It is interesting to focus on students’ autonomy in second
language acquisition. Students in the different learning community share their
thought and learn from each other.
Students who has high cognitive academic language
proficiency participates the academic conferences, and the among the researches
may help them understand the teaching field, which may lead and help them to
recognize their language needs. For example, considering the learning
experience at the academic conference, there are not much differences in ages between graduate students who participate in
conferences to present their research topics and undergraduate students. Moreover,
it is great opportunities to learn academic English for undergraduate students
at the conference, examining the different teaching philosophies from Language
professionals and researchers in specifically detailed and academically high
English only environment. If content language intergraded learning (CLIL) is
effective to undergraduate students, participating at the conference and
learning the English teaching/learning (content) in English may help them improve
their second language. In addition, just like Conference Special Interest Group
(SIG), creating the bridge and network of teachers and professionals with
similar interests may give the learners to exchange valuable thoughts and
opinions, expanding the core academic research pedagogies. Thus, learning through
new experience at the conference may lead learners to open their mind and
attitudes towards their academic success.
Probably, at this point, there are several requirement to make this project successful:
High academic proficiency
Own interests/research topic in language teaching and learning
Communications skills to approach researchers and educators
Reference:
PANSIG: https://sites.google.com/site/jaltpansig/home/about-pansig
