Search

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.)

The development of numerical abilities was examined in three groups of 5 year-olds: one including 13 children accomplishing a numerical training in pencil-and-paper format (EG1); another group including 21 children accomplished a homologous training in computerized format; the remaining 24 children were assigned to the control group (CG). The participants were assessed at three successive times (t0, t1 and t2) with a battery of validated tests assessing numerical abilities and fluid intelligence. At times t1 and t2 we found differences between experimental groups and CG, while the children's abilities in the two experimental groups were similar. We underline the crucial role of pre-syntactical and counting dimensions, accounting for a distinction between the experimental groups and control. Results are discussed with reference to the relevance for training activities of the presentation format (pencil-and-paper versus computer-assisted). Pragmatical and practical implications are also considered. [For the full proceedings, see ED562093.]

This paper provides a possible strategy for integrating large language artificial intelligence models (LLMs) in supporting students' education in artistic or design activities. We outline the methodological foundations concerning the integration of CHATGPT LLM in the educational approach aimed at enhancing artistic conception and design ideation. We also present the knowledge and system architecture for integrating LLM in the °'°Kobi system. Finally, this paper discusses some relevant aspects concerning the system's application in a real educational context and briefly reports its preliminary assessment. [For the full proceedings, see ED636095.]

Although some research has been conducted on the importance of mediation in language learning and teaching (Dendrinos, 2006; González-Davies, 2020; Piccardo, 2012, 2020; Scarino, 2016), there is still scarce research on the integration of plurilingualism, mediation, and technology. Through qualitative and quantitative methodology, this paper investigates teachers' abilities in Italy and Spain to integrate plurilingualism, mediation, and technology. A survey has been distributed in order to explore teachers' attitudes towards the use of Information and Communication Technologies (ICTs) and their awareness of the definition and importance of mediation. Furthermore, some mediation tasks performed by teachers in which they had to integrate mediation, plurilingualism, and technology were analysed. [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.]

