Accepted Presentations

The following submissions have been accepted for presentation at WorldCALL2023.

Accepted Workshop Presentations

Fostering 4 Cs of 21st Century Through Group Work
Zorana Petricevic, Elementary School "Oktoih", Montenegro

Immerse: Language Teaching and Learning in Virtual Reality
Tricia Thrasher, Immerse, United States

Using the International Virtual Exchange Project to Allow Your Students Access to Collaborate Internationally
Eric Hagley, Griffith University, Australia

How to Design Materials to Boost Language Learners’ Reading Skills with Clilstore
Ana Gimeno, Universitat Politècnica de València, Spain

Accepted Technology Showcase Presentations

AI Startup Edutem’s AI System for Languages Learning: e-library System and AI Solution for English Learning
Inseok Kim, Dongduk Women's University, South Korea

Customized Moodle: Enhancing Foreign Language Course Management at a Japanese University
Nicholas Bovee, Kyushu Sangyo University, Japan

Immerse: A Deep Dive into the First Virtual Reality Platform Specifically Designed for Live Language Teaching and Learning
Tricia Thrasher, Immerse, United States

Producing Your Own Materials for the ENACT Web App: Learning Language Through Culture
Paul Seedhouse, Newcastle University, United Kingdom

Accepted Symposium Presentations

Virtual Exchange – Benefits, Challenges and the Future
Eric Hagley, Griffith University, Australia

Accepted Paper Presentations

Artificial Intelligence

A Study on the Development of a Smart Mirror Chatbot to Improve Children's Second Language Speaking
Sungsook Lee, University of Chung-Ang, South Korea

AI Chatbots for Enhancing Pragmatic Competence in Second Language Learners
Min-Chang Sung, Gyeongin National University of Education, South Korea

Balancing Challenges and Potential: Integrating AI into Ongoing Professional Development
Stephane Charitos, Columbia University in the City of New York, United States

Can AI Teachers Enhance EFL Learners' Communicative Confidence? A Mixed-research Study
Chenghao Wang, Xi'an Jiaotong-Liverpool University, China

ChatGPT in Language Learning: An ANOVA Analysis of Task-Based and Language-Based Approaches during Class Time and Homework
John Blake, University of Aizu, Japan

Effects of Peer and Automated Feedback on Learners' English Public Speaking Self-efficacy and Performance
Xu Chen, Beijing University of Posts and Telecommunications, China

Exploring the Potential of Artificial Intelligence in Fostering Creativity Among EFL Students: A Case Study in Taiwan
Yi-chen Chen, Yuan Ze University, Taiwan

Harnessing AI Augmented Language Pedagogy: An Examination of the ChatGPT Paradigm
Takako Aikawa, Massachusetts Institute of Technology, United States

Language Assessment Using Word Family-Based Automated Item Generation: Evaluating Item Quality Using Teacher Ratings
S. Susan Marandi, Alzahra University, Iran

Language Peer Tutoring in the Age of AI: Fostering Autonomous Learners
Eduardo Lage-Otero, NYU Abu Dhabi, United Arab Emirates

Leveraging EFL University Students' Creativity in Writing with Artificial Intelligence in a Blended Learning Context
Made Hery Santosa, Universitas Pendidikan Ganesha, Indonesia

Machine Translation Use in the Language Classroom: Insights from a Computer Tracking Study
Kimberly Vinall, University of California, Berkeley, United States

Multimodal Deep Learning Methods and Counterfactual Reasoning for EFL Learners' Public Speaking Anxiety Detection
Tingting Zhang, Beijing University of Posts and Telecommunications, China

Quo Vadis Language Teaching for MINT Students in Times of AI: Experiences, Strategies, and Future Directions
Denise Lichtig, Technical University of Munich, Germany

Task-based AI Voice Chatbot for EFL Young Learners
Heyoung Kim, Chung-Ang University, South Korea

The Effectiveness of ChatGPT in Enhancing English Language Proficiency and Reducing Second Language Anxiety (L2)
Kotaro Hayashi, Toyohashi University of Technology, Japan

