CONFERENCE PAPERS
Author/s: Agnieszka Elżbieta Borowiak
Institution: Akademia Humanistyczno-Ekonomiczna w Łodzi, Wyższa Szkoła Bankowa w Poznaniu
Title: CLIL in Poland: opportunities or challenges? Teachers’ perception of CLIL
Abstract: The term Content and Language Integrated Learning (CLIL) refers to the situation when non-linguistic subjects are taught using a foreign language Overall, the results of studies indicate that CLIL learners outperform non-CLIL learners both in terms of foreign language proficiency and content subjects. This, in turn, should arouse teachers' interest in CLIL. The reality shows that the number of teachers who want to teach CLIL and teachers teaching CLIL seems to be insufficient. This may be related to different factors, including teachers’ opinions on such classes. Thus, the aim of this paper is to address teachers’ and CLIL teachers’ beliefs on Content and Language Integrated Learning. The discussion focuses on the preliminary analysis of the data obtained through two questionnaires distributed among CLIL and non-CLIL teachers The research outcomes may help to identify future research trends
Author/s: Anita Buczek-Zawiła
Institution: Pedagogical University of Krakow
Title: „Who’s afraid of Virginia Woolf (a k a ChatGPT?)” – many teachers need not to
Abstract: Since OpenAI released its chatbot ChatGPT 3 0 in November 2022, many those active in educational circles have been expressing vocal concerns related to the perceived dangers this technology poses for the fairness in class participation and assessment. To put it straightforwardly, many fear that the potential for students to cheat, especially in all kinds of writing assignments and projects (essay writing, project analysis, BA and MA thesis), is substantial. As a result, various counter-measures have been put forward, from “hiding” the knowledge about the technology from students, through banning it officially, to devising procedures that would allow instructors to track and discover the cheating occurrences.
While many of those concerns are valid, one cannot escape the conclusion that ChatGPT will effectively change the didactic practices so far employed, at all level of education The real question is whether the change will necessarily be for the worse And whether it needs to be so universally feared
This paper looks into two directions First, we investigate the positive potential that the chatbot has, for example in creating individualized materials for class practice, as reported by lecturers in language departments of several Polish universities in semi-structured interviews Second, we attempt to address the idea that there are certain types of writing activities where the technology will not give the students any significant handicap. This will transpire from an analysis of several course practices as executed in the English Studies Departments at PUK in Kraków and JDU in Częstochowa.
The general stipulation of this (admittedly pilot) study is twofold: one is that the dangers believed to be inherent in ChatGPT are grossly demonized, perhaps unnecessarily; and the second is that instead of trying to fight the technology and condemn it, it makes pedagogical sense to allow oneself to explore and use its potential
Author/s: Beata Bury
Institution: Studium Języków Obcych Akademii Techniczno-Humanistycznej w Bielsku-Białej
Title: Spice it up! The use of digital escape rooms in teaching English for Electronics in distance education
Abstract: Over the past few years, escape rooms have become increasingly popular educational tools that foster creative thinking, increase student motivation and willingness to learn new content. When the world halted during the COVID-19 pandemic forcing face-to-face education to transition to online learning, educators set out on a quest to explore various tools to help students develop a deeper understanding of complex subjects. Digital escape rooms were created to support access to remote learning and give students a reason to try and understand the material. This paper reports on the use of Genial.ly to create escape rooms to actively engage students in revision of English for Electronics vocabulary This article also provides insights into the effectiveness of using escape rooms for teaching English for Specific Purposes The study was carried out at the secondary technical school and total of 32 students of electronics participated in the study The results of this study indicate that careful and proper implementation of educational escape rooms positively impacts student engagement and learning In a post-experiment survey students expressed their preference for the use of digital escape rooms in remote learning This paper also offers a set of recommendations for teachers to help them design engaging escape rooms
Author/s: Karolina Figuła
Institution: Pedagogical University of Krakow, SNEC Student Society
Title: ChatGPT and resource creation: evaluation of AI-generated reading comprehension practice
Abstract: Artificial Intelligence (AI) is becoming increasingly more widespread in different areas of life including foreign language education Among its different applications in this field, AI supports teachers in preparation of exercises, rendering the process less difficult and more time-efficient but without the ensurance of reliability of the generated tasks. Thus, when it comes to its application, consideration is required. As the noticeable influence of AI in foreign language teaching has only recently begun, research on this topic is required. This article focuses on the use of AI as a tool for teachers used to create reading comprehension practice. The author evaluates popular AI application, ChatGPT, in its ability to create proper reading comprehension activities on different levels of proficiency The evaluation is based on the methodology of teaching this skill Furthermore, the author points out aspects of AI-generated tasks that require teachers’ attention, tweaking or awareness
Author/s: Krzysztof Idczak, Laura Koperniak, Patrycja Gielara, Wiktoria Kozieł, Emilia Januś
Institution: Pedagogical University of Krakow, SNEC Student Society
Title: The growing problem of children’s lack of desire and satisfaction derived from learning English and possible solutions in the form of visual novels
