Abstract submission guidelines

1) The deadline for submitting the abstract for all authors and attending participants: is September 1st, 2023 (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4) The submissions must report original, unpublished findings in the field.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 LLCE2023 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 max four 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).




LLCE2023 Abstract submission

Please fill out the following data:


Accepted abstracts

Future EFL teachers´ attitudes towards intelligent learning tools

Integrating intelligent (i.e. IA-powered) tools in education has not been any news for some time. They found their way to all aspects of education, and foreign language education is no exception. The day-to-day use of AI-powered learning tools has increased exponentially, especially during the...

Pedagogical Implications of Using Interactive Displays in EFL Classrooms Accodring to 2020 CEFR Competences – Suggesting Activities Utilizing Interactive Displays

Patrícia Rafajdusová & Rastislav Metruk, University of Zilina, Slovakia;   Abstract: This paper attempts to explore the pedagogical implications of incorporating interactive displays into English as a Foreign Language (EFL) classrooms. The importance of interactive displays in EFL...

Artificial Humanity, or AI in Literary Studies

Prof Anton Pokrivčák, University of Trnava, Slovakia;    Abstract: Our world is digitalised. It may be a trivial statement, but it is an unquestionable truth. We can see this at every turn and in every area of modern life. One can come across the digital means not only in everyday...

Moving towards personalised and individualised learning in literature and culture courses

Prof. Silvia Pokrivcakova, University of Trnava, Slovakia;    Abstract: A personalised language learning environment (PLLE) marks the learning environment that encourages students´ learning autonomy since it allows them more control over their learning. In practical terms, PLLE gives...

The Roman-Celtic heritage and its representation in contemporary British literature as part of the educational process

Rebeka Juhászová, University of Trnava, Slovakia; Abstract: In the first centuries AD, Britain was occupied by the Romans, and its territory became part of the Roman Empire for several centuries. In addition to language, the Romans also brought an innovative way of theoretical thinking to the...

Online Microteaching in Pre-Service Teacher Training

Petra Hitková, University of Trnava, Slovakia; Abstract: The paper explores the significance of online microteaching within pre-service teacher training programs. As the landscape of education continues to evolve, propelled by technological advancements and shifts in pedagogical paradigms, the...

The effects of gamification on language learner motivation

Kevin Ballou, Kindai University, Japan;    Abstract: The use of game elements outside of gaming contexts, known as gamification, has become widely used in diverse fields from business marketing to fitness apps. Gamification can provide motivational benefits as well as create clear...

Flipped learning in a higher education course in English phonetics and phonology

doc. Hana Vančová, University of Trnava, Slovakia Flexible organization of formal learning process via modern technologies has proven to be efficient. Meaningful learning management based on reversing the order and aims of activities in and out of the classroom, formally referred to as flipped...

Storytelling as a Method for Teaching English Vocabulary in Primary Schools

Timea Clark, University of Trnava, Slovakia This article discusses the use of storytelling in teaching English vocabulary to young learners, examines briefly the significance of storytelling, and furthermore suggests a few approaches to the use of storytelling in primary school language classrooms...

The story of Darwin’s theory of evolution in Iran

Prof Hassan Akbari Beiragh, Semnan University, Iran Darwin’s theory of evolution caused considerable controversy among conservative Christians, but his ideas were not immediately available to Muslims. The first Arabic excerpts of Darwin’s work were made in 1876 by a Syrian Christian who was...

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