Conference proceedings ICT for language

Conference Proceedings ICT for Language Learning Edited by Pixel 9th Conference Edition Florence, Italy 17-18 November 2016 Proprietà letteraria riservata © libreriauniversitaria.it edizioni Webster srl, Padova, Italy I diritti di traduzione, di memorizzazione elettronica, di riproduzione e di adattamento totale o parziale qualsiasi mezzo (compresi i microfilm e le copie fotostatiche) sono riservati per tutti i Paesi Nessuna parte di questa pubblicazione può essere riprodotta, distribuita o trasmessa in qualsivoglia forma senza l’autorizzazione scritta dell’Editore, a eccezione di brevi citazioni incorporate in recensioni o per altri usi non commerciali permessi dalla legge sul copyright Per richieste di permessi contattare in forma scritta l’Editore al seguente indirizzo: redazione@libreriauniversitaria.it ISBN: 978-88-6292-806-9 ISSN: 2420-9619 Prima edizione: ottobre 2016 Il nostro indirizzo internet è: www.libreriauniversitaria.it Per segnalazioni di errori o suggerimenti relativi 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(including online sites) are appropriately credited and referenced All authors disclose financial or other conflict of interest that might influence the results or interpretation of their manuscript (financial support for the project should be disclosed) Authors agree to the license agreement before submitting the article All articles are submitted using online submission procedure Pixel, as the editor, ensures a fair double peer-review of the submitted papers for publication The editor strives to prevent any potential conflict of interests between the author and editorial and review personnel The editor also ensures that all the information related to submitted manuscripts is kept as confidential before publishing Pixel, the editor, coordinates the Scientific Committee for reviewing the works to be published in ICT for Language Learning The reviewers, members of the scientific committee, include experts in the field of higher education, university lecturers and researchers Each is assigned papers to review that are consistent with their specific expertise Reviewer check all papers in a double peer review process The Reviewers also check for plagiarism and research fabrication (making up research data); falsification (manipulation of existing research data, tables, or images) and improper use of humans or animals in research In accordance with the code of conduct, the Reviewers report any cases of suspected plagiarism or duplicate publishing Reviewers evaluate manuscripts based on content without regard to ethnic origin, gender, sexual orientation, citizenship, religious belief or political philosophy of the authors They ensure that all the information related to submitted manuscripts is kept as confidential and must report to the Editor if they are aware of copyright infringement and plagiarism on the author’s side They must evaluate the submitted works objectively as well as present clearly their opinions on the works in a clear way in the review form A reviewer who feels unqualified to review the research reported in a manuscript notify the Editor and excuses himself from the review process Contents CONTENT AND LANGUAGE INTEGRATED LEARNING “Cafés Philosophiques” in the CLIL Project 14 Emilia Ciampanella, Lucia Gerbino CLIL and Terminology – Moving Forward towards a Dialogical Relation 15 Manuel Silva, Alexandra Albuquerque Utilizing ICT within Transnational Cooperation among Language and Content Teachers in Europe .16 Ľudmila Hurajová, Gabriela Chmelíková Wikis in Integrating the Study of Culture and English Language Learning 17 Ekaterina Dvoretskaya, Elena Mischenko, Dmitry Dvoretsky E-LEARNING SOLUTIONS FOR LANGUAGE TEACHING AND LEARNING Confronting Issues in Irish-Medium Immersion Teacher Education Research through Technology-Enhanced Language Learning 19 Tadgh Joseph Ó Ceallaigh Designing Online Courses for Educators and English Language Learners 20 Diane Boothe, Melissa Caspary Improving Terminological Skills and Competence of Translation Students by Means of Advanced Terminological Tools 21 Maria Stepanova, Svetlana Svetova Language Teaching Strategies in Association with EXE Software Program and MOODLE Platform for MA Students of YSULSS 22 Susanna Asatryan Large Classroom Predicament Resolved: Tackk and Socrative in the Flipped Approach 23 Nesreen Fakhr, Nora Khalil Learning, Teaching and Assessing Students’ ESP Skills via Exe and Hot Potatoes Software Programs .24 Naira Poghosyan Online Bilingual Dictionary as a Learning Tool: Today and Tomorrow 25 Mark Kit, Elena Berg Online Dictionary Use in the Digital Era: A Survey among Italian Users of English .26 Ivano Celentano Contents ICT for Language Learning, 9th edition The MedLang MOOC Experience: Learning Several Languages within Similar Medical Contexts 27 Anca Colibaba, Irina Gheorghiu, Claudia Dinu, Stefan Colibaba The Relationship between the Ambiguity Tolerance and Incidental Vocabulary Acquisition of Advanced EFL Learners through the TED-Talk Application 28 Roya Khoii, Naeemeh Sadat Hosseini Transformative Practices in an Online Course 29 Claudia Peralta Whatsapp: Solution for Teaching a Cameroonian Language? 