Hafizoah Kassim
Hafizoah Kassim, PhD

Dr. Hafizoah Kassim is currently a Senior Lecturer at the Centre for Modern Languages & Human Sciences, Universiti Malaysia Pahang, Pahang, Malaysia. She has been teaching at tertiary level for more than 18 years, both at public and private institutions, and she received her doctorate from La Trobe University, Melbourne, Australia in educational technology. She has been involved in the development of courses for Massive Open Online Courses (MOOC) and Open Courseware (OCW) for both undergraduate and postgraduate programs, and she is very interested in connecting students across countries for online language learning experiences. She was appointed as a Master Trainer by the Ministry of Higher Education, Malaysia for the initial implementation of the Common European Framework of References (CEFR) at the institutes of higher education for English language in Malaysia. She is currently the Editor-in-Chief for the International Journal of Language Education and Applied Linguistics, and a Coordinator for a language program for international students. She is a keen researcher and writer in areas such as emergent technologies in language education, creativity and cognitive studies, multimedia learning, English for specific purposes, and learning styles.


Strategizing Learning Experience through E-learning Platforms to Enhance Creative Potential and Language Performance

Creativity is a rare topic in language learning conversations, often overshadowed by emphasis on student performance or achievement in language competencies. With technology, discussions mostly linger around the application of appropriate teaching approaches and/or learning strategies. Yet, with its prowess, technology provides huge opportunities for teachers to engineer learning experiences that could bring about student creativeness. Such learning experiences, if appropriately and cognitively strategize could motivate students to enhance not only their creative abilities but also language performance. In this presentation, I will share the development of a learning model called Creative Strategy Learning Model (CSLM) which integrates creative and strategic thinking taxonomies to assist learners to use their creative cognitive abilities to cognitively strategize their learning. In addition to the in-class learning experience, e-learning platforms such as Moodle and Edmodo were used as a platform to create a learning experience where students can communicate their ideas and follow their progress in the speaking and writing classes. The application of this model in the speaking and writing classes illustrates its importance in assisting students to enhance their public speaking performance, and essay writing skills. Student feedback revealed that the opportunity to see the performance in their creative ability is a boost to better improve their speaking and writing abilities.s.


Nguyen Duc Chinh
Nguyen Duc Chinh, PhD

Dr. Nguyen Duc Chinh is a lecturer of language education in the College of Foreign Language Studies at the University of Danang, Vietnam, earning his MA in TESOL from the University of Queensland and his PhD in education from Monash University, Australia. He was a Fulbright Visiting Scholar at the University of Washington, USA during the academic year of 2017–2018. His scholarly interests include second language teacher education, identity in language teaching, sociocultural issues in language education and social justice in education. Chinh has publications in a number of journals of educational research and language teaching. In addition to teaching and research, he has been engaging in design and delivery of training programmes for English language teachers from primary to higher education. 


Social Justice Teacher Education Adapted to the Vietnamese Context: A Study of Pre-service Teachers Learning to Teach for Social Justice in Local Communities

In the agenda of social justice, educating teachers for equity has emerged as a trend or an approach to teacher preparation. In the US, social justice has been integrated into teacher education programs that aim to prepare teachers to teach in ways that contribute to lessening inequalities both within and beyond the school setting. However, this progressive trend of teacher education has been unexplored in many countries, including Vietnam. As inequalities in education and in the broader society have become a topic of concern in Vietnam, social justice discourses need to be introduced to teacher education in this context. As such, this research study was conducted in order to explore how pre-service teachers of English as a foreign language developed dispositions for social justice by being engaged in local communities. The findings show that engagement in communities helped the cohort of pre-service teachers discover inequalities between families inherent in their attitudes and investment in children’s English learning. Based on the perceived inequalities observed in local communities, the cohort of pre-service teachers developed their dispositions for social justice appropriate to the Vietnamese context. The study offers implications for social justice language teacher education in Vietnam.