCK for Situated Teacher Professional Development (Maria Mama Timotheou, Andri Christodoulou and Charoula Angeli); (10) Narb-Based Analysis of Tweets Related to United Airlines Controversy: Learning Beyond the Media (Ananda Mitra); (11) Learners' and Teachers' Perceptions of Learning Analytics (LA): A Case Study of South Hampton Solent University (SSU) (Osama Khan); (12) Issues of IT-Professionals Training in Traditional Educational Process (Farid Eminov and Irina Golitsyna); (13) The Isolation Emotion: An Emotional Point of View on Teaming and Group Tools in E-Learning Environments (Tarek Boutefara and Latifa Mahdaoui); (14) Development of Critical Thinking with Metacognitive Regulation and Toulmin Model (Yasushi Gotoh); (15) A Preliminary Investigation into Parents' Concerns about Programming Education in Japanese Primary Schools (Yukiko Maruyama, Hiroko Kanoh and Kinya Adachi); (16) Designing Philadelphia Land Science as a Game to Promote Identity Exploration (Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster); (17) Juxtapose: An Exploration of Mobile Augmented Reality Collaborations and Professional Practices in a Creative Learning Environment (Darren Menorath and Laurent Antonczak); (18) Gender, Games and Space (Suzanne de Castell, Hector Larios and Jennifer Jenson); (19) The Contribution of Collective Intelligence for the Analysis of the Phenomenon of Students Overcrowding (Dikagma Bassagou and Luigi Lancieri); (20) Integrated Collaborative E-Learning for the Global Management Education in the 21st Century (Barbara W. K. Son); (21) Relations between Cognitive Resources and Two Types of Germane Load for Learning (Kazuhisa Miwa, Hitoshi Terai and Yosuke Mizuno); (22) A Framework for People Re-Identification in Multi-Camera Surveillance Systems (Sirine Ammar, Nizar Zaghden and Mahmoud Neji); and (23) Connecting the Dots: Linking Creativity, Synthesis Skills, and the Students' Anxiety about the Future (Ioan Susnea, Emilia Pecheanu, Luminita Dumitriu and Adina Cocu). The two reflection papers are: (1) Localising Content for an XMOOC in the UAE (Jenny Eppard and Preeya Reddy); and (2) Academic Reading on a Collaborative, Online Platform (Jenny Eppard and Preeya Reddy). An author index is included. Individual papers contain references.

The 22nd EUROCALL conference was held at the University of Padova from the 26th to the 29th of August 2015, the first time that EUROCALL has been held in Italy. The event was organized in collaboration with the University Language Centre and the support of the Department of Political Science, Law and International Studies. Over 300 delegates travelled from over 37 different countries to attend. The theme of the conference this year was Critical CALL, drawing inspiration from the work carried out in the broader field of Critical Applied Linguistics. The term "critical" has many possible interpretations, and as Pennycook (2001) outlines, has many concerns. It was from these that the conference theme was decided, in particular the notion that assumptions that lie at the basis of a field's praxis should be questioned, ideas that have become "naturalized" and are not called into question. Another concern of Critical Applied Linguistics is the relationship between the macro and the micro, an engagement with issues of power and inequality and an understanding of how classrooms and conversations are related to broader social, cultural and political relations. Over 200 presentations were delivered in 68 different sessions, both in English and Italian, on topics related specifically to the theme and also more general CALL topics. 94 of these were submitted as extended papers and appear in this volume of proceedings. An author index is included. (Individual papers contain references.)

Sub-Saharan African societies had contacts with China that stretch back to the early days of the Silk Road where the two regions facilitated trade relations and exchanged technology and ideas. Beginning in the 1950s China formalized relations with SSA based on South-South cooperation. At the end of the Cold War, China intensified its relations with SSA within the frameworks of "One Belt one Road" in Africa and the Forum for China-Africa Cooperation (FOCAC). The China-Africa relations have scored benefits in the areas of promoting infrastructural development, strong investments in SSA, trade links between the two regions, less expensive technical assistance for nations in SSA, cultural exchanges, and student scholarships. Nonetheless, the relations raise complicated issues around trade where China is flooding markets in SSA with inferior goods, acquisition of resources, Chinese mining companies causing environmental destruction in many countries in SSA, and the Chinese government's debt trapping of many sub-Saharan African nations. Many suspect that China is surreptitiously forging a relationship with SSA that may help it assert its "trusteeship" over sub-Saharan Africa's political, economic, and development processes. The paper is developed within these broader contexts to examine the paradoxes and contradictions of the China-sub-Saharan Africa (SSA) relations and their potential impacts on education policy and practice in the region. The paper focuses on SSA, a region that constitutes forty-eight of the fifty-four countries of the African continent. This sociohistorical paper is part of my ongoing study to examine the impacts of external forces' economic and political relations on education policy and practice in the SSA and the potential of the relations to destabilize the epistemological processes of sub-Saharan African societies. [For the complete Volume 22 proceedings, see ED656158.]