The Potential of Using Chat GPT in Shaping Students' Academic Writing
W A Piyumi Udeshinee, NSBM Green University, Sri Lanka

Undergraduate Students' Perceptions on the Application of AI in English Textbooks
Bin Zou, Xi'an Jiaotong-Liverpool University, China

Using Chatbot for Improving English Learning: An Analytical Study from EFL Learners' Perspective in Indonesia
Pretti Ristra, State Polytechnique of Bengkalis, Indonesia

Using ChatGPT in Second Language Writing: What Are Students' Perceptions
Huifen Lin, National Tsing Hua University, Taiwan

Why Smartphones are Key to Unlocking the (Potentially) Transformative Impact of A.I. and Computer Assisted Language Testing (CALT) in ELT
Colm Downes, EnglishScore, Indonesia

Language Skills Development

A Social Semiotic Study of EFL Students' Writing as Multimodal Composing
Pattaramas Jantasin, Newcastle University, United Kingdom

Accuracy Evaluation of Google and Microsoft's Computer-assisted Segmental Feedback Features
Ivana Rehman, Iowa State University, United States

Automatic Speech Recognition Technology for Practicing and Testing Reading Aloud in L1 and L2
Wieke Harmsen, Radboud University, Netherlands

Grammar in the Internet Age: Changes in Attitudes
Jonathan White, Dalarna University, Sweden

How Usable are Writing Assistants for Real Academic Writing?
Geraint Paul Rees, Universitat Rovira i Virgili, Spain

Neural Correlates of Linguistic and Prosodic Processing in Chinese English-as-a-Foreign-Language (EFL) Learners
Xirui Cai, Kunming Medical University, China

Speaking Practice Using Text-to-speech Technology: Japanese EFL Learners' Perceptions
Takatoyo Umemoto, Kyoto University of Foreign Studies, Japan

Teaching Reading for Japanese EFL Undergraduate Students via Zoom
Gota Hayashi, Tokyo Keizai University, Japan

Technology-assisted Collaborative Writing: A Comparative Study Between Product vs. Product-and-process Assessment Methods
Ha Pham, FPT University, Hanoi, Vietnam

Transforming Academic Writing through Multisensory CALL: Exploring Possibilities in Indonesian Higher Education
Lala Bumela Sudimantara, Iain Syekh Nurjati Cirebon, Indonesia

Learner & Curriculum Needs

Autonomous L2 Learners Navigating the Digital Wilds: A Complexity Theory Perspective
Yiting Han, Nanyang Technological University, Singapore

Comprehensive Student Preferences for L1/L2 Usage in a Classroom
Davis Shum, Kyushu Sangyo University, Japan

Eighty Years of Open Educational Resources in CALL
Deborah Healey, University of Oregon, United States

English Language Acquisition, CALL and Students with Special Educational Needs
Mar Gutiérrez-Colón, Universitat Rovira i Virgili, Spain

Exploring Social Justice and Critical Awareness Through Digital Multimodal Texts and Translanguaging Practices
Marta Tecedor, Arizona State University, United States

Gamification as a Motivational Tool for Japanese EFL Students
Tyler Mitchell, Kyushu Sangyo University, Japan

The Effect of Learning Assistant Program on Enhancing STEM Students' Digital Literacy Skills and Their Attitudes Towards Them
Micheal Awad, Zagazig University,Faculty of Education, Egypt

The Pandemic as a Catalyst for Technology-enabled Innovation
Luca Giupponi, Michigan State University, United States

The Power of Obsidian – Revolutionizing How We Take Notes
Michael Walker, Sophia University, Japan

Tripping Over Cables: Discussing Tech Pitfalls and Working Toward a Positive Framework
Isobel Hook, Kyoto Notre Dame University, Japan

Undergraduate Students' EdTech Internship Project in English Education Curriculum Development: Focusing on Gamified Project-based Learning
Jung Hye Choi, Duksung Women's University, South Korea

Universal Design for Learning (UDL) for Teachers as a Skill to Promote Inclusive Education in Sri Lanka
Thuduwage Don Tudor Leslie Dhanapala, Open University of Sri Lanka (Retd.), Sri Lanka

