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Trinity College Dublin was proud to host, in April 2016, the Second International Conference on Telecollaboration in Higher Education, with the theme "New Directions in Telecollaborative Research and Practice." Over two and a half days, 150 participants offered 95 research presentations, posters, and "problem shared" sessions. Following a preface (Breffni O'Rourke) and introduction (Sake Jager, Malgorzata Kurek, and Breffni O'Rourke), selected papers from this conference presented herein include: (1) Telecollaboration and student mobility for language learning (Celeste Kinginger); (2) A task is a task is a task is a task… or is it? Researching telecollaborative teacher competence development--the need for more qualitative research (Andreas Müller-Hartmann); (3) Learner autonomy and telecollaborative language learning (David Little); (4) Developing intercultural communicative competence across the Americas (Diane Ceo-DiFrancesco, Oscar Mora, and Andrea Serna Collazos); (5) CHILCAN: a Chilean-Canadian intercultural telecollaborative language exchange (Constanza Rojas-Primus); (6) Multifaceted dimensions of telecollaboration through English as a Lingua Franca (ELF): Paris-Valladolid intercultural telecollaboration project (Paloma Castro and Martine Derivry-Plard); (7) Student perspectives on intercultural learning from an online teacher education partnership (Shannon Sauro); (8) Blogging as a tool for intercultural learning in a telecollaborative study (Se Jeong Yang); (9) Intergenerational telecollaboration: what risks for what rewards? (Erica Johnson); (10) Telecollaboration, challenges and oppportunities (Emmanuel Abruquah, Ildiko Dosa, and Grazyna Duda); (11) Exploring telecollaboration through the lens of university students: a Spanish-Cypriot telecollaborative exchange (Anna Nicolaou and Ana Sevilla-Pavón); (12) A comparison of telecollaborative classes between Japan and Asian-Pacific countries -- Asian-Pacific Exchange Collaboration (APEC) project (Yoshihiko Shimizu, Dwayne Pack, Mikio Kano, Hiroyuki Okazaki, and Hiroto Yamamura); (13) Incorporating cross-cultural videoconferencing to enhance Content and Language Integrated Learning (CLIL) at the tertiary level (Barbara Loranc-Paszylk); (14) Multimodal strategies allowing corrective feedback to be softened during webconferencing-supported interactions (Ciara R. Wigham and Julie Vidal); (15) Problem-solving interaction in GFL videoconferencing (Makiko Hoshii and Nicole Schumacher); (16) Interactional dimension of online asynchronous exchange in an asymmetric telecollaboration (Dora Loizidou and François Mangenot); (17) Telecollaboration in secondary EFL: a blended teacher education course (Shona Whyte and Linda Gijsen); (18) It takes two to tango: online teacher tandems for teaching in English (Jennifer Valcke and Elena Romero Alfaro); (19) Getting their feet wet: trainee EFL teachers in Germany and Israel collaborate online to promote their telecollaboration competence through experiential learning (Tina Waldman, Efrat Harel, and Götz Schwab); (20) Teacher competences for telecollaboration: the role of coaching (Sabela Melchor-Couto and Kristi Jauregi); (21) Preparing student mobility through telecollaboration (Marta Giralt and Catherine Jeanneau); (22) What are the perceived effects of telecollaboration compared to other communication-scenarios with peers? (Elke Nissen); (23) The "Bologna-München" Tandem -- experiencing interculturality (Sandro De Martino); (24) Comparing the development of transversal skills between virtual and physical exchanges (Bart van der Velden, Sophie Millner, and Casper van der Heijden); (25) Making virtual exchange/telecollaboration mainstream -- large scale exchanges (Eric Hagley); (26) Searching for telecollaboration in secondary geography education in Germany (Jelena Deutscher); (27) Communication strategies in a telecollaboration project with a focus on Latin American history (Susana S. Fernández); (28) Students' perspective on Web 2.0-enhanced telecollaboration as added value in translator education (Mariusz Marczak); (29) Intercultural communication for professional development: creative approaches in higher education (Linda Joy Mesh); (30) Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration (Stephen Capobianco, Nadia Rubaii, and Sebastian Líppez-De Castro); (31) Telecollaboration as a tool for building intercultural and interreligious understanding: the Sousse-Villanova programme (Jonathan Mason); (32) Vicious cycles of turn negotiation in video-mediated telecollaboration: interactional sociolinguistics perspective (Yuka Akiyama); (33) A corpus-based study of the use of pronouns in the asynchronous discussion forums in the online intercultural exchange MexCo (Marina Orsini-Jones, Zoe Gazeley-Eke, and Hannah Leinster); (34) Cooperative autonomy in online lingua franca exchanges: A case study on foreign language education in secondary schools (Petra Hoffstaedter and Kurt Kohn); (35) Emerging affordances in telecollaborative multimodal interactions (Aparajita Dey-Plissonneau and Françoise Blin); (36) Telecollaboration in online communities for L2 learning (Maria Luisa Malerba and Christine Appel); (37) Fostering students' engagement with topical issues through different modes of online exchange (Marie-Thérèse Batardière and Francesca Helm); (38) A conversation analysis approach to researching eTandems--the challenges of data collection (Julia Renner); and (39) DOTI: Databank of Oral Teletandem Interactions (Solange Aranha and Paola Leone). An author index is included. Individual papers contain references.