These proceedings contain the papers of the International Conference e-Learning 2016, which was organised by the International Association for Development of the Information Society, 1-3 July, 2016. This conference is part of the Multi Conference on Computer Science and Information Systems 2016, 1-4 July. The e-Learning (EL) 2016 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. These proceedings contain keynote lecture, "Twenty-First Century Skills, Technology and Open Learning: Re-Designing Teaching for the Digital Age" (Tony Bates) [abstract only] and workshop, "Making Sustainable Online Learning a Reality Informed by the Community of Inquiry Framework" (Susi Peacock and Lindesay Irvine). Full papers in these proceedings include: (1) Determining Factors of Students' Perceived Usefulness of e-Learning in Higher Education (Aleksander Aristovnik, Damijana Keržic, Nina Tomaževic and Lan Umek); (2) EvalCOMIX®: A Web-Based Programme to Support Collaboration in Assessment (María Soledad Ibarra-Sáiz and Gregorio Rodríguez-Gómez); (3) A Holistic Approach to Scoring in Complex Mobile Learning Scenarios (Marcel Gebbe, Matthias Teine and Marc Beutner); (4) Content Development for 72,000 Learners: An Online Learning Environment for General Practitioners. A Case Study (Dirk Pilat); (5) First Stages of Adult Students' Relationship to Scientific Knowing and Research in the Open University's Web-Based Methodology Course (Leena Isosomppi and Minna Maunula); (6) A Quantitative Analysis of the Role of Social Networks in Educational Contexts (Azam Shokri and Georgios Dafoulas); (7) Care Management: On Line-Based Approaches to Nurse Education in Ultrasound Imaging (Elena Taina Avramescu, Mitrache Marius and Adrian Camen); (8) Can e-Learning Change Work Practices? (Signe Schack Noesgaard); (9) A Practice of Mobile Learning Bases on Cloud Computing (Heng Wu and Zhong Dong); (10) Guidelines for Conducting a Post-Graduate Module within a Blended Synchonous Learning Environment, Facilitator and Student Perspectives (Christopher Upfold); (11) IT Tools in Initial Teacher Training (Dorin Herlo); (12) Application of a Reference Framework for Integration of Web Resources in DOLTRN--Case Study of Physics--Topic: Waves (Fabinton Sotelo Gomez and Armando Ordóñez); (13) Creating Micro-Videos to Demonstrate Technology Learning (Mark Frydenberg and Diana Andone); (14) An Analysis of Students Enrolled to an Undergraduate University Course Offered Also Online (Nello Scarabottolo); (15) How Do We Know What is Happening Online: A Triangulated Approach to Data Analysis (Marina Charalampidi and Michael Hammond); (16) Analysis of 3D Modeling Software Usage Patterns for K-12 Students (Yi-Chieh Wu, Wen-Hung Liao, Ming-Te Chi and Tsai-Yen Li); and (17) A Distributed Intelligent e-Learning System (Terje Kristensen). Short papers in these proceedings include: (1) Using Cognitive Maps to Promote Self-Managed Learning in Online Communities of Inquiry (Susi Peacock and John Cowan); (2) Automation in Distance Learning: An Empirical Study of Unlearning and Academic Identity Change Linked to Automation of Student Messaging within Distance Learning (Hilary Collins, Hayley Glover, Fran Myers and Mor Watson); (3) Developing the 1st MOOC of University of Porto: Challenges and Strategies (Isabel Martins, Nuno Regadas and Margarida Amaral); (4) Informal Language Learning in Authentic Setting, Using Mobile Devices and SNS (Ruthi Aladjem and Bibiana Jou); (5) Enhancing Third-Year Medical Clerkships: Using Mobile Technology for Teaching and Learning (Janette R. Hill, Michelle A. Nuss, Ronald M. Cervero, Julie K. Gaines and Bruce Middendorf); (6) Statistical Measures of Integrity in Online Testing: Empirical Study (Tom Wielicki); (7) The Complexities of Digital Storytelling: Factors Affecting Performance, Production, and Project Completion (Peter Gobel and Makimi Kano); (8) Collegewide Promotion on e-Learning/Active Learning and Faculty Development (Nobuyuki Ogawa and Akira Shimizu); (9) Training Portuguese Teachers Using Blended Learning--A Different Approach (Bertil P. Marques and Paula Escudeiro); (10) Gamify and Recognize Prior Learning: How to Succeed in Educators' Further Professional Training with Open Badges (Esko Lius); (11) How Do K-12 Students' Manage Applications on Their Mobile Devices? (Ruthi Aladjem and Sharon Hardof); (12) Digital Storytelling for Inclusive Education: An Experience in Initial Teacher Training (Marco Lazzari); and (13) Learning Factory--Assembling Learning Content with a Framework (Peter Steininger). Reflection papers in these proceedings include: (1) Equalizing Educational Opportunities by ICT (Ana María Delgado García and Blanca Torrubia Chalmeta); (2) The Acceptability of MOOC Certificates in the Workplace (Christina Banks and Edward Meinert); (3) Orchestration of Social Modes in e-Learning (Armin Weinberger and Pantelis M. Papadopoulos); (4) Information Competencies and Their Implementation in the Educational Process of Polish Universities. Exploratory Studies (Anna Tonakiewicz-Kolosowska, Iwona Socik and Monika Gajewska); (5) Virtual & Real Face to Face Teaching (Romeo Teneqexhi and Loreta Kuneshka); and (6) Virtual Scaffolding--Constructivism in Online Learning (Lachlan MacKinnon and Liz Bacon). The following poster is included: Active Learning Methods in Programming for Non-IT Students (Olga Mironova, Irina Amitan, Jüri Vilipõld and Merike Saar). An author index is included. Individual papers contain references.

In many countries, opportunities for higher education are reduced for some under-represented groups in society. One such group are young women from rural and underdeveloped areas who due to traditional, patriarchal lifestyles have much less chance to go to college and get education that their peers from urban areas have much more access to. Online education opens doors for these women, but they still need support and guidance. WINnovators, a 3-year EU Erasmus+ project started in late 2021, has made steps towards providing such support and guidance. It focuses on providing online learning content in different areas of STEM/STEAM and aims at encouraging young women from rural areas to go through such content, develop their entrepreneurial skills, and possibly come up with ideas of how to start their own businesses. Of course, this vision largely contradicts traditional lifestyles. Still, it creates some chance for at least partial leveling with other groups in society. To provide guidance to these women, university students guide them in using the online learning content and taking the learning challenges that eventually lead to raising their awareness of how to break on through to the other side. The paper explains this process and illustrates it by a case study. [For the complete proceedings, see ED655360.]