Zooming Students' Multimodal Embodiment of Their Willingness to Communicate in English
Corry Caromawati, University of Leeds, United Kingdom

Online and Mobile Learning

Adjusting to Online Teaching: The Role of ESL Instructors' Online Job Satisfaction in Predicting Burnout
Nina Maness, Concordia University, Canada

AI Powered Foreign Language Education in a New Normal Era: Promises and Challenges
Inseok Kim, Dongduk Women's University, South Korea

An Online Educational Framework for Teaching Second Language Reading and Writing
Stephen Peridore, College of Southern Nevada, United States

Benefits and Challenges of ELT Flipped Learning in Southeast Asian Higher Education: A Systematic Literature Review
Fransisca Kristanti, De La Salle University, Philippines

Daily Language, Daily Learning: A Study of How to Use Vlogging to Maximize the Student Experience in Language Courses
Maria Grazia De Angelis, Saint Mary's College of California, United States

Developing an m-learning Framework for Teacher Learning in Low-resourced Context
Kalyan Chattopadhyay, University of Calcutta, India

Evaluation of the Integration of Websites and Software Applications in Teaching French as a Foreign Language in Sri Lanka
Ashani Erandika Jayasundara, NSBM Green University, Sri Lanka

Exploring Student Perspectives on the Efficacy of Online Language Learning in Higher Education
Dorothy Cooshna-Naik, University of Mauritius, Mauritius

Exploring the Potential of In Real Life (IRL) Streaming for Language Learning: A Participant Observation Study of Japanese University Students
Ryan Barnes, Nagoya Gakuin University, Japan

Factors Associated with the User's Willingness to Leave Digital Footprint on Social Media Sites in Sri Lanka
Udesh Senarath, Rajarata University of Sri Lanka, Sri Lanka

Introducing a Corpus-based Project for English Major Students
Phiphawin Srikrai, Khon Kaen University, Thailand

Investigating the Use of Smartphone in a Flipped Classroom for English Language Learners in India
Kuheli Mukherjee, Sakhawat Memorial Govt. Girls' High School, Kolkata, India

Leveraging Technology for Language Education: Exploring the Pedagogical Potential of Flip (a Video-based Discussion Platform) in ESL Classrooms
Ana Maria Flores, Nanzan University, Japan

Online Communities of Language Learners/Teachers in Post-pandemic Bangladesh
Muhammed Shahriar Haque, East West University (EWU), Bangladesh

Quis Custodiet Ipsos Custodes? E-learning Hegemonies and Educational Justice
S. Susan Marandi, Alzahra University, Iran

Smartphone Journalism and Storytelling
John Goheen, Loyola University Chicago, United States

The Impact of Using Gamified Podcasts on Secondary School Students' Motivation: An Experimental Study
Cecilia Vallorani, Universitat Rovira i Virgili, Spain

The Use of MALL as a Learning Tool for Effective AWL Acquisition
Hisham Al Shahri, University of Technology and Applied Sciences, Oman

To Quell an Educational Disruption: How Effective is Online Teaching?
Thang Ho, University of Economics Ho Chi Minh City, Vietnam

Understanding the Roles of Personalization and Social Learning in a Language MOOC Through Learning Analytics
Napat Jitpaisarnwattana, University of Cambridge and Silpakorn University, Thailand

Task-based Learning

A Universal Infrastructure for Learning Language Through Culture: The ENACT Web App
Paul Seedhouse, Newcastle University, United Kingdom

Conversation Analytic Study of Online Task-Based Interaction: Implications for Task-as-Workplan vs Task-in-Process
Sumita Supakorn, Thammasat University, Thailand

Exploring Emotional Functioning of Nonverbal Cues in Language Learning Task Performance Through Instagram Chats
Muntaha Muntaha, Curtin University, Australia

Language Learning in the Digital Game Minecraft: A Task-based Learning Study of Japanese EFL Learners
Jeremy White, Ritsumeikan University, Japan