30 Geneviève Sandrine Avoa Mebenga-Belinga ICT BASED LANGUAGE TEACHING AND LEARNING APPROACHES A –Relatively- New Approach to Address the Teaching of the Target Culture in Algerian Middle Schools: The Fifth Use of ICTs in Language Learning .32 Afaf Rabehi A Study of Multimodality Based Construction of Academic Discourse in the English Teaching for EFL Postgraduates 33 Li Xue, Wang Jinghui Attitudes, Perceptions and Expectations of Moroccan Undergraduate Students towards ICT Use in the Process of English Language Learning 34 Meryem Aherrahrou, Ahmed Makhoukh Automated Speech Recognition: Its Impact on Teaching and Learning Languages .35 Michael Carrier Blended Project-Based Learning for Building 21st Century Skills in a Bulgarian School 36 Todor S Simeonov CALL-SLT: A First Experiment in a Real FFL Training for Employees of French Companies 37 Marie Dejos, Christopher Petrovic, Pierrette Bouillon, Johanna Gerlach, Hélène Duval, Emmanuel Rayner, Nikos Tsourakis Corpus-Based Phraseology Use within an Academic Writing Platform: A Plagiarism Check 38 Madalina Chitez Edmodo and the Flipped Language Class: Bridging the Gap in Language Learning 39 Kerrie McKim Enhancing Students’ Language Competence via ICT and Involvement in Real Projects 40 Gabriela Chmelíková, Ľudmila Hurajová, Svetlana Firsova Enhancing Learning to Learn Competences and Autonomous Learning by Using ICT in the Acquisition of the English Language 41 Esther Nieto Moreno de Diezmas Contents Epoch-Making Extensive and Intensive Reading Materials on the Web 42 Naoshi Kanazawa, Yukio Konishi Extending the Functionality of LMS for English Language Teaching  43 Ahmet Basal Facilitating Norwegian Language Learning among Immigrants by Use of Tailormade Dictionaries 44 Tove Bjørneset Factors Affecting Teachers’ Attitudes toward Information and Communication Technology (ICT) in the Moroccan University: A Comparative Study 45 Mustapha Fagroud, Saida Hdii, Smaïl Kerouad Gender Discrepancies in the Use of ICT in Higher Education 46 Hayat Naciri ICT a Tool to Promoting Literacy .47 Farida Mokhtari ICT and Educational Apps for Enhancing Language Teaching and Learning Process 48 Diana Bagiryan, Natalie Avagyan, Margaret Apresyan Implementing Digital Learning Platform in the Russian as a Foreign Language Classroom: An Instructor’s Perspective 49 Maria Lebedeva Increasing Tertiary Education Students’ Willingness to Communicate in an Advanced Academic English Language Class with the Adaptation of Facebook 50 Dimitrios Boglou Information Communication Technology (ICT) in Learning French as Foreign Language .51 Ninuk Lustyantie Motivating Reluctant Readers to Read: What Works 52 Amanda C Bradford Platinum Game for Critical Thinking Assessment through Language for Primary School Students .53 Endry Boeriswati Redefining Pedagogy by Using Technical Scaffolding for Teaching Advanced ESL Learners 54 Pushp Lata, Suman Luhach Reflections on Self and Presentation of Self in Second Life®, a Virtual Life Course Perspective in the Context of Language Teaching 55 Christel Schneider Researching Language Learning in Virtual Worlds An Exploratory Case-Study 56 Luisa Panichi RPG Active Learning Software to Evaluate the Literacy of Children 57 Kayoko Fukuchi, Kei Kanayama Contents ICT for Language Learning, 9th edition Russian Learner Corpora in Teaching Russian as a Foreign Language: Covering the Domain of Indefiniteness .58 Olga Eremina Socrative: Increasing Students’ Motivation and Improving Communication Competences by Making Use of Apps 59 Ionut Capeneata Students’ Attitudes towards ICT and their Achievement in English 60 Hind Mallahi, Mohamed Larouz Technology in EFL Classes: Google Teaches! .61 Nittaya Sanguanngarm The Effect and Influence of Language Teaching Methodology Informed by Theory Acquisition  62 Tian Miao, Cui Dan The Effects of Using ICT on EFL Learners’ Motivation: Case Study of Master Students of Didactics of English as a Foreign Language, Djillali Liabes University, Sidi