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

This volume offers a comprehensive, up-to-date, empirical and methodological view over the new scenarios and environments for language teaching and learning recently emerged (e.g. blended learning, e-learning, ubiquitous learning, social learning, autonomous learning or lifelong learning), and also over some of the new approaches to language teaching and/or research that can support them (usually by applying ICT), such as Computer-Assisted Language Learning (CALL), Mobile-Assisted Language Learning (MALL), Content and Language Integrated Learning (CLIL), or Language Massive Open Online Courses (LMOOCs). This book is geared to those undertaking language teaching for the first time or willing to try new perspectives and methods in their courses. The following sections and papers are included: (1) Applying information and communication technologies to language teaching and research: an overview (Antonio Pareja-Lora, Pilar Rodríguez-Arancón, and Cristina Calle-Martínez). Section 1. General applications of ICTs to language teaching and learning. Section 1.1. E-learning and languages in primary/secondary/tertiary education; (2) 27 Technology use in nursery and primary education in two different settings (Mª Camino Bueno Alastuey and Jesús García Laborda); (3) How working collaboratively with technology can foster a creative learning environment (Susana Gómez); (4) The e-generation: the use of technology for foreign language learning (Pilar Gonzalez-Vera); (5) Evaluation of reading achievement of the program school 2.0 in Spain using PISA 2012 (Cristina Vilaplana Prieto); (6) Language learning actions in two 1x1 secondary schools in Catalonia: the case of online language resources (Boris Vázquez Calvo and Daniel Cassany); (7) Innovative resources based on ICTs and authentic materials to improve EFL students' communicative needs (Rebeca González Otero); (8) Teaching the use of WebQuests to master students in Pablo de Olavide University (Regina Gutiérrez Pérez); and (9) ICTs, ESPs and ZPD through microlessons in teacher education (Soraya García Esteban, Jesús García Laborda, and Manuel Rábano Llamas). Section 1.2. Language distance, lifelong teaching and learning, and massive open online courses: (10) Learning specialised vocabulary through Facebook in a massive open online course (Patricia Ventura and Elena Martín-Monje); (11) Identifying collaborative behaviours online: training teachers in wikis (Margarita Vinagre Laranjeira); (12) The community as a source of pragmatic input for learners of Italian: the multimedia repository LIRA (Greta Zanoni); and (13) Grammar processing through English L2 e-books: distance vs. face-to-face learning (Mª Ángeles Escobar-Álvarez). Section 1.3. Interaction design, usability and accessibility: (14) A study of multimodal discourse in the design of interactive digital material for language learning (Silvia Burset, Emma Bosch, and Joan-Tomàs Pujolà); and (15) Audiovisual translation and assistive technology: towards a universal design approach for online education (Emmanouela Patiniotaki). Section 2. New trends in the application of ICTs to language learning. Section 2.1. Mobile-assisted language learning: (16) Mobile learning: a powerful tool for ubiquitous language learning (Nelson Gomes, Sérgio Lopes, and Sílvia Araújo); (17) Critical visual literacy: the new phase of applied linguistics in the era of mobile technology (Giselda Dos Santos Costa and Antonio Carlos Xavier); (18) Virtual learning environments on the go: CALL meets MALL (Jorge Arús Hita); (19) Exploring the application of a conceptual framework in a social MALL app (Timothy Read, Elena Bárcena, and Agnes Kukulska-Hulme); (20) Design and implementation of BusinessApp, a MALL application to make successful business presentations (Cristina Calle-Martínez, Lourdes Pomposo Yanes, and Antonio Pareja-Lora); and (21) Using audio description to improve FLL students' oral competence in MALL: methodological preliminaries (Ana Ibáñez Moreno, Anna Vermeulen, and Maria Jordano). Section 2.2. ICTs for content and language integrated learning: (22) 259 ICT in EMI programmes at tertiary level in Spain: a holistic model (Nuria Hernandez-Nanclares and Antonio Jimenez-Munoz); and (23) Vocabulary Notebook: a digital solution to general and specific vocabulary learning problems in a CLIL context (Plácido Bazo, Romén Rodríguez, and Dácil Fumero). Section 2.3. Computerised language testing and assessment: (24) Using tablet PC's for the final test of Baccalaureate (Jesús García Laborda and Teresa Magal Royo); (25) The implications of business English mock exams on language progress at higher education (Rocío González Romero); and (26) Assessing pragmatics: DCTs and retrospective verbal reports (Vicente Beltrán-Palanques). Section 3. Applying computational linguistics and language resources to language teaching and learning: (27) An updated account of the WISELAV