This case study is based on teachers' personal observation of students of Oberlin College, Ohio, US, and students' feedback, and addresses cross-cultural communication of Chinese as a foreign (L2) language teacher, who is also the first author of this article. The study was conducted during the global pandemic; L2 language teaching methods in Oberlin College had to be shifted from face-to-face lectures to online teaching using videoconferencing tools, particularly Zoom. It was used not only as the online class platform, but also an additional live communication tool in other activities. The case study presented in this article was conducted mainly through observations in daily classes before and after the pandemic. The results suggest that reserved personality and inadequate cultural contact are factors of accultured difficulties for L2 Chinese language teachers when working in the US. This paper proposes solutions for preparations for a cross-cultural adaptability for Chinese language teachers teaching L2 Chinese abroad, especially in conditions like using videoconferencing tools in online teaching classes. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial integration. Based on case studies from selected BRICS countries (South Africa, Russia, and Brazil), this paper explores how the management of racial integration is being addressed within these contexts. [For the complete Volume 20 proceedings, see ED622631.]

This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]

Augmented reality (AR), a cutting-edge technology, has the potential to change the way students learn by superimposing virtual items and information onto the real environment. Through more immersive and interesting interactions with digital content, AR might help students better understand difficult concepts and boost their drive to learn. As a result of its contribution to student learning, AR has become increasingly appealing to educational researchers. This study aimed to descriptively explore the characteristics of AR studies in education and to qualitatively analyze the most influential ones indexed in the Web of Science (WoS) between 2000 and 2022. A scoping review was conducted to determine the sample of the AR studies in education based on the inclusion criteria. Accordingly, descriptive analyses were conducted to identify the characteristics of the AR studies in education between 2000 and 2022 in terms of publication year, country, affiliations, journals, funding agencies, and citation trends. Then, the research methodologies and implications were found among the most influential AR studies in education between 2000 and 2022 by synthesizing qualitatively. The overall results indicated that AR studies in education have been conducted since 2008, with an increasing number of studies over time. Based on the implications of the most influential studies identified in terms of citation numbers, it was detected that AR has the potential to enhance education and training by providing interactive and engaging environments, linking real-world contexts with digital resources, and promoting efficiency and effectiveness in learning. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 273-291.]

Anchored in the researchers' investigation and experience during the internship at a middle school in Nanjing, Jiangsu Province, this dissertation, carried out under the guidance of the theory of chunk teaching method, sorts out the current research results and findings on chunk teaching method, and then analyzes the differences between the chunk teaching method and other traditional writing teaching methods from the perspectives of contents and functions, which draws a conclusion that the utilization of chunk teaching method in China is of great significance to the improvement of middle school students' abilities in English writing. Before writing this paper, researchers conducted a series of preliminary preparations such as questionnaires, interviews and the same-topic writing tests. With that in mind, this dissertation reveals the chunk teaching method's capability of more or strengthening middle students' English writing ability, and thus demonstrates the effectiveness of chunk recitation in English writing teaching in China's middle schools, which provides reference and critical materials for scholars in this field. [For the full proceedings, see ED654100.]