Abstract: In today's world, poor foreign language retention, especially regarding children, is becoming an increasingly pressing issue. Traditional methods of acquiring vocabulary and grammar structures often fail to capture the attention of young students, as they rarely cater to their interests or personal preferences. In our project, we have identified one possible solution to this problem: making learning English fun and engaging through the use of interactive and innovative activities. In particular, we draw on recent research in the gaming field, exploring how games can be used to support language acquisition and retention. One such approach that we are investigating is the use of visual novels, which are interactive stories that use text, images, and sound to create an immersive narrative experience By incorporating English language learning into the engaging storytelling and immersive experience of the game, we believe that children can develop an interest in learning English while also having fun Our aim is to create a learning environment that is enjoyable and relevant to children's interests, helping them to develop their language skills in a natural and intuitive way By using these innovative methods, we hope to provide students with a much more engaging and motivating learning experience, which will encourage them to pursue language learning beyond the classroom.
Author/s: Krzysztof Kotuła
Institution: Maria Curie-Skłodowska University in Lublin
Title: Can video games become a sustainable resource in Computer-Assisted Language Learning?
Abstract: Research on the application of video games in foreign language education is relatively new and it remains a peripheral issue: the authors of the most recent review of research (Peterson et al 2020) point to the fact that among hundreds of papers discussing CALL published in international journals in the last fifteen years, only 26 studies focus on the use of digital games in foreign language learning. However, the findings of numerous studies clearly suggest that digital games have considerable educational potential. For instance, Thomas stresses that “games can be motivating, reduce anxiety, focus learners on communicating in the target language rather than on using correct linguistic structures, provide more introverted students with a greater range of opportunities for self-expression and create an informal atmosphere that enhances learner receptiveness” Those conclusions seems to be consistent with the results of the research conducted among the learners of French as a foreign language by the author of the present paper, whose goal was to demonstrate the impact of digital games used in traditional classroom settings on participants’ interactive behaviours
It is nevertheless a valid question to ask whether video games can become a product widely used across institutions in the language teaching context As Peter McDonald once stressed, “in order for a CALL resource to be sustainable it must work within existing educational curricula” (McDonald 2014:
3). However, by nature, curricula are difficult to change because of constraints that educational institutions encounter. Moreover, video games are still considered by many an inferior medium, rendering the question of their implementation in the language classroom all the more relevant. The present paper will aim at defining conditions which have to be met in order for video games to become a sustainable educational resource.
Author/s: Julia Król
Institution: Pedagogical University of Krakow, SNEC Student Society
Title: Once upon a time in the land of World Wide Web- How can teachers use digital storytelling in the 21st century classroom
Abstract: The advancements in technology bring multiple solutions and enhancements to the issues of the education field. Therefore, many educators update their ways of information and task delivery to their students to, not only assure good content quality but also to keep them motivated throughout the process of learning. One such method is storytelling, which despite being one of the oldest forms of knowledge transmission, is still found prevalent in the 21st-century classroom. Therefore, how and in which areas can the storytelling process be enhanced with the use of new tools available online? In this article, the author describes the advantages of digital storytelling, provides an overview of an app that can be used for implementing digital storytelling in the classroom, considers the topic, with its possible benefits and didactical implications, from the perspective of a teacher while basing on the original storytelling book, ‘’Ayo the Lion’’ created by the author, and suggest a future research for further development of the topic
Author/s: Marek Molenda, Anastasiia Anisimova
Institution: University of Łódź
Title: Standardizing annotation and transcription of learners’ online lexicogrammatical lookups
Abstract:
Research into what language learners do in order to find relevant lexicogrammatical information has been conducted since the 70s (Welker, 2010). However, it was only with the advent of digital tools that researchers could aspire to meet the criteria of an ideal research project postulated by Hatherall (1984, p. 184). Since the gradual switch of the vast majority of EFL/ESL learners to online consultation sources in the 2000s (Molenda& Kiermasz, 2013), some research projects have used the approach of observing learners performing online lookup activities in a naturalistic context. This research method, albeit labor-intensive, produces the most comprehensive data about the situations of use, choice of sources, learner strategies, lookup problems, etc However, there is no unified standard of how such data could be transcribed, which leads to difficulties in comparing results of different research projects
In our presentation, we argue in favor of using Activity-Theory based approach to transcription and analysis of learner lookup data gathered by means of screencasting Our solution combines well-established assumptions behind the use of AT for recording human-computer interaction (Geisler & Slattery, 2007) with our experience gathered in the process of transcribing and analyzing learner data. By comparing our framework against these used in similar projects, notably the PROCEED corpus (Guilqin, 2022), we hope to demonstrate that the AT-based approach provides valuable information to all language teachers who seek to develop their students’ dictionary skills.
