Preliminary schedule

as of 10:00Set up by book exhibitors
12:00-14:00Conference registration
14:00-14:30Opening session
14:30-15:30Keynote I
15:30-16:15Coffee break/book exhibition
16:15-17:00Presentations in the 5 parallel sessions
17:00-17:45Presentations in the 5 parallel sessions
9:00-10:00Keynote II
10:00-10:30Research award presentation
10:30-11:00Coffee break/book exhibition
11:00-12:3090-minute workshops
12:30-14:30Lunch break
13:15-14:15Lunchtime workshops (offered by publishing houses)
14:30-15:15Presentations in the 5 parallel sessions
15:15-16:00Presentations in the 5 parallel sessions
16:00-16:30Coffee break/book exhibition
16:30-18:00Moderated discussions/networking on specific topics
18:15-19:00AKS general assembly
19:30Conference Dinner
09:30-11:0090-minute workshops
11:00-11:30Coffee break/book exhibition
11:30-12:15Presentations in the 5 parallel sessions
12:15-13:00Presentations in the 5 parallel sessions
13:00-13:15Coffee break/book exhibition
13:15-14:00Closing session

Keynote Speakers

Prof. Jean-Marc Dewaele

Prof. Jean-Marc Dewaele


Jean-Marc Dewaele

Birkbeck, University of London 


1. Plenary Speaker

How learner and teacher emotions in the Foreign language class fuel performance and progress (Language of Keynote: English)


Jean-Marc Dewaele is Professor of Applied Linguistics and Multilingualism. He has published widely on individual differences in classroom emotions.

He is former president of the International Association of Multilingualism and the European Second Language Association, and current president of the International Association for the Psychology of Language Learning.

He is General Editor of Journal of Multilingual and Multicultural Development. He won the Equality and Diversity Research Award from the British Association for Counselling and Psychotherapy (2013), the Robert Gardner Award for Excellence in Second Language and Bilingualism Research (2016) from the International Association of Language and Social Psychology and the EUROSLA Distinguished Scholar Award (2022). 


I will talk about an emerging area of research in the field of foreign language learning, which was triggered by the introduction of Positive Psychology (Dewaele et al., 2019).

It has focused on the role of emotions in foreign language learning and their effect on performance, beyond the traditional focus on foreign language anxiety and includes new concepts such as foreign language enjoyment and flow (Botes et al., 2022; Dewaele & MacIntyre, 2014, 2022).

Recent studies showed that teacher emotions and behaviour in the FL class shape learners’ enjoyment, anxiety and motivation (Dewaele, Saito & Halimi, 2022a, b). 

Prof. Dr. Doris Weßels

Prof. Dr. Doris Weßels


Doris Weßels

Fachhochschule Kiel

doris.wesselsprotect me ?!fh-kielprotect me ?!.de

2. Plenary speaker

Generative AI Language Models – Curse or Blessing for Language Teaching Practice at Universities? (Language of the Key Note: German)


Prof. Dr. Doris Weßels is Professor of Business Informatics with a focus on Project Management and Natural Language Processing at Kiel University of Applied Sciences. After studying mathematics, business administration and computer science at the University of Münster, she completed her doctorate at the Institute for Finance and Investment at the University of Oldenburg.

Over the following 12 years, she worked in various specialist and leading positions in the mechanical and plant engineering, telecommunications and banking sectors. Since 2018, her AI research focus has been on developments in the subject of Natural Language Processing (NLP). She leads the research group “AI and Academic Writing” in the AI-ExpertLab  of the BMBF-funded pilot project AI-Campus.


The age of artificial intelligence (AI) is creating different framework conditions for dealing with language, starting with speaking in itself through to the manifold forms of text production.

The talk will provide several insights into the current state of development of generative AI language models which are classified as “Natural Language Processing” (NLP). The high availability and increasing capacity of AI-assisted tools and computational linguistic algorithms already impressively reflect the fact that AI language models are a technology of the future which offer an introduction to a multimodal world with undreamt-of (new) possibilities.

The resulting opportunities and risks of using this technology are explored particularly in relation to universities and teachers. The issue is whether this technology is to be seen as a curse or a blessing for language teaching practice at universities.

Planned Sections

Section 1: Lifelong Learning and Language Centers
How do we prepare students for language learning after academia?

We look forward to receiving contributions regarding the session topic as well as cross-sectional topics such as quality management, sustainability in language teaching, and strategies for knowledge transfer.

Section 2: Interculturalism and Multilingualism
How can we promote interaction in language learning and dialog between cultures, languages and language learning communities?

We look forward to contributions from practitioners and scholars on the session topic as well as key topics such as multilingual didactics and its implementation in language teaching at universities.

Section 3: Flexible Learning and Teaching Formats
How are hybrid, blended, asynchronous and synchronous learning and teaching formats helping us further adapt our teaching practices?

We look forward to contributions that reflect both initial field reports and tried-and-tested concepts in a university context.

Section 4: Online Language Assessment
Which tools can we use, what (new) assessment formats are there, and what precautions do we need to take?

We look forward to contributions that reflect field reports, include practical tips/handouts, or also enhance existing networking efforts at language centers.

Section 5: Autonomy
How can we reframe and promote the concept of learner autonomy amongst language teachers, learners and stakeholders? How can this autonomy be sustainably supported and how can appropriate learning spaces be designed for it?

We look forward to relevant practical and theoretical contributions to the session topic as well as to the question as to what independent learning concepts and independent learning centers can or should look like in the future.



Presentation Formats

  • Presentation in one of the 5 sessions: 25 min. presentation + 10 min. discussion

  • In the workshops (90 min) you will work interactively with the participants on a topic relevant to the symposium. The workshop abstract should include the topic as well as the methodological approach and the goal of the workshop.
  • Poster presentation: Present your poster related to one of the session topics and take part in a practical and scientific dialogue.
  • Presentation in a research colloquium (30 min. presentation + 15 min. discussion): Here you can present the topic or central issues of your Master's thesis or PhD project to a panel of experts and receive productive feedback.
  • Discussion session (90 min) on a topic relevant to the 8th Bremen Symposium. You will prepare some brief input and then enter into a joint discussion.
  • Network meeting (90 min.): Are you active in a network in the field of language teaching/learning research (e.g. independent learning, testing, etc.)? Here you can present your network and exchange ideas with participants.

Updated by: SZHB