project: a visual construction of the English verb system (Andrés Palacios Pablos); (28) Generating a Spanish affective dictionary with supervised learning techniques (Daniel Bermudez-Gonzalez, Sabino Miranda-Jiménez, Raúl-Ulises García-Moreno, and Dora Calderón-Nepamuceno); (29) Transcription and annotation of a Japanese accented spoken corpus of L2 Spanish for the development of CAPT applications (Mario Carranza); (30) Using ontologies to interlink linguistic annotations and improve their accuracy (Antonio Pareja-Lora); (31) The importance of corpora in translation studies: a practical case (Montserrat Bermúdez Bausela); (32) Using corpus management tools in public service translator training: an example of its application in the translation of judgments (María Del Mar Sánchez Ramos and Francisco J. Vigier Moreno); and (33) Integrating computer-assisted translation tools into language learning (María Fernández-Parra). An author index is included. (Individual papers contain references.) [The publication of this volume has been partly funded by the following grants and/or projects: Spanish Ministry of Science and Innovation (grant ref. FFI2011-29829), eLITE-CM project (grant ref. H2015/HUM-3426, and the European Commission.]

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

When U.S. News & World Report began its ranking of American colleges in 1983, publishers in other countries quickly followed with their own hierarchical measures, providing consumer information (and opportunities for institutional marketing) while attempting to impact the quality of higher education. In the course of the last two decades, higher education ranking systems and "league tables" (as they are referred to in the United Kingdom and elsewhere) have emerged in dozens of countries. These rankings are conducted not only by media in the private sector, but also by professional associations and governments. Over the decades since higher education rankings first appeared, numerous debates have surfaced about their methodologies, objectivity, impact on colleges and universities, and role in the structure of accountability within nations that use them. Although there has been significant research, especially in the United States, about the ways in which rankings might be improved, there has been less research on what other countries have been doing and how their ranking systems differ from U.S. rankings. In addition, there has been very little research on how rankings may impact students' access to postsecondary education, their selection of particular colleges, and their paths to graduate from school and/or find employment. The goal for this monograph is to better understand the ways in which ranking systems function and how lessons learned from other countries that use higher education ranking systems might influence similar practices in the United States. Toward this end, this monograph chronicles recent efforts that have brought together rankers and researchers from around the world to study higher education rankings. The monograph includes three papers that were commissioned to examine various perspectives on rankings around the world and lessons they might provide for rankings in the United States: (1) The "U.S. News" College Rankings: A View from the Inside (Alvin P. Sanoff); (2) A Global Survey of Rankings and League Tables (Alex Usher and Massimo Savino); and (3) The Impact of Higher Education Rankings on Student Access, Choice, and Opportunity (Marguerite Clarke). Includes appendix: The Berlin Principles on Ranking of Higher Education Institutions. (Contains 16 notes and 2 tables. Individual papers contain references.) [Jamie P. Merisotis, Alisa F. Cunningham, Arnold M. Kee, Tia T. Gordon, and Lacey H. Leegwater contributed to the introduction and "Next Steps."]

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Articles in this special issue include the following: "Learning to Write in a Second Language: Two Decades of Research" (Alister Cumming); "Some Steps Towards a Socio-Cognitive Interpretation of Second Language Composition Processes" (Julio Delarios Roca, Liz Murphy Liz); "Trends in the Conceptualizations of Second Language Composing Strategies: A Critical Analysis" (Rosa M. Manchon); "Factors Relating to EFL Writers' Discourse Level Revision Skills" (Hiroe Kobayashi, Carol Rinnert); "Age-Related Differences in the Development of Written Production. An Empirical Study of EFL School Learners" (Rosa M. Torras, M. Luz Celaya); "Word Processing and Second Language Writing: A Longitudinal Case Study" (Jiang Li, Alister Cumming); "Targeting L2 Writing Proficiencies: Instruction and Areas of Change in Students' Writing Over Time" (Alasdair Archibald); "The Influence of Prior Experience on the Construction of Scoring Criteria for ESL Composition: A Case Study" (Usman M. Erdosy); "Material, Educational, and Ideological Challenges of Teaching EFL Writing at the Turn of the Century" (Ilona Leki); and "Twenty-Five Years of Scholarship on Second Language Composing Processes: 1976-2000" (Tony Silva, Colleen Brice, Jessie Kapper, Paul Kei Matsuda, Melinda Reichelt). (Individual papers contain references.) (SM)