Bibliography:
Geisler, C. & Slattery, S. (2007). Capturing the activity of digital writing: Using, analyzing, and supplementing video screen capture In H A McKee & D N DeVoss (Eds ) Digital writing research: Technologies, methodologies, and ethical issues (pp 185–200) Hampton Press
Guilquin, G (2022) The process corpus of English in education: Going beyond the written text Research in Corpus Linguistics, 10(1), 31-44 https://doi org/0 32714/ricl 10 01 02
Hatherall, G (1984) Studying dictionary use: Some findings and proposals In Hartmann, R R K (ed ), LEXeter ’83 proceedings (pp 183-189) Niemeyer
Molenda, M & Kiermasz, Z (2013) Internet advanced learners' dictionaries as language resources for students and teachers. In O. Majchrzak (ed.), PLEJ 2 czyli psycholingwistyczne eksploracje językowe. Wydawnictwo Uniwersytetu Łódzkiego.
Welker, H. A. (2010). Dictionary use: A general survey of empirical studies.
Acknowledgement of funding source
This research is funded by National Science Center Poland
Research grant number: 2022/06/X/HS2/00547
Author/s: Sabina A Nowak, Werona Król-Gierat
Institution: Pedagogical University of Krakow
Title: Education for Sustainable Development: The Case of One Book (Telecollaborative) Project
Abstract: There is a complex relationship between education and sustainable development (UNESCO, 2006) As Education for Sustainable Development (ESD) can take many forms, it may offer plenty of opportunities for learners to engage in collaborative learning. The 2022 edition of One Book Project, which was organised by California State University, was based on LaNier’s autobiography “A Mighty Long Way”. The aim of the project was to interpret historical events and it required six weeks to complete. The n=37 students from the Pedagogical University collaborated synchronously and asynchronously with learners from Mexico and Poland (Nysa).
A conversational approach to learning (Kukulska-Hulme, et al., 2022, p. 24) was adapted in the project We used the framework for learning as conversation (Sharples & Ferguson, 2019) as a model for learning embedded in and mediated by technology A small-scale exploratory study was performed with the use of a survey, process progress logs, and blog entries as data collecting tools
Overall, the data show that the project not only “provoked reflective conversation” (Sharples & Ferguson, 2019, p 4) or allowed for the “negotiation of meaning” (Burglar & Hunt, 2010, p 101), but also enhanced transformative learning and wellbeing of the students Some limitation of the project and pedagogical implications on how to introduce similar telecollaborative projects based on the use of microcredentials (Kukulska-Hulme, et al., 2022, p. 2) are outlined.
References
Burglar, D. & Hunt, A. (2010). Implementing Task-Based Language Teaching. In J. C. Richards, & W. A.
Renandya, A Methodology in Language Teaching. An Anthology of Current Practice. (14th ed.).
Cambridge University Press.
Kukulska-Hulme, A , Bossu, C , Charitonos, K , Coughlan, T , Ferguson, R , FitzGerald, E , Gaved, M , Guitert, M , Herodotou, C , Maina, M , Prieto-Blazquez, J , Rienties, B , Sangra, A , Sargent, J ,
Scanlon, E , Whitelock, D (2022) Innovating Pedagogy 2022: Open University Innovation
Report 10 Milton Keynes: The Open University
https://ou-iet cdn prismic io/ou-iet/de17ac7f-5ca5-431c-baf6-29d0ffcff57a innovating-pedag
ogy-2022 pdf
Sharples, M & Ferguson, R (2019) Pedagogy-informed design of conversational learning at scale In:
CEUR Workshop Proceedings, 2437, article no. 2.
