Abstract submission guidelines

1) The deadline for submitting the abstract for all authors and attending participants: is October 31st, 2024 (included).

2) The conference's official language is English. All abstracts, presentations, and final papers must be in English.

3) In the initial submission phase, we only accept abstracts (not complete papers or posters).

4) The submissions must report original, unpublished findings in the field. Please read our Publication Ethics and Malpractice Statement carefully. All submissions will be reviewed under the direction of the Scientific Committee.

5) Abstract proposals must include: a) title (max. 15 words), b) abstract´s main text (max. 400 words), and keywords (max. 5).

6) A good abstract (its main text) briefly introduces: a) motivation for the paper, b) objectives, c) methodology (how the research was done and validated),d)  major results, and e) conclusions.

7) Authors' contact data may be given in the submission online form only. The main text of the abstract must be anonymous (please, remove any author´s details from the abstract file, i.e. names, institutions and addresses, as well as any acknowledgements that may lead to information about the authors).

8) The abstract should not include any bibliographic references.

9) Please use the LLCE2024 Abstract Template.

10) Each abstract intended for publishing must be accompanied by its Copyright Agreement.

11) Download the Copyright Agreement, fill it out, sign it and upload its scan along with your abstract.

12) One author may submit a maximum of two final papers.

 

 

Important notes:

1) One author may propose a maximum of 2 abstracts (including co-authored proposals). If accepted, both abstracts will be published in the e-Book of Abstracts (with ISBN).

2) Similarly, one author may submit two final papers, from which only one may be published in the Journal of Language and Cultural Education. The second paper by the same author may be published in the e-Book of Proceedings (with ISBN).

3) One author´s registration covers a maximum of four accepted presentations (Oral, Poster, or Virtual).

 

LLCE2024 Accepted abstracts

Close or distant reading? – ON literary interpretation in the digital age

Prof. Anton Pokrivčák, University of Trnava, Slovakia Abstract: In literary studies, the turn to digital technology has generated great enthusiasm, especially on the part of younger and more technologically savvy literary scholars, but also significant concerns among traditional scholars fearful of...

Peer assessment in TEFL teacher training

Prof Silvia Pokrivcakova, University of Trnava, Slovakia The paper discusses the application of peer assessment in teacher training, a technique that has been shown to engage students more deeply in the learning process, increase motivation, and develop critical skills necessary for future teaching...

Internal and external motivational factors in pronunciation training

Doc. Hana Vancova, Trnava University in Trnava, Slovakia Motivation is widely recognized as a critical factor influencing learning efficiency, and its significance has been the focus of numerous recent studies within the EFL context. Research has consistently demonstrated a positive correlation...

Integrating AI into Teacher-Training Curriculum

Prof. Ivana Cimermanová, University of Presov, Slovakia In recent years, artificial intelligence has gained significant attention, changing the way we work, acquire knowledge, and engage with technology. The use of artificial intelligence into education enhances teaching and learning. This article...

Language and Occupation

Mgr. Marta Šarkozi, University of Comenius in Bratislava, Slovakia   The paper examines the relationship between language and occupation in the context of legal English instruction at the Law Faculty of Comenius University in Bratislava. It focuses on the experiences of English language...

Transversal literacies and the attitude of teachers towards their implementation into the new Slovak curriculum

Prof Zuzana Straková, University of Presov, Slovakia The new curriculum for elementary schools in Slovakia brings a few innovations in concepts with their particular specification for the Slovak educational context. Teachers of foreign languages are predominantly interested in what the change of...

DEVELOPING SECOND LANGUAGE COMPETENCE IN YOUNG SEN CHILDREN USING THE NARRATIVE FORMAT

Zlatica Zacharová, Comenius University in Bratislava, Slovakia Abstract The use of the narrative format method in teaching a foreign language to young children helps children to acquire a new language in a similar way to the way they acquired their mother tongue, which facilitates its subsequent...

The impact of bilingualism on early childhood development

Tímea Clark, University of Trnava, Slovakia Bilingual children's early linguistic performance differences can be linked to a somewhat different pattern of language development. Earlier than those who are monolingual, bilingual children understand that objects and their names are different and that...

THE IMPACT OF WRITTEN PRODUCTION AND INTERACTION ACTIVITIES ON STUDENTS’ EDUCATIONAL RESULTS: A COMPARATIVE STUDY

doc. Zuzana Hrdličková, University of Trnava, Slovakia Abstract To increase overall English language proficiency requires achieving general competences and communicative language competences, engaging in communicative language activities and pursuing communicative language strategies. Since the...

LLCE2024 Abstract submission

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