Syntactic complexity is considered to be an important device for assessing the quality of writing in a second language (L2), as it indicates the diversity and complexity of production units or grammatical structures. This paper studies the development of Chinese college students' syntactic complexity in essay writing by using an Automatic Writing Evaluation (AWE) tool, the Pigai system (www. pigai.org, which has been most widely used in China in the last ten years). The data analysis showed that the students' syntactic competences in their final drafts outperformed that in their first drafts in three aspects: length of production unit, amount of subordination, and amount of coordination. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This short paper reports the findings of a study exploring English for Academic Purposes (EAP) students' behavioral intention to use a high-immersion Virtual Reality (VR) system for learning paragraph structure. The study measured relationships between variables that may lead to learners' intention to use the high-immersion VR Reality system through leveraging a hypothesized theoretical framework based upon a widely used technology acceptance model. Quantitative data were collected from 134 Sino-British English as a medium of instruction by university undergraduate students enrolled in EAP classes by means of a post-participation questionnaire. A Partial Least Squares - Structural Equation Modeling (PLS-SEM) exploratory analysis was executed. Results suggested that students' intention to use the high-immersion VR learning environment was primarily determined by its usefulness for learning and not how easy it was to use. Furthermore, the degree to which the learners felt confident in their ability to operate the system had a large impact on how easy they perceived it was to use. And finally, the antecedent conditions of learners had little impact on the students' perceived usefulness of the VR system. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The purpose of this paper is to explore the relationship between the percentage of expenditure on public education of a country and the effect that each percentage mark has on the economic growth, and therefore Gross Domestic Product (GDP) of a country. The goal of this paper is to explore how investment in education impacts the economic growth of a country through the production of more skilled workers in the workforce. This paper aims to draw a comparison between the BRICS countries, and a representative number of the countries in the European Union to compare the investment, process and product delivered through these groupings. By looking at the production function from a Marxist perspective it is inevitable to notice that the error coefficient is significantly higher within the BRICS countries than in the European Union, which is reflected in the rate of economic growth. This paper would be of interest to economists, education policy makers, researchers, and scholars.

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations, which a more effective course design may address. This paper aims to use the First Principle of Instruction (FPI) theory, one of the Instructional Design (ID) theories, to design CLIL in order to improve the course. This paper has selected the Japanese CLIL course in China as an example. The target learners are 16 students of the Japanese major at the university. The subject of the course is Intercultural Education. The results indicated that the FPI-based pre- and post- questionnaires revealed significant difference, as compared to those of the Japanese proficiency test. The analyses of the proficiency test, FPI, and CLIL indicated that there is a high correlation between the test and FPI whereas there is a moderate correlation between the test and CLIL and between FPI and CLIL. [For the complete proceedings, see ED600498.]

In an Intelligent Tutoring System (ITS), problem (or question) difficulty is one of the most critical parameters, directly impacting problem design, test paper organization, result analysis, and even the fairness guarantee. However, it is very difficult to evaluate the problem difficulty by organized pre-tests or by expertise, because these solutions are labor-intensive, time-consuming, leakage-prone, or subjective in some way. Thus, it is of importance to automatically evaluate problem difficulty via information technology. To this end, we propose a novel difficulty prediction framework, named SQL-DP, for Structured Query Language (SQL) programming problems, mastering which plays a vital role in learning the database technology. In SQL-DP, semantic features of problem stems and structure features of problem answers in the form of SQL codes are both computed at first, using the NLP and the neural network techniques. Then, these features are used as the input to train a difficulty prediction model with the statistic error rates in tests as the training labels, where the whole modeling does not introduce any experts, some as knowledge labeling. Finally, with the trained model, we can automatically predict the difficulty of each SQL programming problem. Moreover, SQL programming problem answering log data of hundreds of undergraduates from Guangxi University of China are collected, and the experiments conducted on the collected log data demonstrate the propped SQL-DP framework outperforms the state-of-the-art solutions apparently. In particular, SQL-DP decreases the RMSE of difficulty prediction by at most 7.23%, compared with the best-related framework. [For the full proceedings, see ED623995.]

Online synchronous classes and seminars are increasing in universities along with the outbreak of COVID-19. Since the online classes are not in-person condition, it is difficult for a teacher to monitor the learners. In the field of distance education, the need to support learner's concentration has been identified. More effective methods adapted to online classes in universities should be discussed. In this paper, we focus on the teacher's and learners' attention to the material in online real-time classes. We then propose a system that provides feedback on the differences in learners' gaze in order to improve the followability of learners. The proposed system assumes an online environment using Microsoft Teams PowerPointLive and acquires the "gazing point" at every slide-material and "page change history" of the teacher and learners. The results of using the proposed system suggest that it can improve the learner's followability to the teacher.