The beekeeping sector is demanding, requires knowledge and updated information to be able to deal with the challenges related with climate change, food scarcity, stress, pollution, and other harmful effects from the surrounding environment. Hence, this work intended to make a characterization of the needs in professional training in the beekeeping sector and how these needs can be fulfilled through courses and other actions to help beekeepers to maintain updated. The work was carried out in seven European countries (Croatia, Estonia, Finland, Italy, Norway, Portugal, Spain, Total), and the data was collected through a questionnaire survey, translated into the native languages in all the participating countries. The results revealed that the topics of highest interest for the beekeepers were apiary health and pest control and also colony management throughout the year. The most relevant sources of information were family and professional training/courses. The most valued forms of training were in-person and in workplace/internships, although the digital supporting resources were preferred instead of printed material. The learning materials most valued were videos but also books/paper manuals were considered relevant. The field visits were also greatly appreciated by the participants, and the most preferred assessment format was the realization of practical exercises. In conclusion, this work produced valuable information that can be utilized to design training actions and courses to the professionals in the beekeeping sector to enhance their knowledge and better prepare them to manage successfully their activities. [For the full proceedings, see ED654100.]

This is the book of abstracts for the conference held in 2017 entitled: ''METADISCOURSE ACROSS GENRES: MAPPING INTERACTION IN SPOKEN & WRITTEN DISCOURSES'', also known as MAG2017. The 1st International Conference on Metadiscourse Across Genres took place in METU Northern Cyprus Campus, Cyprus between 30 March-1 April 2017 with the participation of Prof. Ken Hyland, Prof. Anna Mauranen and Prof. Annelie Adel as keynote speakers. This international conference aimed to disseminate current research work on Metadiscourse and related areas in line with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis and eventually the first-of-its kind conference in the field of Metadiscourse has welcomed 110 participant and hosted 3 plenary talks and 94 research talks given by researchers from 40 countries from Japan, Mexico, Turkey to Botswana and United Kingdom. The book of abstracts includes the abstracts of the talks with various qualitative and quantitative approaches with special focuses on Discourse Analysis, Corpus Linguistics, Genre Analysis. We would like to acknowledge that the event was co-organized by individual researchers: Dr. Erdem Akbas (Erciyes University), Assoc Prof. Ciler Hatipoglu (Middle East Technical University) and Prof. Yasemin Bayyurt (Bogazici University) with the initial suggestion coming from Reza Abdi (University of Mohaghegh Ardabili).

In this paper we illustrate the architecture of the °'°Kobi system, which is aimed at supporting students' education in artistic or design activities. We will outline the scientific and methodological foundations of the educational approach aimed at enhancing the artistic conception and the design ideation. The functional requirements and the system architecture for implementing the °'°Kobi system are outlined. Finally, the paper discusses some relevant aspects concerning the system application in a real educational context and briefly reports about its preliminary assessment.

The paper analyses the grades assigned by the professors of the University of Milan to their students at the end of written exams, comparing what happened in academic year 2018-19 and in academic year 2020-21, i.e., before and during the crisis caused by the COVID-19 pandemic. In March 2020, the lockdown closed the classrooms, stopping face-to-face interactions among professors and students: it became then necessary to identify possible scenarios for carrying on written exams online, suitably monitoring student behaviors, and to propose them to the University professors. Main purpose of the analysis reported in this paper is a preliminary evaluation of the effectiveness of these scenarios, through comparison of the grades the professors assigned to their students. [For the full proceedings, see ED639633.]

The paper reports the first results of an experience of university teaching innovation in progress. It is based on multiple means of "Engagement", "Representation", and "Action & Expression" in the framework of the Universal Design for Learning (UDL) approach. The action repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning, and it has been proposed in dual mode to second year students enrolled in a course on "Teaching and Learning" of the bachelor's degree program in Education of the University of Bergamo, in Italy. The paper investigates the students' perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation. A quantitative and qualitative survey detected the students' perception of the teaching methods for this course, with main focus on the use of active teaching aimed at breaking down learning barriers, in the UDL perspective. [This paper was published in: "Transforming our World through Universal Design for Human Development: Proceedings of the Sixth International Conference on Universal Design (UD2022). Studies in Health Technology and Informatics," edited by Ilaria Garofolo et al., IOS Press, 2022, pp. 541-48.]

This essay illustrates how an online language education course, implemented within an online language teacher education programme offered at master's level at an Italian university, was designed to foster pre-service teachers' active learning through digitally-enhanced activities. The course was developed within a community of inquiry framework and from a socio-constructivist perspective. The online course adopted a f?lipped learning approach. Pre-service teachers carried out asynchronous digitally-enhanced activities individually and collaboratively before class and synchronous technology-enhanced collaborative activities during live classes. Pre-service teachers thus engaged in active learning throughout the course. [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.]