Bel Abbes, Algeria 63 Benghalem Boualem The Impact of Group versus Individual Digital Storytelling in Students’ Perception of Literacy Skills in EFL Education 64 Naoko Kasami The Impact of Portfolio and Technology Enhanced Teaching in Writing skills in ESP Classes: A Comparison of Methods  65 Yeliz Yazici, Erhan Sur  The Negotiation of Shared and Personal Meaning Making in Spoken Interaction Tasks 66 Janine Knight, Elena Barberà The On-Line English I Course through the Eminus Platform 67 Ana Guadalupe Torres Hernández The Role of Educational TV as a Learning Media in Improving the Process of Learning English and Bahasa Indonesia at Jakarta Open Junior High School 68 Mohamad Syarif Sumantri The Use of Mobile Phones through Audio and Voice Recordings to Improve English Pronunciation and Intonation 69 Dennys Tenelanda López, Mónica Castelo Ultrasound Articulatory Training for Teaching Pronunciation Of L2 Vowels 70 Bianca Sisinni, Sonia d’Apolito, Barbara Gili Fivela, Mirko Grimaldi WhatsApp: Is It Useful For Communication Learning? 71 Elena Aniela Mancaș LANGUAGE LEARNING TO SUPPORT INTERNATIONAL MOBILITY Chinese Language Acquisition and Cross-Cultural Adaptation of Irish University Students Studying Mandarin in China 73 Jun Ni Contents English Language as a Tool in Improving ICT and Collaborative Skills for Erasmus+ Internships 74 Vladimira Froldova LANGUAGES FOR SPECIFIC PURPOSES Educative Functions of Students’ Scientific Conferences in Foreign Languages 76 Natallia Zhabo, Irina Bykova, Marina Avdonina, Elena Krivosheeva, Nune Grigorian Gender Differences in Learning Style Preferences Case Study: 3rd Year LMD Students 77 Ouarda Larbi Youcef ICT in an ESP Classroom – Looking for a Balance 78 Štěpánka Bilová Improving Employability Skills through Students’ Conferences in Foreign Languages 79 Elena Notina, Ievgenii Stepanov, Natallia Zhabo, Marina Avdonina, Varvara Byakhova Students’ Conference in Foreign Languages as a Constituent Component of Education in Ecology  80 Marina Avdonina, Natallia Zhabo, Nailia Valeeva, Ievgenii Stepanov, Sergey A Nikitin The Experience of Implementing CLIL in the Estonian Academy of Security Sciences 81 Elen Laanemaa LANGUAGE TEACHERS’ TRAINING Being in the Game; Language Teachers as Digital Learners 83 Carolyn Blume From a Manual Portfolio to an ePortfolio: A Way to Assist Student Teachers of Languages to Become Reflective Practitioners .84 Mario Pace Innovation, Engagement, and Learning: Do They Always Go Hand-in-Hand? 85 Nohora Edith Bryam Zambrano, Ana María Ternent de Samper The Effects of Training on Reflective Reciprocal Peer Coaching in Pre-Service Teacher Education: A Sample from a Turkish EFL Teacher Education Context .86 Safiye İpek Kuru Gönen MONITORING AND EVALUATION OF LANGUAGE TEACHING AND LEARNING A Platform for Oral Proficiency Diagnosis and Targeted Teaching 88 Fan Jinghua, Chow Fong Yee, Tan Yan Ni How to Enhance Students’ Reflection Skills about Their L2-Writing Competence Using Portfolio and Self-Assessments 89 Eva Seidl, Elisabeth Janisch Abstract ICT for Language Learning, 9th edition The Impact of Formative Assessment and Remedial Teaching on EFL Learners’ Listening Comprehension Nahid Zarei153, Nastaran Yasami154 Abstract This experimental study aimed to investigate the effect of formative assessment and remedial teaching on the EFL learners’ listening comprehension The participants of the study were 34 intermediate students – 12 males and 22 females – who were selected from early total of 60 students after taking the Oxford Placement Test as an English language proficiency test Having taken the test, they were randomly divided into two groups of control and experimental Students in both experimental and control groups took part in a listening pre-test (PET) and then during eighteen sessions listened to audiotapes of Expanding Tactics for Listening The students in the experimental group were given a quiz every four sessions followed by remedial teaching Following the treatment, both groups took part in a listening post-test An ANCOVA was run not only to compare the performance of both experimental and control groups after the treatment period but also to show whether posttest differences were due to treatment – formative assessment and remedial teaching – effect or their differences in pre-test The results of ANCOVA revealed that formative assessment and remedial teaching has a significant effect on the listening comprehension of intermediate EFL learners The results of the present study could help course book designers, educational planners, material developers, foreign language