Drawing on theories from transcultural theory, I examined Chinese immigrant mothers' transcultural perspectives on mothering and learning. Recent adult educational studies contain limited research on the effects of cultural influence on mothering and learning by immigrant mothers from their perspective. Based on 30 semi-structured interviews among Chinese immigrant mothers in Canada, this study revealed there are not only interactions between the fluid cultural values and the understanding of mothering and learning by immigrant mothers, but also race, gender, and class relations behind Chinese immigrant mothers' mothering and learning practice. This paper contributes to a better understanding of cultural influence on Chinese immigrant mothers' learning and mothering practice. The findings help foster adult educational programs for immigrant mothers in multicultural societies. [For full proceedings, see ED628982.]

Classroom instruction in China and in the United States have sharp differences. Typically, constructivist learning theory shapes American classroom instruction whereas Confucian educational culture shapes Chinese classroom instruction. Furthermore, typically, Chinese classrooms adopt a direct instructional approach whereas American classrooms adopt an indirect instructional approach. Awareness of such differences in classroom instruction informs educators of the educational backgrounds of students coming from different educational environments and cultures, enabling educators to better serve different student populations. Additionally, it is worth noting that educational culture worldwide is converging as indicated by world culture theory. This paper presents different classroom instruction in China and the U.S., and inspires educators to learn from the differences, reflect on their own instruction, and eventually innovate and improve their instruction. [For the full proceedings, see ED628982.]

[For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]This study investigated whether a translation tool (Microsoft Translator -- MT) and its built-in speech features (Text-To-Speech synthesis -- TTS -- and speech recognition) can promote learners' acquisition in pronunciation of English regular past tense "-ed" in a self-directed manner. Following a pretest/posttest design, we compared 29 participants' performances of past "-ed" allomorphy (/t/, /d/, and /id/) by assessing their pronunciation in terms of phonological awareness, phonemic discrimination, and oral production. The findings highlight the affordances of MT regarding its pedagogical use for helping English as a Foreign Language (EFL) learners improve their pronunciation.

Guided by the theory of Language Socialization (LS), this study investigates the mediating effects of teacher-student power relations in an academic English course. To do so, several sets of data were collected: responses to a questionnaire survey, a series of semi-structured interviews, and the online interactions which took place on two teaching platforms (WeChat and QQ). Our results show that together with other factors, the power relations highlighted in this study influenced the participants' academic performances. Besides, three types of teacher-student power relations were brought to the fore. Eventually, the power relations identified affected the construction of role identity in our study. The findings provide supporting evidence for the complicated power relations which exist between language learners and their community of practice. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

This descriptive study presents the first research cycle with four synchronous telecollaborative language learning sessions on Zoom between Irish and Chinese teenagers. Intercultural Sensitivity Scale (ISS) post-questionnaire results show that the mean of interaction enjoyment scale is the highest compared to the other four categories, which implies that telecollaboration provides an enjoyable and authentic environment for Irish adolescent learners to experience communication with native speakers. However, low averages of ISS categories indicate some factors are at play such as short telecollaboration duration and potential technological issues. The gap between the previous needs analysis and current findings demonstrates that participants probably underestimated the challenge of engaging with Chinese native speakers, which would suggest that more scaffoldings and preparations are required for beginning-level learners before and during telecollaborations. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

In this paper we will share successful teaching techniques for creating effective learning experiences for adult learners in an international context. We studied the experiences of two groups of Chinese undergraduate students from public health and nursing in short-term study abroad programs in the United States. We used the experiential learning theory described by Kolb (1984) to understand which teaching and learning strategies were considered meaningful by Chinese undergraduate students. We found that they preferred activities which involved opportunities for building relationships with American colleagues such as community engagement, shadowing, and learning English language. They considered lectures about public health topics informative but less meaningful as compared to more interactive and hands-on learning activities. [For the full proceedings, see ED625421.]