UNESCO (2006). Education for Sustainable Development Toolkit. Education for Sustainable Development in Action Learning and Teaching Tools No. 1.
UNESCO (2016) Schools in action, global citizens for sustainable development: a guide for teachers
Retrieved from https://unesdoc unesco org/ark:/48223/pf0000246888
Author/s: Julia Ostanina-Olszewska, Rina ZvielGirshin
Institution: Pedagogical University of Krakow, Poland; Ruppin Academic Center, Israel
Title: Learning with LARA
Abstract: The shift to online learning due to theCOVID-19 pandemic has had a significant impact on the field of computer-assisted language learning (CALL) It has accelerated the adoption of technology in language learning, leading to the development of more innovative and effective language learning tools and approaches. The transfer to online learning has also emphasized the importance of digital literacy, including the ability to effectively navigate online tools and resources. This has led to an increasing use of online language learning platforms and tools such as virtual classrooms, video conferencing and mobile apps, to support language learning from a distance. One of such sources is the platform LARA (Learning and Reading Assistant), an open source collaborative project, active since mid-2018, whose goal is to develop tools for semi-automatic conversion of text into an interactive multimedia form designed to support the development of L2 language skills through reading
In our paper/presentation we will explore the possibilities of crowdsourcing opportunities (namely explicit crowdsourcing)to collect content and then use it with the help of LARA in language teaching We will present a short study with examples of annotated texts in different languages, but focusing mainly on polish language
Author/s: Joanna Pitura
Institution: Pedagogical University of Krakow
Title: Enhancing advanced vocabulary awareness and use in EFL writing through an AI-based intervention
Abstract: The importance of mastering writing in English as a foreign language (EFL) has grown in relevance in the modern world, where English is widely used in industry, higher education and research. Writing is taught and assessed as a multifaceted construct consisting of many components, including vocabulary use. Yet, advanced EFL writers face challenges in using sophisticated vocabulary in their writing, despite its importance. Accordingly, this paper presents the results of an action research study conducted to design, implement, and evaluate a vocabulary awareness-raising intervention aimed at enhancing English Studies students' ability to use advanced vocabulary in writing Specifically, an AI-based tool called the CEFR checker (Cathoven A I ) was used to analyse and provide students with feedback on their vocabulary usage The findings have practical implications for EFL teaching practice aimed at improving advanced English language learners’ performance in writing
Author/s: Anna Turula
Institution: Pedagogical University Krakow, Poland
Title: Digital Teacher of English – educating tech-savvy future teachers
Abstract: The paper looks at a teacher training programme run at the Pedagogical University in Krakow in the years 2014-2022 It starts by taking the audience through teacher training standards as regards educator digital literacy proposed in a number of documents published both in Poland and worldwide. Then the paper shows how the Digital Teacher of English standards fit into the overall framework, with sample activities implemented in individual classes. Finally, it presents the results of a survey study in which the graduates of the programme (n=31) were asked to evaluate their teacher training experience in various areas defined in the standards.
Author/s: Anna Zingaro
Institution: University of Bologna
Title: Digital resources for LSP teaching: the QuILL Project and the Forliviamo app
Abstract: The rapid rise of new technologies has caused a deep change in the global higher education landscape In recent years, this ever-changing technological environment has witnessed unprecedented development due to the outbreak of the COVID-19 pandemic. This situation has forced institutions to develop digital teaching resources or, if already available, to improve and expand them to adapt to the new requirements, as emphasized by the Digital Education Action Plan of the European Commission (2021-2027).
In this context the QuILL Project - Quality In Language Learning - has been developed. It aims to provide language higher education lecturers with the skills to identify, assess, use, create digital and ICT based language teaching sources for Languages for Specific Purposes (LSP)
Therefore, this contribution will firstly present the aims and outcomes of the project It will focus in particular on the description of a database of free digital teaching resources for LSP in 18 European languages Secondly, a case study will be provided to show how a digital resource has been used to increase language teaching attractiveness In this regard, it will be shown how the Forliviamo webapp was used as an integration or an alternative to classroom activities to promote both the incidental learning of Italian as a Second Language and the promotion of the city of Forlì and its surroundings.
References:
European Commission (2021) Digital Education Action Plan of the European Commission (2021-2027)
https://ec.europa.eu/education/education-in-the-eu/digital-education-action-plan it Forliviamo (software) (2021) http://forliviamo.it/
QuILL – Quality in Language Learning (2020) European Project within the Erasmus+ Programme, https://quill pixel-online org/index php