schools, and teachers to make required adaptations to facilitate learning and improving different language skills and as a result benefit students with varying capabilities 153 Islamic Azad University, Maragheh Branch (Iran) 154 Islamic Azad University, Maragheh Branch (Iran) 104 Abstract RECOGNITION AND VALIDATION OF LANGUAGE SKILLS 105 Abstract ICT for Language Learning, 9th edition Reformation of Self-Efficacy in Iranian Pre-Service and In-Service EFL Teachers through Reflective Task-Supported Teacher Training Behjat Asa155, Behrang Fathololoumi156 Abstract Since the pioneering work of [1], teachers’ self-efficacy defined as teachers’ judgments of their own capabilities to deal effectively with various educational situations and tasks [2], in contextspecific, cognitive, metacognitive, affective and social ways [3], has been considered as one of the most central and pervasive thoughts that affect teachers’ actions This study was an endeavor to explore how a particular teacher training program at a language institute in Tabriz which provided pre-service and in-service teachers with opportunities to practice various pedagogical tasks and also reflect on their own and others’ performance can influence their self-efficacy To achieve this goal, a quasi-experimental design was adopted 37 pre-service and 40 in-service teachers participated in the study The teacher sense of efficacy scale (TSES) was utilized to explore fluctuations in teachers’ self-efficacy The results revealed that the teacher training program was influential in enhancing the self-efficacy of both pre-service and in-service teachers 155 Tabriz Azad University (Iran) 156 Maraghe Azad University (Iran) 106 Abstract STUDIES IN SECOND LANGUAGE ACQUISITION 107 Abstract ICT for Language Learning, 9th edition A Study of How Repeated Reading Affects English Recitation Fluency in College Students – A Case in Chinese Culture University, Taiwan Yu-hui Wang157 Abstract Students in Taiwan tend to find speaking more difficult than other skills, such as reading, writing, or listening To address this issue, the present study recruited repeated reading (RR) to boost subjects’ oral reading ability in the EFL environment of Taiwan and to verify the effectiveness and efficiency of the method By promoting oral reading speed, RR proved to be an effective technique to enhance oral reading and thus speaking fluency Thirty college students from Chinese Culture University participated in this study They had eight 30-minute instructions during the intervention period The materials were chosen from 60-Second Science SPSS 22.0 was adopted to conduct the quantitative analysis (paired sample t-tests) The results indicated that there was a significant improvement in oral reading speed after the intervention (126-181 words correct per minute), regardless differences of age, years of learning English, and initial reading speeds among subjects in the present study Accordingly, RR appears to be a highly promising technique for speed training and fluency in oral teaching 157 Chinese Culture University (Taiwan) 108 Abstract How to Use Adobe Connect to Enhance Speaking Awareness in L2 Acquisition Elisabetta Longhi158, Chiara Angelini159, Katharina Jakob160 Abstract The paper will show how a tandem project carried out by means of the software Adobe Connect supported L2 acquisition in the respective groups of Italian and German university learners, who met online to attend virtual classes conceived for both of them together In our evaluation of this experience, particular emphasis will be given to those aspects of oral language that are most neglected in traditional classes, such as turn-taking skills and argumentative abilities in various speaking contexts To achieve these goals, metalinguistic reflection was fostered by the subdivision of each web session into well-defined work phases, which corresponded to as many types of audio-visual interactions mediated by computers (basically, one-to-one versus plenum discussions) The presentation of the teaching strategies will clarify how the communication medium influenced the process of learning, compelling the students to pay attention to specific features of oral discourse which usually occur in a different form This made videoconferencing a more pervasive teaching and learning experience compared to other sorts of tandem which have been in use for some decades 158 Università degli Studi di Parma (Italy) 159 Johannes Gutenberg-Universität Mainz (Germany) 160 Ludwig-Maximilians- Universität München (Germany) 109 Abstract ICT for Language Learning, 9th edition