Synchronous online language teaching involves the simultaneous employment of a range of techno-semio-pedagogical competences (Guichon, 2012). Indeed, given their flexibility and versatility, digital tools and the Internet can render teacher-student interactions dynamic. Among the necessary professional skills and strategies for online synchronous teaching, this paper focuses on the specific dimensions of affective competences and the social need to maintain a climate of comfort during one-to-one online tutoring interactions. We focus on a particular social phenomenon that is strongly linked to emotions -- facework (Goffman, 1967). Applied to computer assisted language learning, we analyse how this social practice unfolds in an interactional environment where the perception of the other is mediated by a videoconferencing platform. We noted four different types of facework triggering situations: lexical breakdowns, private anecdote tellings, overlaps, and interruption of learner reflection time. Our multimodal analysis of facework reveals the frequent use of the smile as a mimicry semiotic resource and highlights the phenomenon of interactional synchrony. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]

An accurate global assessment of gifted children is essential to provide them with educational and counseling programs tailored to their strengths and vulnerabilities. Without neglecting the fundamental role of social-emotional skills on individual well-being and academic success, it is essential to shedding light on the attentional profile of intellectually gifted children. In this regard, findings from empirical studies are not always consistent. The purpose of this exploratory study was to investigate the relationship between the cognitive profile of fifteen gifted children (mean age 9.6 years; SD 2.3), as described through the main WISC-IV indexes (IVE, IRP, IML, IVE, FSIQ), and their attentional profile assessed through AULA, an innovative VR-based ecological assessment tool that evaluates attention and inhibitory control. These first findings highlighted the correlation between intelligence and attention and provided indications for educational interventions. Therefore it is crucial to use innovative and highly ecological assessment tools to engage the IGen gifted learners. In this regard, researchers have recently developed and tested new tools that employ virtual reality (VR) to assess EFs (Climent et al. , 2010; Rizzo et al., 2006). VR-based assessment tools allow children to interact dynamically with realistic scenarios and situations that reproduce aspects of their everyday life. The present study aimed to explore the correlation between the cognitive profile of gifted students, as measured by the WISC-IV paper-and-pencil test, and their attentional profile assessed through AULA, an innovative virtual reality-based attention assessment tool. A previous study by Diaz-Orueta et al. (2014) explored the correlation between WISC-IV indices in a sample of averaged cognitive ability learners diagnosed with ADHD, demonstrating the reliability of the VR-based attention assessment tool in discriminating clinical subjects. To our knowledge, no studies have yet been conducted analysing the attentional profile of gifted children using a VR-based attention assessment tool. Therefore, we expect to provide valuable new information on the peculiar attentional functioning of gifted children.

There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via 'sociality' and 'spatiality'. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

The use of innovative language in education is a current and pressing issue in a digital landscape where knowledge and skills are acquired in much more complex and fragmented ways than in the past (Di Blas, 2016; Selvaggi, Sicignano, & Vollono, 2007). We are experiencing a lot of interest in flipped classrooms, interactive learning environments and serious games, MOOCs platforms, and e-learning projects, which universities are increasingly adopting. The web series is a highly effective format, characterized by short episodes that can also be enjoyed individually, low budget, and a serialized and therefore potentially engaging narrative identity, and is particularly suitable for use on digital platforms. The aim of this paper is to preliminarily present the expected benefits of an interactive web series made by the University for Foreigners of Perugia for a B1 online Italian Language course, before deeper investigation of their suitability for language learning. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018-2021) with a direct reference to Robert O'Dowd's transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship. [For the complete volume, see ED609298.]