Learning Language and Culture While Cooking: The Linguacuisine and ENACT Web Apps
Paul Seedhouse, Newcastle University, United Kingdom

Teaching Cultural Theory Through Digital Task-based Projects: Content-based Instruction and Task-based Learning
Peter Gobel, Kyoto Sangyo University, Japan

The Effects of a Meaningful TeachingLearning Approach on English Foreign Language Students' Learning Achievements
Mingchang Wu, National Yunlin University of Science and Technology, Taiwan

The Effects of Task Design Model for Technological Task-based Language Teaching
Pham Vu Phi Ho, Van Lang University, Vietnam

Teacher Education

Assessment of the Book Development Using Blooms Software with Play-based and SDG 4 Approaches
Benedict Al Candia, University of San Jose - Recoletos, Philippines

Becoming Digital Educational Leaders
Chosa Kastuhandani, Universitas Sanata Dharma, Indonesia

Changes in Priority of Influencing Factors for Evaluating/Selecting Online Materials: Are They Intuition- or Research-Based?
Neny Isharyanti, Universitas Kristen Satya Wacana, Indonesia

Developing Targeted Technology Standards for Teachers: Report on a Project for the Canadian Settlement Language Sector
Philip Hubbard, Stanford University, United States

Post-pandemic Virtual Exchange as a Third Space for English Teacher Education: Reflections on South-North Technology-supported Encounters and Challenges
Marina Orsini-Jones, Coventry University, United Kingdom

Uncovering Digital Competence Among Language Teachers: A Case Study of Pre-service English Teachers in Saudi Arabia
Ahmed Al Khateeb, King Faisal University, Saudi Arabia

Telecollaboration/Virtual Exchange

Authentic Experience in a Japan-Canada University Online Exchange Lead to Increases in Confidence and the Ideal L2 Self
Jennifer Claro, Kitami Institute of Technology, Japan

Developing Intercultural and Techno-semio-pedagogic Knowledge Through Virtual Exchange: Examples from a Collaboration with Afghan Learners of English
Sarah Dietrich, Southeast Missouri State University, United States

Effects of a New COIL Project Combining Synchronous Discussions and Asynchronous Video-based Exchanges
Yutaka Yamauchi, Soka University, Japan

Enhancing Spoken Interaction in Blended Foreign Language Learning: The INTERAC-TIC Project
Christine Appel, Universitat Oberta de Catalunya, Spain

Fostering Intercultural Competence Through Virtual Exchange in Japanese Higher Education
Yoko Matsumoto, Monash University, Australia

Goals Matter: the Impact of Goal-setting and Teacher Mentoring on L2 Students' Engagement and Achievement in Online Flipped Classrooms
Mahshid Rezaeyan, Isfahan university and UPV, Iran

Investigating a Teacher's Role in an Intercultural Telecollaboration Programme to Promote Adolescent Learners Intercultural and Transcultural Awareness
Leviana Vinanda, University of Southampton, United Kingdom

Linguistics Landscapes Through Telecollaboration: Purposes, Communities, and Prestige
Ana Oskoz, University of Maryland Baltimore County (UMBC), United States

The Effects of Telecollaboration on ELLs' Motivation and Intercultural Competence: A Pilot Project
Ester Quiroz, University of Concepción, Chile

The Impact of an English-Japanese Bilingual Virtual Exchange Project on Foreign Language Learning for Primary School Students
Shinji Okumura, Bunkyo University , Japan

The Reflection Video: Students Assess their Virtual Exchange Experiences
Robert Steel, DePaul University, United States

Unlocking Linguacultural Learning: Integrating Virtual Exchange in Secondary Education
Kristi Jauregi-Ondarra, Utrecht University, Netherlands

Virtual Exchange in Practice – Research on a Large-scale Virtual Exchange Project
Eric Hagley, Griffith University, Australia

Virtual Exchange Practices for Fostering Multicultural Understanding in Japanese Language Education
Masahito Watanabe, Yokohama National University, Japan

Virtual Reality for Language Teacher Telecollaboration
Meei-Ling LIaw, National Taichung University of Education, Taiwan