Investigating Speech Gesture Coordination in the Production of L2 Consonant Clusters: The Added Value of Electromagnetic Articulography Sonia d’Apolito161, Barbara Gili Fivela162 Abstract The study describes how non-native consonant clusters are realized by Italian learners of French L2 In particular it aims at describing articulatorily the coordination across successive consonant gesture in order to understand which strategies are at play when learners produce non-native clusters The electromagnetic articulography (AG500), a technology that allows a precise tracking of position and movement of tongue, lips and jaw during speech, is employed to observe L2 productions The attention is focused on the production of sibilant clusters since they are phonotactically marked in Italian, while in French are frequent so much so that place assimilations occur Sibilant clusters were studied across words into a carrier phrase at different speech rate (normal/fast) as a faster rate can facilitate coproduction In French, results show that vowel insertion is realized only at normal speech rate, while at faster speech rate place assimilations are realized instead Italian learners’ of French-L2main strategy is the vowel insertion between the two sibilants in order to repair the non-native clusters, independently of speech rate On the acoustic level, learner’s productions show a dichotomic result (vowel segment between consonants/no segment) On the articulatory level, learners’ productions reveal a greater variability of articulatory strategies, due to their attempts to produce non-native clusters However, speech gesture tracking data suggest that the inserted vowel results from the failure in reaching a felicitous coordination between gestures Indeed, vowel insertion seems to be due to a transitional passage between the two consonants These results highlight how it is important not only to learn to produce correctly a segment but also to concatenate it with other segments The electromagnetic articulography, capturing tongue/lip movement and position, is crucial for investigating these features of L2 speakers’ production 161 University of Salento, Centro di Ricerche Interdisciplinare sul Linguaggio (CRIL) (Italy) 162 University of Salento, Centro di Ricerche Interdisciplinare sul Linguaggio (CRIL) (Italy) 110 Abstract Language Learning Strategies and Research Problems with Individual Differences Magdalena Pospieszyńska-Wojtkowiak163 Abstract Personality involves both innate individual properties which are conditioned by age, intelligence, aptitude, personality type and other individual features such as attitudes, motivation and strategies Learning and communication strategies have been found to play an important role in the process of language acquisition by accounting significantly for variation in language learners’ achievement Assessment of learning styles can give teachers an overview of the strategies that students are likely to use in the process of language acquisition So far, no-one has ever given an answer which style is the best or which style guarantees success in language learning 163 State University of Applied Sciences in Konin (Poland) 111 Abstract ICT for Language Learning, 9th edition Language-Specific Aptitude and the Role of Phonological Short-Term Memory in Second Language Acquisition Vita V Kogan164 Abstract The aim of this investigation was to address three questions: 1) does the phonological shortterm memory capacity predict vocabulary learning outcomes; (2) does the phonological memory capacity vary across unfamiliar foreign languages; and (3) does language learning experience affect the phonological memory capacity? Thirty participants were tested before and after a five-hour language-learning course We used nonword repetition tests with English, Russian and Indonesian-sounding words to measure phonological memory in these languages We found that the phonological memory capacity in a specific language predicts vocabularylearning outcomes in this language Participants did not show a phonological bias toward a particular language, but homogeneously scored higher on the Russian nonword repetition test All participants improved on nonword repetition tests across all languages after learning either Russian or Indonesian These findings support the following conclusions First, nonword repetition tests in specific languages can be used in aptitude batteries to detect a propensity for these languages Second, individual bias towards the phonology of a specific language is rare and gets overridden by the phonological distance between