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Due to recent unrest around the world, the number of refugees has increased dramatically in the last decade. In order to meet the needs of this population, host countries have had to quickly adapt to provide these refugees with basic needs. One such need is to have quality education for refugee children. The aim of this paper is to compare the policies of educational inclusion in Germany and Turkey that have accepted a large influx of refugees. Our findings suggest that both the German city-state of Hamburg and Turkey have made major strides over the past ten years to accommodate and provide for refugee children's educational needs. We list some of the policies that have led to greater inclusion and accessibility for refugee children in mainstream education. Key findings from the comparative document analysis show that although the two countries are distinguished by different levels of income and development, both have similarities in terms of (1) providing compulsory education for all children, (2) the delay in preparing and applying policy-based legislations for refugee education, and (3) the main activities such as additional language support and teacher training for the purpose of social inclusion of refugee students. Furthermore, both countries have had similar challenges such as the necessity of improvements in second language instruction and teacher training, thus highlighting the need for refugee education-oriented global solutions for the host countries. We recommend continued efforts to include multiculturally rich school curriculums to create educational settings that feel inclusive and comfortable for refugee children. [For the complete Volume 20 proceedings, see ED622631.]

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.]

In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords "EFL" and "motivation" in the "Web of Science" database for 2020. In total, we found 61 Social Sciences Citation Index (SSCI) articles. Asia prevails, especially Eastern Asian Chinese speaking regions (Mainland China, Taiwan, and Hong Kong). Policies in Asian regions such as China and Taiwan highly support EFL. There is the aim to develop Taiwan into a "bilingual nation". Likewise, the European Union promotes the establishment of the so-called European Education Area within which studying and training should be accessible and profitable for people living in the EU. Spain remains the European country with the highest number of EFL motivation publications. There were only a few papers from the Americas. In South America, we see evidence of the beginnings of a CLIL push, which has the potential to lead to expanded EFL motivation research in these previously under researched areas. [For the complete Volume 19 proceedings, see ED613922.]

Developing English language proficiency is of utmost importance for education systems across Europe. Self-assessment of one's English as a foreign language (EFL) skills is a widely used source of information concerning learners' level of language proficiency. Thus, an investigation of the way different groups of learners assess their language skills is warranted. In this pilot study, we examine the self-assessment of both general and specific (reading, writing, listening, speaking) EFL skills from a sample of Czech lower secondary students and compare these self-assessments across genders. We also analyze the relationship of the self-assessment of specific EFL skills with the self-assessment of general EFL skills for male and female students. Our results show that Czech students are more confident in their receptive skills, while the productive skills are more closely related to their overall language self-assessment. Further research should take into consideration the differences in scale usage between different groups of students, possibly utilizing methodological approaches such as the anchoring vignette method. [For the complete Volume 19 proceedings, see ED613922.]

The relationship between the socioeconomic status (SES) of students and academic factors is an important issue in educational research. This contribution aims to investigate the relationship between the SES of English as a foreign language learners and their families' use of English while traveling abroad and communicating with friends. We analyze data from 1,407 lower secondary students across the Czech Republic. For the purposes of our study, self-reported data about the possessions in students' homes served as a proxy for SES. Our findings show that indices for all types of home possessions were significantly higher in the group of students who communicate in English while traveling and speaking with family friends. The biggest difference was found in terms of cultural possessions (e.g., works of art, books of poetry, etc.). Further research should focus on the extent to which the socioeconomic background of Czech students indeed influences their learning of and the motivation to learn English as a foreign language and how this relationship is mediated or bolstered by family English activities and behaviors. [ABSTRACT FROM AUTHOR]

When gathering educational data via questionnaire, it is important that researchers obtain accurate data. However, accuracy of student self-reports is a long-term issue in the literature, as these data could be subject to various biases and inaccuracies. The overclaiming technique (OCT) has been proposed as an approach to identify accuracy and exaggeration in respondents' self-reports of knowledge based on their familiarity ratings with existing and nonexisting items. Further, analysis of individuals' response times to the whole survey or its parts is one of the approaches for identification of careless or insufficient effort (C/IE) responding. It has been hypothesized that C/IE responding and overclaiming might be related and that claiming impossible knowledge might be a result of the shallow, hasty and inadequate processing of information, however, empirical support for this link is scarce. In this contribution, we analyze the relationship between OCT response patterns in relation to response time on a sample of 1,388 Czech lower secondary students in the domain of English as a foreign language. Our findings indicate both a marked decrease in claiming of nonexisting items and exaggeration, and an increase in accuracy, between students in the first and the second response time decile. [ABSTRACT FROM AUTHOR]

This study is about an investigation of Turkish high school English as a Foreign Language (EFL) learners’ self-reported accounts of the use of Google Translate (GT) as an Information and Communication Technology (ICT) tool in a web-based collaborative writing (CW) activity. Two groups of three EFL learners (16 years) were involved in a CW task in English outside the classroom setting in a Facebook group over 7 weeks. Data were gathered from 4 group interviews and 54 online written researcher-participant chats. As participants in two groups discussed in a written way how to undertake their CW task, we also collected 2,069 discussion threads from both groups. The findings of the study revealed that participants who reported that they were not confident with their English knowledge used GT in the pre-writing stage and sought assistance from their peers to revise the translated text. This study provides some useful insights for researchers and EFL teachers about which and how ICT tools were used during the web-based CW. [ABSTRACT FROM AUTHOR]