Virtual Student Mobility and Higher Education Partnerships: Innovative Collaboration
Ariunaa Enkhtur, Osaka University, Japan

Virtual Reality

A Study of Flow Experience, Learning Motivation, and English Learning Effectiveness Using Virtual Reality
Jaruwat Tipayanon, National Taiwan Ocean University, Taiwan

A Systematic Review of Virtual Reality Supported Language Learning from 2010 to 2020
Miao Yu, Beijing University of Posts and Telecommunications, China

Developing Academic Oral Presentation Skills Through a VR-assisted Course
S. Susan Marandi, Alzahra University, Iran

English Medium Instruction on Immersive Virtual Reality Platforms: The Case of Spatial
Tuong Vy Nguyen, Education University of Hong Kong, Hong Kong

Enhancing Vocabulary Acquisition Through Immersive VR: Investigating the Power of Object Interaction
Tricia Thrasher, Immerse, United States

Into the Brave New Metaverse: Envisaging Future Language Teaching and Learning
Junjie Gavin Wu, Shenzhen Technology University, China

Language Teaching and Research in the 3D Virtual World: A Tale From a Practitioner Researcher in Second Life (SL)
Julian Chen, Curtin University, Australia

Research on Application Scenarios of Educational Metaverse
Fuan Wen, Beijing University of Posts and Telecommunications, China

Research on Resource Design of Virtual Simulation Experiment of Language Category
Shijie Wang, Beijing University of Posts and Telecommunications, China

The Perceived Engagement of English Language Learners' Experience in Learning Content Vocabulary Through Virtual Reality Games
Muleyke Sahinler Albayrak, Edith Cowan University, Australia

Virtual Learning Environments in Language Teaching: Interactive and Immersive VR Projects in the Study of Italian Language and Culture
Elisabetta Ferrari, The University of Melbourne, Australia

Virtual Reality and Global Learning in English Language Education: Innovations for English Teacher Education
Michelle Zirkel, University of Bamberg, Germany

You're Spray Painting Me! Exploring Children's Foreign Language Learning in a VR Environment
Melinda Dooly, Universitat Autònoma de Barcelona, Spain

Accepted Poster Presentations

Facilitating Pre-Service Teachers' Reflections and Linkages between Theory and Practice Through an Educational Psychology Course
Pei-Yun Liu, National Dong Hwa University, Taiwan

Fostering Learner Autonomy: Web-based Goal Setting and Self-evaluation in Japanese Higher Education
Nicolas Emerson, Kyushu Sangyo University, Japan

Investigating the Use of Kahoot! as an Alternative for Homework Methods by EFL Teachers in Algeria
Ikram Khansal, University of Limerick, Ireland

Learner-centered Moodle Plugin for Speaking
Samuel Taylor, Kyushu Sangyo University, Japan

The Inclusion of Indigenous Community People for Creating the Oral Language Documentation Database: A Case-study of Kol People in Bangladesh
Mashrur Imtiaz, University of Dhaka, Bangladesh

Accepted Live-Stream Presentations

Artificial Intelligence

A Bleeding Edge or a Cutting Edge? A Systematic Review of ChatGPT and English as a Second and/or Foreign Language Learners’ Writing Abilities
Hala Fawzi, University of Bahrain, Bahrain

AI and CALL – Past, Present and Future
Monica Ward, Dublin City University, Ireland

C-LARA: Bridging Language Learning Gaps with AI and Social Networking
Manny Rayner, University of Geneva, Switzerland

Empowering Educators for the 21st Century: Discovering the Potential of Immersive Technologies and AI for Simulation Training
Jasmin Cowin, Touro University, United States

Exploring the Effectiveness of AI (ChatGPT) as a Learning and Motivational Tool in Undergraduate English Literature Courses
Andrea Roxanna Bellot, Universitat Rovira i Virgili, Spain

Student Perceptions of Technology Acceptance, Usability and User Experience Regarding Using Bing Chat in Teaching English for Specific Purposes
Andreja Kovačić, University of Zagreb, Croatia