a mother tongue and a target language Third, phonological memory is affected by language experience and this effect can be transferred to other languages, including L1 164 University of Edinburgh (United Kingdom) 112 Abstract Lingua Didactic Approaches to Teaching Translation Nataliya Belenkova165 Abstract Translation has been a subject matter of teaching and training for many years Different scholars suggested various lingua-didactic methods to develop translating skills from the native language into a foreign one and back Nowadays translation as well as interpreting are considered as the elements of mediation that is a language activity according to the European Union documents Consequently, translation should be referred to as a language activity, and developing special translation skills should be the purpose of foreign language for specific purposes teaching at a higher education institution In this case, the experience of previous lingua didactic tendencies might be very useful in modern educational environment The purpose of this paper is to examine the potential of the XX century theoretical ideas and practices of teaching and training translation from the point of view of the contemporary nonlinguistic higher education The positive outcomes of different scholars of the past should be studied and incorporated in the teaching practice nowadays Some aspects of the teaching experience of translation skills training for lawyers-to-be at a non-linguistic University are presented 165 Peoples’ Friendship University of Russia (RUDN University) (Russian Federation) 113 ICT for Language Learning, 9th edition Abstract Metacognition and Students’ English Learning Qin Yi166 Abstract The term metacognition was first put forward by American developmental psychologist John H Flavell (1979) It literally means cognition about cognition, or more informally, thinking about thinking Flavell defined metacognition as knowledge about cognition and control of cognition Research has shown that metacognition plays a very important role in students’ study and is the real factor that causes the differences of students’ academic records The relationship between students’ metacognitive skills and their academic records is that the stronger their metacognitive skills are, the higher their academic records are Students’ metacognitive skills influence students’ study in three phases: the phases of pre-study, study and post-study This paper mainly talks about how to improve students’ metacognitive skills in the three phases and make them better in English studying It can be done from three aspects: Help students have a correct idea of learning Students should learn to know about their study task and make a proper study plan before starting their study activities Train students to have the ability to choose proper learning strategies Learning strategies is part of metacognition Teachers should tell students their education principles and let students know the destination and the expected result of their teaching activities Thus students could learn to choose proper learning strategies in their language study Improve students’ ability of self-regulation in their language study Self-regulation is the essence of metacognition Teachers should be involved in specific teaching steps, know students’ problems and puzzles and help students evaluate if they are approaching their aim 166 Harbin Institute of Technology (China) 114 Abstract Non-State Actors in Internationalizing and Localizing English in the Process of Non-formal Education in Armenia; Linguistic Analysis of Language Patterns of Democratic Style Elina Stepanyan167 Abstract The period following the end of World War II was distinguished with the prompt emergence of volunteer organizations, charitable associations, various types of social movements and social unions which started to have their implicit role in shaping the reality of their time These nongovernmental organizations launched a prolific activity which was often distinct with high impact locally, regionally as well as internationally in the frames of ameliorating the trends of social life and efficiently fostering the democratization processes by involving and endorsing social capital and empowering the civil society The newly emerged social sector became a key factor in generating and shaping egalitarian practices in such developing counties as Armenia And while carrying out a research on the role of non-governmental organizations in the democracy development processes in Armenia, we have uncovered the role and key prominence of the language use