There is a long-standing interrelationship between the military and medical spheres in society. Military actions rely on medical services to tend to casualties, and medical advances often come from the pressure of military campaigns that generate large numbers of patients. That interrelationship is a linear one of simple paired interaction. However, there is a deeper and more subtle relationship that influences military and medical theory. Both disciplines are schools of applied philosophy; real world result is required for the philosophical principles and theoretical approaches to be validated and maintained. Ornate intellectual edifice, which cannot produce a quantifiable result, is unacceptable in both these disciplines. As such there is a cognate type of intellectual discourse that involves observation, supposition, abstraction to principle, manipulation of principle, application, and evaluation of result. This process differs from abstract philosophy wherein the application, efficacy and assessment are often couched in qualitative and unclear parameters, which belie an accurate summation of result. This paper seeks to explore the relationship of the military and medical traditions of China, through a structured comparison of the intellectual framework of these two systems of applied philosophy. By exploring the medical and military conceptualizations of space and boundary, and the cognate vocabulary used in these two traditions, a better understanding of the deep structure of the core rubrics within the systems can be derived. Further, through comparative evaluation of source texts I will examine the parallelisms and dissonances of the views of space, boundary, power, and strategy. [For the complete volume, "Proceedings of International Conference on Studies in Education and Social Sciences (Antalya, Turkey, November 11-14, 2021). Volume 1," see ED625228.]

The paper details a course offering that centers on student transformational experience and self-efficacy growth in an international environment by merging business, entrepreneurship and cultural experiences. Self-efficacy is achieved through both a mastery experience, mastering a task and controlling the environment, and vicarious experience through observation of people and activities. An inexpensive but very effective combination of multi-cultural virtual and in situ team work with a strong cultural component provides the transformational experience. Originally involving only two universities, one in China and one in the United Sates, the course has expanded over the years of its existence to four participating universities, each representing a different continent. The virtual pre-travel component, which was always an important part of the course design, became especially prominent during the COVID-19 pandemic. The advantages and challenges associated with the course design and implementation are discussed. [For the full proceedings, see ED622227.]

Content and language integrated learning (CLIL) and English as a medium of instruction (EMI) are emerging as the preferred contexts of language learning. CLIL and EMI classes continue to proliferate in schools around the globe. The aim of this paper is to investigate the current research trends in studies of motivation to learn within EMI and CLIL settings. We sought to identify the current countries of research, educational levels, and themes that prevail in EMI and CLIL motivation research. We performed a topic search of the keywords "CLIL" or "EMI" and the keyword "motivation" in the "Web of Science" database for Social Sciences Citation Index (SSCI) articles published in 2020. We analyzed 17 articles related to motivation within EMI or CLIL contexts. The results showed that European countries produced the most research, with Spain being the most prolific. A majority of the studies took place at the secondary and tertiary levels of education. Comparative studies of CLIL or EMI contexts with that of traditional classrooms emerged as the prevailing theme. Future research could include more studies regarding the impact of CLIL on students at the primary level of education, in addition to studies of students from varied socio-economic backgrounds. [For the complete Volume 19 proceedings, see ED613922.]

Attendance rate is an important indicator of students' study motivation, behavior and Psychological status; however, the heterogeneous nature of student attendance rates due to the course registration difference or the online/offline difference in a blended learning environment makes it challenging to compare attendance rates. In this paper, we propose a novel method called Relative Attendance Index (RAI) to measure attendance rates, which reflects students' efforts on attending courses. While traditional attendance focuses on the record of a single person or course, relative attendance emphasizes peer attendance information of relevant individuals or courses, making the comparisons of attendance more justified. Experimental results on real-life data show that RAI can indeed better reflect student engagement. [For the full proceedings, see ED615472.]

This study reports on the 2019-2020 October-February cycle of the project, Blending Massive Open Online Courses in English Teacher Education with Telecollaboration (BMELTET). The project blends the MOOC "Understanding Language" (Futurelearn) with telecollaboration -- or Collaborative Online International Learning (COIL) or Virtual Exchange (VE). It involves students enrolled on teacher education courses at both undergraduate level (from Spain) and postgraduate level (from the UK and China). This work discusses some of the challenges encountered in this 2019-2020 pre-COVID cycle and proposes, in line with other previous related studies, that telecollaboration is troublesome for students as it takes them out of their comfort zone. It does not align with what they were expecting to study at university. At the same time, BMELTET illustrates the gains that students and staff can make when engaging in such a project and its transformational impact on their beliefs. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Despite a large body of literature on the Technology Acceptance Model (TAM), studies on young children's usage of media technology in China are still scant. This paper characterises the variations in Chinese parental acceptance and intent to continue related to their children's use of web-based English as a Foreign Language (EFL) technologies. A sample of 20 parents from an inland city in China participated in individual interviews and reported factors affecting their acceptance and preferences. Thematic analysis reveals that parents' beliefs about EFL affect the perceived ease of use and perceived usefulness of EFL technologies. The study has also found that Chinese parents are now attaching more importance to children's emotional and social skills development. [For the complete volume, "Education 4.0 Revolution: Transformative Approaches to Language Teaching and Learning, Assessment and Campus Design," see ED607129.]