The Development of an English Public Speaking Assessment Platform Based on Multimodal Learning Analytics
Zhiyan Guo, Beijing University of Posts and Telecommunications, China

Language Skills Development

Digital Solutions to Address English First Additional Language Students’ Reading Challenges in Higher Education IC
Israel Creleanor Mulaudzi, Univesiry of Venda, South Africa

Integrating Virtual Exchange Practices in EFL Pre-Service Teaching and English Spanish Translation University Programmes: Learners’ Perceptions
Emerita Bañados, Universidad de Concepción, Chile

Less Commonly Taught Languages of the World – Unite
Monica Ward, Dublin City University, Ireland

Task Engagement and Educational Escapes for Language Classrooms
Joy Egbert, Washington State University Pullman, United States

Learner & Curriculum Needs

Digital Social Reading for Language Teachers and Learners
Joy Egbert, Washington State University Pullman, United States

Investigating the Relationship Among EFL Learners’ Grit, Engagement and Academic Achievement in the Blended Learning Environment: A Structural Equation Model
Lin Luan, Beijing University of Posts and Telecommunications, China

Investigating the Way Contextual Teaching and Learning Approach Improves Senior High School Students’ Writing Skill in Indonesia
Adzkiya Noor Ifadha Rahman, Chulalongkorn University, Thailand

The Impact of EFL Learners’ Sensory Learning Style Preference on EFL Learners’ Feedback Reception in CMC
Chao-jung Ko, National University of Tainan, Taiwan

Online and Mobile Learning

¡Hola! How do you Feel? e-Tandem Learners’ Experience of FLA: Triggers and Inhibitors
Blanca Cristofol Garcia, Universitat Oberta de Catalunya, Spain

Assessing Japanese University Students’ Online Study Abroad and the Future of Study Abroad Post-Corona
Marshall Klassen, Hokkaido University, Japan

FOCUS – An App with Access to Literacy
Beatrice Johansson, Dispurse Foundation, Sweden

Teacher Education

Facing the Winds of Change: A New Zealand Teacher Educator’s Appreciative Inquiry Self-Study in Response to the Covid-19 Pandemic
Susie Kung, Manukau Institute of Technology, New Zealand

Reducing Technology Anxiety in Language Teacher Education and Decolonising English Language Teaching with Targeted Tasks in Virtual Exchange/Telecollaboration
Marina Orsini-Jones, Coventry University, United Kingdom

The Impact of Speaking Practice via Asynchronous Video Exchange with Native Speakers
Nami Takase, Shizuoka University, Japan

Virtual Reality

Exploring Chinese EFL Learners’ Willingness to Communicate in a Self-Developed 3D Virtual Environment
Lin Luan, Beijing University of Posts and Telecommunications, China

Immerse vs ImmerseMe: Who Wins? Exploring the Pedagogical Potential of the VR-Based Language Learning Apps
Roman Lesnov, Oakwood University, United States

The Advantages and Challenges of VR-Enhanced Foreign Language Learning in a Japanese University: A Preliminary Study
Wakako Kobayashi, Nihon University, Japan

Unveiling Virtual Charisma: Amplifying English Presentation Impact with VTuber Avatars
Hsieh-Jun Chen, National Changhua University of Education, Taiwan

Accepted Virtual Presentations

Artificial Intelligence

Analyzing Tandem Language Learner Rapport with Large Language Model-Based AI
Tony Mullen, Northeastern University, United States

ChatGPT in the ESL Classroom: A Qualitative Exploration of Teachers’ Reflections on Practical Applications, Outcomes, and Future Implications
Amreet Kaur Jageer Singh, Sultan Idris Education University, Malaysia

NINE: Digital Counseling Guide for Teenagers’ Instant Messaging with AI
M. Dolores Ramirez-Verdugo, UAM-TeLL Research Group, Spain

Student’s Perceptions of Google Translate for Spanish Language Learning: A Study Across Four Continents
Dolores Barbazán, Columbia University, United States

Language Skills Development

Effectiveness of Duolingo English Course in Developing Reading and Listening Proficiency of Japanese Speakers
Xiangying Jiang, Duolingo, United States