in this multifaceted educational process It has become palpable that this process is vital in transmitting concepts, values and beliefs in democratic style from already constituted English vocabulary into Armenian relative understanding of democracy Hence, a conclusion was made that these two seemingly different fields emanated from one another and cannot act disjointedly Therefore, on this purpose the main research was initiated in 2015 and afterwards an investigative field work has been carried out in Armenia, which is thoroughly discussed in the current paper Thus, the current paper discloses the key factors uncovered during the field work in Armenia, which primarily regard the dominance of English in the field, the constant translations required to be carried out permanently from English into Armenian and vice versa, the multifaceted consequences and issues that the interpretations lead to and several other crucial aspects Indissoluble and highly prominent parts constructing the phenomenon, such as neologisms, loanwords and differences between mentality and outlook, which entail to the language and value system, are thoroughly discussed in the article 167 University of Padova (Italy) 115 Abstract ICT for Language Learning, 9th edition The Quality of Second-Language Writing (Hebrew) among Arab Students in Israel Rama Manor168 Abstract The paper deals with the level of syntactic complexity of subordinate clauses in argument texts spontaneously produced in hebrew by Arab female freshmen specializing in the teaching of Hebrew at Academic College of Education in Israel Syntactic complexity is examined by means of the relationships between main clauses and various types of subordinate clauses; by categorizing types of logical connections encoded; and by determining the complexity of the subordinate clause itself Our research revealed three categories of subordinate clauses arranged by their level of syntactic complexity: a content clauses indicating a low level of complexity due to their role as mere providers of necessary information; b Descriptive clauses indicating a high complexity level due to their free main clause placement; c relative clauses expanding the nominal phrase and creating a high degree of compression We found that the types of logical connections encoded by the clauses are few, unvaried and at times lexically wrong or completely absent due to first language interference, or are repeated so as to validate the addressor’s position in an argument text Furthermore their subordinate clauses contained many contents units pointing to undeveloped segments of thought: a kind of brain storm the writer conducts with himself 168 Beit Berl College, Kfar Saba (Israel) 116 Abstract The Relationship among EFL Teachers’ Critical Thinking‚ Self-Esteem‚ and Classroom Management Behdokht Mall-Amiri169, Fatemeh Shariati170 Abstract The purpose of this study was to investigate the relationship among Iranian EFL teachers’ critical thinking, self-esteem, and classroom management To carry out the study, 60 EFL teachers who teach in different public and private schools in Gorgan, Iran, participated in the study Honey`s (2005) Critical Thinking Questionnaire containing 30 items was used to measure teachers’ critical thinking Regarding self-esteem, the Coopersmith’s Questionnaire was employed Two sessions of each teacher’s classes were observed by two raters who used Murdoch`s (2000) checklist to assess each teacher’s classroom management To find out the relationship among three variables of this study, the Pearson correlation coefficient was applied in order to identify the relationship among EFL teachers’ critical thinking, self-esteem, and classroom management The results revealed that the three variables were significantly correlated with one another The regression analysis demonstrated that teachers’ critical thinking and self-esteem was a significant predictor of their classroom management 169 Islamic Azad University, Tehran Central Branch (Iran) 170 Islamic Azad University, Tehran Central Branch (Iran) 117 .. .Conference Proceedings ICT for Language Learning Edited by Pixel 9th Conference Edition Florence, Italy 17-18 November 2016 Proprietà... with new language in this blended learning programme, students became more language aware and language informed and this language awareness positively impacted on communicative online language. .. associated language 10 Mary Immaculate College, University of Limerick (Ireland) 19 Abstract ICT for Language Learning, 9th edition Designing Online Courses for Educators and English Language Learners