Block I

Block I includes eight presentations. Please watch the recorded presentation before the day the SLAT Roundtable takes place and join the live chat on Feb. 6 with questions and comments for the presentation you watched.

Presentation 1

Batman in the EFL setting: Using comic books to boost reading comprehension and vocabulary recognition.

Presenter: Warner Alonso Salazar León

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Abstract: The presentation will examine a project that used comics within an English as a foreign language learning setting. The presenter will examine student performance (divided into focus and control group) in six work sessions which aimed to expose differences in reading comprehension and vocabulary recognition and the implications regarding literacy, language learning, and affective filter reduction derived from the use of comics in the EFL classroom.

Presentation 2

Contradictions in learning to teach Digital literacy practices in an EFL public setting. Activity theory

Presenters: Paula Garcia Montes, Andres Romero, Juan Martinez

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Abstract: The study used the activity theory framework for the analysis of the inner contradictions a pre-service teacher faced when learning how to incorporate DLP in her planning as a result of her interaction with the components of the activity system. Results revealed contradictions in terms of mediating artifacts, objects, division of labor, and rules from the institution.

Presentation 3

A Comparative Analysis of Application Letters from a Register Perspective.

Presenter: Seda Acikara

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Abstract: Application letters include personal statements written for a graduate degree and cover letters written for a job. This study compares these two types of letters to each other and provides functional interpretations of the linguistic differences between them. The results are helpful to applicants who are seeking linguistic help and insights.

Presentation 4

The impact of the languages of instruction (L1/L2/L3) in the Tunisian educational system

Presenter: Rania Salah

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Abstract: The current descriptive study considers the phenomenon of multilingualism among Tunisian speakers. It sheds light on the usage of different languages of instruction (Modern Standard Arabic, French and English) in the Tunisian educational system and it explores the impact of the multiple languages acquisition on Tunisian attitudes.

Presentation 5

Online peer interaction outside WEIRD (Western, Educated, Industrial, Rich, and Democratic) communities: The Role of W, E. and R.

Presenters: Dmitrii Pastushenkov, Olesia Pavlenko, Curtis Green-Eneix

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Abstract: We investigate whether L2 learners’ background (western and non-western) and socioeconomic status affect the production of language-related episodes in online communicative tasks at varying oral proficiency levels. SES remains understudied in SLA research, despite previous propositions suggesting that it affects learners’ linguistic cognition.

Presentation 6

Examining criterion validity of language-domain-specific grit during COVID-19: The case of L2 Spanish and French

Presenter: Ekaterina Sudina

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Abstract: This study examined language-specific grit and its conceptual correlates in a sample of FL learners. Grit overlapped with intended effort but was conceptually distinct from buoyancy and conscientiousness. Contrary to previous research, grit’s consistency of interest demonstrated superior criterion validity with regard to FL achievement compared to perseverance of effort.

Presentation 7

Evaluating Subject Content and Linguistic Dimensions of English versus Chinese Elementary Science Texts in Taiwan via CLIL Perspectives.

Presenter: Tzyy-Yuh Maa

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Abstract: The four CLIL effects of content, culture, communication, and cognition in the elementary science textbooks are examined. Surveys on L1 and L2 students are to compare content and language effects by the two languages in the respective classrooms. Results can be important guidelines for the groundbreaking and revolutionary bilingual education in Taiwan.

Presentation 8

The need for emic, ethical SLW research in a large writing program

Presenter: Analeigh E. Horton

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Abstract: This presentation follows up on a now-completed 2020 SLAT Roundtable project-in-progress of two quadrilingual, bicultural, international student sisters’ placement experiences in a 6,000-student writing program to call for highlighting marginalized populations’ emic perspectives. The presenter makes connections across research methods, participants, and ethics through a sociocultural/political approach.