The Edu-social Algorithm research project aims to construct a micro-pedagogical, experimental, digital research action to create a methodological model using the functions and algorithms found in social media used by Generation Alpha (specifically Instagram). The project is the manifestation of an explorative research path seeking to alter the algorithms that form the basis of all the major platforms in current cyberspace, and in "Big Tech". This alteration is possible through the development of a community of virtual practice, consisting of students and faculty working within Instagram through an interactive approach, to take pedagogical advantage of their mobile phones and apps. The qualitative results show a series of media-educational content evidencing the pedagogical potential of the social media platform Instagram, and the possibility of reproducing the developed methodological model. The relationships between digital education, social media, and active learning are the prevalent components of this work. Along with these main aspects, this research will also treat the relationship between educational reciprocity and the ownership of knowledge, though the goal of the research action is not only to create a digital methodological model, but a community of virtual practices founded on the approach derived by the didactic strategies intrinsic to the Edu-social Algorithm. The practical aspect of this research involves a target group of classes in the final year of middle schools, reaching a total of 98 students and 57 teaching faculty, participating in the Edu-social Algorithm across seven classrooms in three different schools in Palermo (Italy). The students in the experimental classrooms showed, compared with the control classrooms which followed a traditional model, the possibility of learning through social media and improving one's own scholastic performance, intentionally leaving smartphones on in the classroom, when used in conjunction with educational strategies designed for healthy smartphone use in teaching and learning. [For the full proceedings, see ED639391.]

This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]

Technical, economical, and social changes place great demands on the qualification of professional forces in all areas of the national economy. The decisive foundations for these qualifications are built in vocational education. Vocational education is an investment in the future and one of the decisive pillars of the prosperity of every state in the future horizon of competitiveness. From that follows that the topic of professional dual education is becoming more and more relevant in all countries of the world. Economic experts at the moment state, that overall unemployment among young people is higher compared to other years, and at the same time, there is a lack of qualified personnel for professional positions in various work areas. Many states see the solution to this problem in the implementation of dual education, so individual countries have begun to take the necessary measures. The advantages of adapting curricula to the demands of the economy and business are obvious and transparent, so the public and private sectors, as well as non-profit and non-governmental organizations support this agenda. The article analyzes the elements of dual education in individual European countries with a special focus on dual education in Slovakia. A meaningful motivating factor for its qualitative rise can be the comparison of the vocational education system in individual European countries. [For the full proceedings, see ED654100.]

TVET is an education and training process with a strong emphasis on industry practises that strives to generate competent workers in particular fields. Cooperation with industry in TVET has the potential to improve the quality and relevance of TVET programmes and equip students with the practical skills and knowledge demanded by employers. Thus, there is a need for a complete bibliometric study of research linked to collaboration between TVET and industry, despite the fact that the number of studies in this field continues to increase. The bibliometric analysis in this research which was extracted from Web of Science database is analyze using VOSviewer. The research conducted a descriptive analysis of the publication number trends, the top authors and leading journals in this field. Next, the researcher also analyzed the co authorship based on authors and countries, research trends, citation and keywords analysis as well as co citation analysis. The article found that most of the articles in this field are published by authors from developed countries where the majority is from the United States. Other than that, the recent research hotspot were also identified indicating the future direction of the research in this field. [For the full proceedings, see ED654100.]

Education and Public outreach is an important part of the activities of universities and research institutions. Moreover, public outreach is becoming an interesting career path, suited for young research scientists with strong communication skills and a broad research background. To address these opportunities and challenges, we decided to set up a spin-off company. The cooperative society, which received the status of academic spinoff from the University of Calabria, was named "Missione al Cubo", a name evocative of both the "third mission" and the "cubes", the buildings of the University of Calabria. In this work we present the activities set-up by the spin-off during its first year of activity. During this period the spin-off collaborated with schools, private enterprises and public administration developing activities directly derived from the scientific research conducted by the members of the cooperative society who are also young researchers (graduate students and post docs) of the physics department of University of Calabria. [For the full proceedings, see ED656038.]

Recent research emphasizes the need for a more sustained interaction of schools with universities and research institutions. For example, informal after-school programs integrated into the school curriculum can provide opportunities for meaningful interaction with researchers in active learning settings. At the physics department of University of Calabria it has been launched in 2016 a program aimed at recovering disused, and in several cases ancient, instrumentation in laboratories of some schools in the region of Calabria. In 2022, our local project merged into Lab2go, a national project of the National Institute of Nuclear Physics (INFN) (Lab2go; https://web.infn.it/lab2go/) and of University of Rome "La Sapienza" devoted to the enrichment of the laboratory activities of the schools. Lab2go involves a steadily increasing number of schools and has expanded to include chemistry, robotics and other subjects. This contribution discusses some didactic activities developed within Lab2go. The activities of Lab2go are integrated and form part of the (formal) school curriculum as work based experiences, which have become mandatory during the last three years of secondary schools. Thus, this project is an example of how specific policy interventions can lead to the kind of long-term structured collaboration between schools and research institutions needed to favor the shift of focus in science education. [For the full proceedings, see ED656038.]