EPBS-2024
11th EUROKD International Hybrid Conference on Education, Psychology, & Behavioral Science
EPBS-2024
Istanbul, Turkey
18 November 2024
We are delighted to announce that in order to provide the education, psychology, and behavioral science community with perfect opportunity to present their most recent research findings without any concerns for high cost, travel arrangement, visa, accommodation, and the ongoing healthcare issues, the organizer of the EPBS-2024 has decided to hold the conference in a hybrid/virtual/asynchronous format so all researchers from every corner of the world can participate and present at this conference as we received positive feedback from the participants of the last two years.
Main Themes of the conference:
We welcome original research papers and review papers (systematic, scoping, and umbrella review) related to one of the main themes of the conference:
Panel 1: Education
Panel 2: Psychology
Panel 3: Behavioral Science
Invited Speakers (Emerging Scholars)
Li Dong
Tsinghua University, China
https://orcid.org/0000-0003-0650-1765
ChatGPT in Language Writing Education: Reflections and a Research Agenda for a ChatGPT Feedback Engagement Framework
Li Dong received his Ph.D. from Tsinghua University, China. He spent over a decade as a language educator, instructor, and researcher in China. His research focuses on second language writing, CALF (syntactic complexity, accuracy, lexical complexity, and fluency) and discourse, writing proficiency, self-regulated learning, grit, and socioeconomic status, among other areas. Dr. Dong has published extensively in international journals, including the Journal of Educational Psychology, Journal of Psycholinguistic Research, Current Psychology, Asia Pacific Education Review, Reading and Writing, Language Teaching Research Quarterly, among others.
FX. Risang Baskara
Universitas Sanata Dharma, Yogyakarta, Indonesia
https://orcid.org/0000-0001-7662-3288
Exploring the Use of Generative AI in Student-Produced EFL Podcasts: A Qualitative Study
FX. Risang Baskara is a full-time lecturer at the English Letters Department, Faculty of Letters, Sanata Dharma University, Yogyakarta, Indonesia. His research expertise spans Technology-Enhanced Language Learning (TELL), Blended Learning Approaches in EFL Contexts, Flipped Classroom Methodologies, Artificial Intelligence Applications in Language Education, and Computer-Assisted Language Learning (CALL). He earned his Bachelor's and Master's degrees from Sanata Dharma University's English Letters Department and Graduate Program in English Language Studies. He completed his Ph.D. in Humanities (TESOL) from Swinburne University of Technology, Sarawak Campus, Malaysia, further solidifying his commitment to advancing language teaching through innovative methods.
Rizgar Qasim Mahmood
University of Wollongong, Australia
https://orcid.org/0000-0002-5987-8884
Exploring Educational Technology in Language Education: Empirical Evidence from Teachers' Perspectives
This presentation explores the integration of educational technology (EdTech) in English as a Foreign Language (EFL) instruction, drawing on the experiences of 50 university teachers in Iraqi Kurdistan. Utilizing a mixed-methods approach, data were gathered through an online survey and semi-structured interviews to examine teachers’ perspectives on the benefits and challenges of incorporating EdTech into language teaching. Findings reveal that while EdTech enhances learner engagement, collaboration, and personalized learning, its full potential is limited by insufficient training and institutional support. Using the Technological Pedagogical Content Knowledge (TPACK) framework, the study highlights the need for professional development and better infrastructure to integrate technology into language education effectively. This research provides valuable insights for educators and policymakers to improve EdTech adoption in under-resourced contexts and offers practical recommendations for enhancing language learning outcomes through technology.
Mohammad Hamad Al-khresheh
Department of Languages and Translation, Northern Border University, College of Humanities and Social Sciences, Arar, Saudi Arabia
https://orcid.org/0000-0001-8647-8854
The Future of Artificial Intelligence in English Language Teaching: Pros and Cons of ChatGPT Implementation through a Systematic Review
The integration of artificial intelligence (AI) into language instruction has presented new opportunities, with ChatGPT emerging as a promising tool for interactive and personalized learning. This systematic review examines the effectiveness, advantages, and drawbacks of the ChatGPT in English language teaching (ELT). To achieve this objective, peer-reviewed studies published between 2023 and 2024 were sourced from the Web of Science database and focused on those that explored ChatGPT for language instruction. Using standardized criteria, data extraction covered the study design, participants, interventions, outcomes, and quality assessments. The findings indicate that the ChatGPT significantly improves language teaching by providing personalized feedback, fostering learner autonomy, enhancing student motivation and engagement, and facilitating specific language skills. Moreover, its ability to simulate real-life conversations makes it an effective tool to improve language fluency and comprehension. Nevertheless, challenges have been highlighted, such as overreliance on AI, academic dishonesty, skill deterioration, biases in AI-generated content, and the digital divide affecting access to AI technology. Integrating AI into existing educational frameworks and addressing the need for teacher training have also emerged as significant concerns. The implications are provided based on these findings.
EPBS Hybrid Presentations
