Proceedings of the Inaugural International Applied Linguistics Conference: Humanity in Language Education

Description

Overview

Much has been spoken about the need to draw clearer relationships between the teaching and practice of language teaching, but we must always keep sight of the humans who make up the dynamics of this process, even in the midst of technological developments. The Inaugural International Applied Linguistics Research Conference seeks to explore how to deal with these issues to provide a more inclusive environment for learners of all sociocultural and socioeconomic backgrounds.

Contents

Does VR benefit speaking proficiency? An experimental study
Manar Baabbad (pp. 1-6)

How to handle socially acute questions in the language classroom
Timothy Byrne (pp. 7-12)

Boosting undergraduates’ ESP vocabulary learning through Dialogflow chatbot: Evidence from Foreign Trade University – Ho Chi Minh City
Thi My Dung Dang (pp. 13-18)

Investigating the effect of ChatGPT as a feedback tool on English writing: Evidence from Foreign Trade University – Ho Chi Minh City of Vietnam
Thi My Dung Dang (pp. 19-26)

Concretizing Applied SLA: Design-based research as a methodological starting point
Remy Decorte, Eloy Romero Muñoz, Fanny Meunier (pp. 27-32)

The impact of virtual reality on L2 learning performance: A meta-analysis of effectiveness studies from 2015-2025
Natasha Devroede, Dylan Dachet, Fabiola Camandona, Ferran Suñer Munoz (pp. 33-40)

Enhancing German as a foreign language speaking ability through social VR: The design and implementation of TravelKit
Bailing He, Ferran Suñer Munoz (pp. 41-46)

Centring humanity in academic writing: Learning diaries as windows to student experience
Michelle Hunter (pp. 47-52)

Modality matters: Eye-tracking evidence of attentional engagement in second language feedback processing
Yeonwoo Jung (pp. 53-58)

Integrating gender sensitivity into English Language teacher education: Building inclusive and equitable classrooms
Luiza Marabyan (pp. 59-64)

A theoretical conceptualization of e-learning hegemonies within the context of language teaching
S. Susan Marandi (pp. 65-68)

The impacts of a pandemic on language teacher identity, beliefs, and practices in Japan
Adrianne Verla Uchida, Jennie Roloff Rothman (pp. 69-80)

From masking to meaning: A sociolinguistic model of gendered pragmatics in autistic women’s communication
Jiaxuan Xie  (pp. 81-86)

Multilingualism and language identity development in study abroad higher education contexts
Wuwei Vivian Ye  (pp. 87-92)

Insights into an action research for pre-service teachers engaged into social action with two underrepresented communities
Katerina Zourou, Stefania Oikonomou (pp. 93-101)