Keynotes ETLTC & ICETM 2025

Prof. John Blake - Professor, University of Aizu, Japan 

Feature Visualizer: Leveraging Intelligent CALL for Genre Awareness in Scientific Writing

Abstract - Novice scientific writers often struggle to grasp the genre conventions required for effective research writing. The Feature Visualizer, an intelligent Computer-Assisted Language Learning tool, bridges this gap by providing an immersive environment that raises genre awareness through interactive learning. This dynamic tool integrates multimodal explanations of prototypical language features co-created using a pipeline of AI tools. Learners interact with a corpus of pre-loaded scientific articles, by hiding and revealing lexical, grammatical, and structural features across macro-, meso-, and micro-levels of discourse. Through a combination of rule-based algorithms and probabilistic models, the tool highlights key linguistic features in research articles, helping learners identify genre-specific patterns. The associated embedded textual and video explanations provide learners with the opportunity to move from inductive exploration to deductive clarification. By addressing the challenges novice writers face in scientific writing, this tool provides a structured yet flexible framework that promotes both critical thinking and iterative learning.

Prof. Dr. Evgeny Pyshkin - Professor, University of Aizu, Japan 

Title: Kintsugi Art, Philosophy, and Cross-cultural Links through the Perspective of 3D Computer Modeling, Digital Fabrication, and Virtualization

Abstract – The talk introduces the Japanese traditional art of Kintsugi known since around the 15th century through the perspective of applying present-day 3D modeling, virtualization, and digital fabrication technology for recreating the precious but damaged pottery objects and for studying the possibilities and implications of Kintsugi simulation in virtual environments. We demonstrate the approach using the story of the restoration of a vintage porcelain figurine from the collections of Royal Doulton, the notable English producer of decorative ceramics, thus, discussing both technological, trans-disciplinary, and cross-cultural aspects of the interplay of past, present, and future through melding the technology-focused paradigms with time-honored techniques. The project not only contributes to technological innovation, but helps strengthen the story of the long-lasting dialogue between Western and Japanese pottery makers and artists, and, in a broader sense, the inter-influence of their cultural and technological traditions.

Prof. Wolfgang Ziegler - Karlsruhe University of Applied Sciences, Germany 

The Role of Knowledge Models in Technical Communication and Information Management in the Age of Artificial Intelligence and Digitalization

Abstract - Information Management in Technical Communication, as in many other domains, is affected by disruptive developments induced by AI technologies and

by correspondingly changing requirements of information providers and users of information. We will hence give an overview of the impact of recent developments on roles, methodologies, and information deliverables. A special focus will be set on the interplay between the semantics of knowledge graph models and artificial Intelligence technologies enhancing recent processes and environments. In addition, we will give a brief introduction to a project-based Master’s class at HKA being presented by students throughout the conference.

Dr. Melva Zainil, M.Pd. (Universitas Negeri Padang, Indonesia)

STEM-Based Digital Classroom Learning to Enhance Elementary School Students' Motivation: A Classroom Action Research Study

Abstract - Elementary school students often need more motivation due to unengaging teaching methods, limited technology use, and difficulties connecting material to daily life. This study aims to enhance student motivation by implementing STEM-based digital classroom learning. Employing a Classroom Action Research design, this study was conducted over two cycles with 30 fifth-grade students at a public elementary school in Padang. The methodology involved planning stages, action implementation, observation, and reflection. Research instruments included a motivational survey and observation sheets. Results showed a significant increase in students' motivation. Initially, the average motivation score was 2.1. After the first cycle, it rose to 3.2 and reached 4.1 in the second cycle. This improvement indicates that using digital technology and a STEM approach effectively heightened student interest and engagement. The benefits of this method include enhanced student engagement and comprehension of the material, while challenges involve the need for technological devices and teacher training. In conclusion, STEM-based digital classroom learning effectively boosts elementary students' motivation. Implications of the study highlight the importance of integrating technology in education and the need for educational policy support in providing technological infrastructure and teacher training. Implementing STEM-based learning can enhance student motivation and academic outcomes and equip them with the necessary 21st-century skills.