Peer review declaration

All papers published in this volume of Journal of Physics: Conference Series have been peer reviewed through processes administered by the Editors. Reviews were conducted by expert referees to the professional and scientific standards expected of a proceedings journal published by IOP Publishing. • Type of peer review: All the articles of 15th EURECA Conference 2021 followed the single-blind peer review process. The reviewers were aware of the authors’ identity but not vice versa. • Conference submission management system: Communications between author and the conference committee was done through Easychair (https://easychair.org/cfp/15thEureca2021) or email ([email protected]). Authors submit the manuscript and receive feedbacks from reviewers through Easychair. Reviewers have also provided their comments and feedback, retrieving manuscript or revised manuscript through Easychair platform. • Number of submissions received: 135 • Number of submissions sent for review: 135 • Number of submissions accepted: 43 • Acceptance Rate (Number of Submissions Accepted / Number of Submissions Received X 100): 98.5% • Average number of reviews per paper: 2 • Total number of reviewers involved: 59 • Any additional info on review process: In the review process, two reviewers from the same field were appointed to review the paper. The reviewers are from the background of Chemical Engineering, Mechanical Engineering, Electrical and Electronic Engineering, Computing and IT. Reviewers can retrieve the manuscript and provide their feedback through Easychair platform. Feedback and comments from reviewers were sent back to the authors within 2 weeks through Easychair. The criteria in review include organization of paper and usage of language, objectives, theoretical framework, methodology, reported outcome and data analysis, educational or field significance, and use of relevant literature citations. An overall evaluation ranging from 1. Accept, 2. Accept with minor revision, 3. Conditional Accept with major revision, and 4. Reject was recommended by the reviewer. Based on the suggestions by reviewers, decision was then made and conveyed to the authors by the Secretariat team. The revised manuscript was then verified by the reviewers and Secretariat team for their final recommendation for submission. Similarity check has been carried out by using Turnitin software for all submissions. • Contact person for queries: Name : Dr. Oh Kai Siang Affiliation: Taylor’s University Email : [email protected]

Expanding the value of CLIL: Perspectives from primary to higher education

The world continues to evolve, where globalization has been the driving factor behind changes in society, thereby creating challenges that could be seen as opportunities in education. Areas such as collaboration, teamwork along with intercultural awareness and communication are just a few of the areas that are being addressed in the educational arena amongst practitioners. Approaches such as Content and Language Integrated Learning (CLIL), Content Based Instruction (CBI) and English as a Medium of Instruction (EMI) have proven to be viable options for bi/multilingual educational environments across the globe. This editorial discusses research from four continents – the Americas, Asia, Europe, and the Middle East (The United States of America, Taiwan, Iran, Mexico, Turkey, Colombia, Puerto Rico, and Italy) – reporting on the diversity in integrating content and language in bi/multilingual teaching environments. Key issues such as children’s literature and CLIL, reading comprehension in English as a Foreign Language (EFL), language objectives in lesson plans and assessment in content-based instruction. Furthermore, EMI and the internationalization of higher education, teachers’, and students’ beliefs on the use of Spanish in an advanced English classroom and the implementation of CLIL in the field of pharmacology will also be discussed, where insights into how content and language are integrated at the different educational levels.

EFL Teachers’ Challenges to Write Content and Language Objectives for CBI Lesson Plans at a Mexican University

This study aims at documenting the challenges that three Mexican students participating in a Content-Based Instruction (CBI) module from a Master’s (MA) program in English Language Teaching (ELT) face when writing content and language objectives for CBI lessons. Through qualitative research based on a content analysis design, one lesson plan of each MA student (n=3) was analyzed using criteria proposed by well-known researchers. Results revealed that MA students wrote clear content objectives. The major challenge of content objectives was found in the observability of these objectives. Language objectives were less successful, as most of them were rated as not clear. Moreover, language objectives focused almost exclusively on language skills and grammar and language structures. Finally, the verbs used in the language objectives demanded a low-order cognitive category from students. Despite being EFL trained teachers, these MA students had more challenges in writing language objectives than content objectives. Thus, material, examples, and directions provided to students should explicitly draw students’ attention to the most common challenges to help overcome them.

Developing and Writing Language Objectives

A process of analyzing student work to identify language‐related areas of strength and growth is used to articulate language goals that complement content goals.

Cooperation and development for academic language skills in the university context

This paper analyses the learning process of students of a Master’s course in Cooperation and Development (C&D) who attend classes in English for Academic Writing at the University of Calabria, and their awareness of competences achieved. The language objectives are to expand students’ knowledge of the main elements of spoken and written discourse in English in academic contexts with focus on specialized language in the fields of C&D. The study evaluates the ability of students to improve their competences and assess their language development using the self-assessment grid of academic language competences included in the European Language Portfolio created at the Università della Calabria, Italy. Specifically, this version of the ELP focuses on academic language and contains descriptors aimed at evaluating learners’ language competences in academic contexts. A group of 25 students participated in this didactic experience, in the second semester of the academic year 2018. Students’ oral production, interaction and academic writing skills were monitored. For the written examination students were required to write a Research Proposal (RP) showing competence in text cohesion and content coherence, appropriate use of terminology and accurate use of language structures. Following on from the acceptance of the RP, students delivered an oral presentation on the topic presented, showing ability in answering questions and expressing opinions on issues presented by other students. The concepts of autonomous learning are crucial in order to monitor students’ improvement and commitment. A contrastive analysis of data from students’ first self-assessment to the final evaluation of competences achieved by the end of the academic year was conducted.

Chronic Disease Self-Management Among Iranian Older Adults: A Scoping Review

Background: Implementing care models that emphasize chronic disease self-management (CDSM) strategies may be an effective approach to the growing prevalence of chronic conditions in Iran. We, therefore, conducted a scoping review on CDSM among older Iranians to identify existing gaps and opportunities to improve chronic disease care. Method: We conducted a search in CINAHL, EMBASE, MEDLINE/PubMed, and Cochrane library. Selected articles were charted based on year of publication, language, objectives, methods, target chronic disease(s), sample demographics, self-management type, and key findings. Results: We selected 73 articles. The main components of CDSM addressed were social support, education, physical activity, nutrition, self-monitoring, spirituality, and financial support. Older Iranians reported low levels of physical activity. Conclusion: Enhancing the quality of CDSM research and provision of coaching to enhance older adults’ social and mental health are among the main strategies to enhance CDSM among the Iranian older population.

Languages in Contact : A Study of Arabic Loanwords in Malay/Indonesian Language

This paper discusses the contact language between Malay and Arabic language. Objectives of the study are to look into the similarities etymology of the two countries national language. This paper will implement qualitative analysis which is based on discussions and comparison. The results of this study show that cultural contact especially the reach of Islam in Southeast Asia results in linguistic contact. Linguistic borrowing in most cases exhibits as a response to language borrowing. A number of motivations stand behind the phenomenon of borrowing. As a result of cultural and linguistic contact between Malay language as a lingua franca of the region in the early days and Arabic languages so many Arabic words absorbs into Malay languages.