Examining the Relationship Between Imagination and Informal Digital Learning of English: An Explanatory Mixed-method Study
Guangxiang Liu, The Chinese University of Hong Kong, Hong Kong

What L2 Students Can Learn from L2 Content Providers
Barry Condon, Kwansei Gakuin University, Japan

Learner & Curriculum Needs

Exploring the Impact of Moodle on Language Learners: A Survey-Based Study at the University of Information Technology
Mong-Thy Nguyen Thi, University of Information Technology - Vietnam National University, Ho Chi Minh City, Vietnam

Language Learners Approaches (LLA) in LMOOC: The Mediation Roles of Pedagogical, Technological, Peer Support, and Learners’ L2 Motivational Self-system
Amir Reza Rahimi, University of Valencia, Spain

Online and Mobile Learning

Becoming More Resilient by Using Research-Supported Standards and Practices to Improve Course/Program Design for Multiple Delivery Modalities
Yaping Gao, Quality Matters, United States

Developing a Design Framework of a Responsive Approach for an Online English Writing Course
Serpil Meri-Yilan, Agri Ibrahim Cecen University, Turkey

Digital Storytelling for Better Language Learning in a Post Pandemic World
Naoko Kasami, J. F. Oberlin University, Japan

Flipped Classrooms, Learner Autonomy and the Educators Technology Resource Wheel
Jasmin Cowin, Touro University, United States

Leveraging Online Professional Learning Communities to Address the Challenges in Japanese Language Education: Boston x New York Study Group
Kazuko Saito, Hunter College of the City University of New York, United States

Online Language Learning in the Time of COVID: Instructor and Student Perspectives
Gwendolyn Williams, Auburn University, United States

Online Materials Development for Teaching English at Public Schools in the Amazon Region
Ciléia Menezes, Federal University of South and Southeast of Pará (UNIFESSPA), Brazil

Online practices for Teaching English Grammar in Higher Education: Combining the Flipped Classroom with Digital Learning Paths (DLPs)
Eirini Busack, University of Education Karlsruhe, Germany

The Professional Identity and Roles of CALL Teachers: Issues and Evolution
Alice Gasparini, University for foreigners of Siena, Italy

Task-based Learning

My Ton: A Teaching Tool to Develop English Language and Translation Competence from a Perspective of Internationalization in Brazilian Higher Education
Ciléia Menezes, Federal University of South and Southeast of Pará (UNIFESSPA), Brazil

The Effects of Feedback Timing on L2 Development in Written Synchronous Computer-mediated Communication (SCMC)
Nektaria Kourtali, University of Liverpool, United Kingdom

Teacher Education

Capturing the Teaching of English During the Pandemic: A Descriptive Inquiry
Julieta Morales, Juanito-paula Cruse HS, Philippines

H5P Interactive Content and the Sustainable Development Goals in FL Teaching and Pre-service Teacher Education: Project Overview and Preliminary Results
Juan Carlos Casan-Nunez, Universitat de València, Spain

Korean Elementary English Teachers’ Professionalism Development in Using EduTech: A Grounded Theory Study
Jihye Sim, Gyeongin National University of Education, South Korea

Trainee Teacher Perceptions of Smartphones as Teaching Resources
Martin Mullen, University of the West of Scotland, United Kingdom

Telecollaboration/Virtual Exchange

Creating Innovative Educational Hackathons as a Means for International Institutions to Collaborate While also Assisting NGOs
Katherine Green, The Chicago School of Professional Psychology, United States

The Pragmatic Function of Code-switching in a Bilingual Telecollaboration Project
Sofia Di Sarno-García, Universitat Politècnica de València, Spain

The Role of Computational Thinking Skills in Shaping Language Learners’ Attitudes toward Virtual Exchange: The Ordinary Least Square Modeling Approach
Amir Reza Rahimi, University of Valencia, Spain

Virtual Reality

A Comparative Analysis of Virtual Reality, Zoom, and Face-to-Face Methods in Teaching English as a Linguafranca
Hiroyuki Obari, Globiz Professional University, Japan