Homeschooling is an alternative method of teaching where parents take the responsibility of education and teach their children at home. This method of education is increasing worldwide. Various authorities around the world have taken note of this trend and recognized homeschooling as an alternative method of education in their legislation. The paper examines the educational policy and practice of homeschooling in the BRICS countries (Brazil, Russia, India, China, and South Africa) through a literature study, with the aim of comparing the five countries to hit. It also looks at what the BRICS countries can learn from each other regarding homeschooling. Most of the BRICS countries have education law that does not provide for homeschooling. In the countries where homeownership is legal, there are strict requirements that must be met. These requirements place a heavy burden on home school parents. However, it is clear from the investigation that homeschooling is increasing in the BRICS countries legally and illegally. There are also other similarities arising from the study.

This study investigates the use of Automatic Speech Recognition (ASR) systems to epitomize second language (L2) listeners' problems in perception of TED talks. ASR-generated transcripts of videos often involve recognition errors, which may indicate difficult segments for L2 listeners. This paper aims to discover the root-causes of the ASR errors and compare them with L2 listeners' transcription mistakes. Our analysis on the ASR errors revealed several categories, such as minimal pairs, homophones, negative cases, and boundary misrecognition, which are assumed to denote the challenging nature of the respective speech segments for L2 listeners. To confirm the usefulness of these categories, we asked L2 learners to watch and transcribe a short segment of TED videos, including the above-mentioned categories of errors. Results revealed that learners' transcription mistakes substantially increase when they transcribe segments of the audio in which ASR made errors. This finding confirmed the potential of using ASR errors as a predictor of L2 learners' difficulties in listening to a particular audio. Furthermore, this study provided us with valuable data to enrich the Partial and Synchronized Caption (PSC) system we proposed earlier to facilitate and promote L2 listening skills. [For the complete volume of short papers, see ED572005.]

This paper reports a 3-month study investigating engineering students' Communication Strategies (CSs) in a mobile-assisted course. 67 Chinese learners of English in this course volunteered to participate in the study. The instruments included oral communication sessions, stimulated recall interviews, WeChat exchanges, etc. Results showed that the participants used a variety of CSs when completing the academic tasks. Moreover, these CSs were closely related to the students' involvement in meaning negotiation while they were interacting to complete learning tasks. It is suggested that instructors have CS training tailored to their students' learning tasks. Future research should focus on a longitudinal investigation of the transfer of CSs across tasks. [For the complete volume of short papers, see ED572005.]

Global competition results in an overall demand for higher skills. In the competitive world, China has no choice but to adjust themselves to become more efficient, productive, and flexible. Higher education in China has played a key role in achieving socialist economy and modernization. Since the open-door policy in the 1980s, there has been a shift from elite to mass education, practice of corporate managerialism in education governance, privatization of education, and spread of transnational education in the tertiary sector. The author first attempts to explore the strategies that have been adopted in higher education reform in China. Then there are reviews of the roles of Project 211, Project 985, and the Double First-Class Initiative in higher education reform in China. Higher education reform has allowed mainland China to identify a small group of universities to be measured alongside the best universities in North America and Europe. However, there are also some backwash effects created from these trends of restructuring of higher education in China. [For the complete Volume 21 proceedings, see ED629259.]

In this era of globalization, mobile learning is increasingly becoming a new paradigm to promote teachers' core literacy. In this study, teachers in rural secondary schools in South China were selected as respondents, and the correlation between mobile learning and teachers' subject core literacy was proved by using SPSS22.0 software. The study concluded that mobile learning for Chinese rural secondary school teachers is deficient at the level of social interactivity, the learners (teachers) themselves and mobile learning devices. Therefore, enhancing the social interaction level of mobile learning, stimulating the demand for m-learning among rural secondary school teachers and Increasing Equipment Support are crucial to improving teachers' subject core literacy in rural secondary schools. [For the full proceedings, see ED639391.]