Parallel Session VI - Room 5

Research Paper

Session Chair: Matthew Pink, Australian Catholic University, Australia

Gauging Student Desire to Continue Community Engagements: A Cross-Sectional Look of a Student Learning Outcome [1962] 
Ma. Criselda Dana Buñag and Syra Marie Norin Petalio
Ateneo de Manila University

Abstract

The NSTP 12-Bigkis Program is one of the programs facilitated by the Office for Social Concern and Involvement of the Ateneo de Manila University (OSCI). The NSTP 12-Bigkis Program promotes service-learning initiatives in tie-up with the SocSc 13: The Economy, Society, and Sustainable Development Class.

One of the NSTP 12-Bigkis Program Learning Outcomes is for students to develop a sense of commitment and vocation towards the advocacies that promote poverty alleviation and sustainable development, especially in marginalized sectors and communities. This is a shared learning outcome with the SocSc 13 class.

Since its first implementation in 2020, the NSTP 12-Bigkis program has made changes in its processes in response to changing contexts. This paper examines the evaluation results of one of its student learning outcomes from the start of the program’s implementation to the present.

Keywords: NSTP-12 Bigkis, Service-Learning, Learning Outcomes, Evaluation Results

Thematic Area(s): 6. Student Outcomes, Assessment, and Measurement

Service-Learning as Inclusive Computer-Assisted Language Learning? A Hong Kong Case Study [7485]
Huiwen Shi and Lok-Ming Eric Cheung
The Hong Kong Polytechnic University

Abstract

This study examines how Computer-Assisted Language Learning (CALL) is integrated into Service-Learning (SL) in higher education, with emphasis on language teachers’ first-hand experiences in developing and delivering SL subjects to socioeconomically disadvantaged children and visually impaired adults in Hong Kong. While abundant literature has predominantly focused on student learning outcomes, this research addresses a significant gap by examining faculty perspectives. The study analyzes the methodological integration of SL into language curricula, technological implementation in language-based SL courses, and pedagogical challenges encountered in innovative instruction in recent years. Employing a qualitative case study methodology, the research examines four SL subjects at a privately funded Hong Kong tertiary institution during 2022-2024. The analytical framework encompasses content analysis of multiple data sources: semi-structured interviews with SL initiators and instructors (n=7), subject artifacts, and autoethnographic narratives from teacher-researchers. This paper seeks to report and clarify the possibilities and constraints of CALL-SL integration, adaptation strategies, and the pedagogical implications of emergent technologies, including podcasting and generative AI. The findings contribute to the theoretical understanding of inclusive language education while offering practical implications for CALL practitioners engaged in service-learning initiatives in East Asian contexts.

Keywords: Computer-Assisted Language Learning, Service-Learning, Inclusivity, Language teachers, Qualitative study

Thematic Area(s): 2. Faculty/Educator/Practitioner-Scholar Engagement and Professional Development & 5. Technology in Service-Learning