From 3rd to 5th March 2008 the International Association of Technology, Education and Development organised its International Technology, Education and Development Conference in Valencia, Spain. Over a hundred papers were presented by participants from a great variety of countries. Summarising, this book provides a kaleidoscopic view of work that is done, all over the world in (higher) education, characterised by the key words "Education" and "Development." The editor wishes the reader an enlightening experience. This book contains the following chapters: (1) Professional Prerequisites for Japanese Sea Officers--Professional Training School Requirements (Olivia C. Ogawa); (2) Improving General Cross-Curricular Skills in Attendance and Virtual Environments (Guadalupe Ortiz); (3) Smart Classroom Technology (Ciaran O'Driscoll); (4) Adaptive M-Learning (Ivan Carlos Alcantara de Oliveira and Jose Roberto de A. Amazonas); (5) Dynamic Mathematical Learning Tools: Does It Work For Malaysian Classroom Learners? (Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub and Kamariah Abu Bakar); (6) On the Return to Geometry in Lecturing Technology (Francisco Mesa, Luis M. Marin and Antonio Gamez); (7) Delivering Synchronous and Asynchronous Educational Material in Conservation Science Using Various Communication Channels (Ioannis A. Kozaris and Evangelia A. Varella); (8) Impact of the New Economy on Business Informatics Education (Pere Tumbas, Otilija Sedlak and Predrag Matkovic); (9) Applying New Educational Methodologies in Overcrowded Groups: Experiences in Basic Mechanics (Marta C. Mora-Aguilar, J. L. Sancho-Bru and J.L. Iserte-Vilar); (10) The Use of SCORM in a Community Based Learning Management System (Luigi Colazzo, Andrea Molinari and Nicola Villa); (11) Product Design Teaching Processes Worldwide Analysis and Comparison for a Future On-line Design Studio (Serena Selva); (12) Longitudinal Analysis of Students' Readiness for b-Learning Courses: Implications for the European Higher Education Area (Jose Manuel Ortega Egea, Maria Victoria Roman Gonzalez, Pedro Eugenio and Gracia Vitoria); (13) Learning and Teaching Strategic Management: a Continuous Improvement (Cesar Camison-Zornoza, Montserrat Boronat-Navarro and Ana Villar-Lopez); (14) A Multidisciplinary Experience in the European Context (Maria Amalia Trillo Holgado, Roberto Espejo Mohedano and Cristina Maria Gamez-Fernandez); (15) ECTS: Teaching Innovation Experience in Business Administration at the Escuela Superior de Ingenieria (College of Engineering) in Cadiz (Angel Cervera Paz, Victor Perez Fernandez and Francisco Rubio Cuenca); (16) Adapting to the EHEA: a Case Study (Miguel Arevalillo-Herraez, Jose Manuel Claver and Alfredo Rosado-Munoz); (17) The Importance of Cooperative Work in the Faculty and in the Classroom (M. G. Montoya, R. Herrada, C. Gil, F. G. Montoya and A. Alias); (18) The Evaluation Carrousel: an Assessment Tool for Interdisciplinary Science Innovation Education (Adri Proveniers and Jan Westra); (19) Common Mistakes in the Application of Continuous Evaluation Methodologies in Spanish Universities (Juan M. Sanchez and Enriqueta Antico); (20) Verbal and Pictorial Stimulus of Package Design in Right-to-Left Languages According to Brain Laterality (Kambiz Heidarzadeh Hanzaee); (21) Research, Development and Technology Transfer (R & D & TT) in the Field of Engineering Materials and Related Technologies (Jaroslav Jerz); (22) How to Develop a University Educational Guide? Some Suggestions for its Graphic Design (Begona Jorda-Albinana, Olga Ampuero-Canellas, Jimena Gonzalez-del-Rio and Jose Armijo); (23) Providing Quality Research Supervision in Contemporary Graduate Schools: Empowering Research Graduates to Perform in the Knowledge Economy (Janet Carton, Steve Jerrams and Anthony Betts); (24) Knowledge in Technology Networks: A Case Study Based Institutional Approach (Michael Steiner, Christian Hartmann and Michael Ploder); (25) Higher Education Systems: Postsecondary Vocational & Technical Education Developments in Comparison (Peter A.J. Englert and Wolf Dieter Grossmann); (26) The Role of Diaspora Entrepreneur in the Advancement of Science and Technology: Knowledge Economy Perspective (Mervat Hatem Sharabati-Shahin); (27) Exploratory Investigation into Preservice Teachers' Career-Goal Contents and Their Relationships with Class Participation Motivation in Higher Education in South Africa (Byron Brown and Ntonghanwah Forcheh); (28) Automatic Classification of Language Learner Sentences into Native-like or Non-Native-like Based on Word Alignment Distribution (Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi and Ichiko Sata); and (29) Analysis of the Students' Socio-Demographic Profile (Oto Tezak).