13th MELTA International Research Conference In English Language Education (MIRCELE 2026)

Saturday 5 Dec 2026, 07:00 → 18:00 Asia/Kuala_Lumpur

(ONLINE)

Paramaswari Jaganathan (Quest International University)

13^th MELTA International Research Conference in English Language Education (MIRCELE ONLINE 2026)

5 December 2026

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MIRCELE ONLINE 2026 – Join us virtually on 5 December

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About MIRCELE

The MELTA International Research Conference in English Language Education (MIRCELE) is a biennial conference organised by the Malaysian English Language Teaching Association (MELTA). The conference serves as a platform for research knowledge and skills exchange in fields related to English Language Education among educators, academics, and students.

MIRCELE was initially convened to support postgraduate students at Malaysian institutions of higher learning pursuing studies in ELT, providing them with a platform to discuss their work and receive feedback from a panel of academics and experienced researchers. Over the years, the conference has evolved to include presentations by academics, teacher educators, teachers, and student teachers. The 13^th MIRCELE ONLINE 2026 continues this tradition, offering a virtual space for local and international researchers to collaborate and network.

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Conference Objectives

• To support knowledge sharing and knowledge generation in English Language Education through research.
• To provide researchers in ELT a platform to discuss their research with peers who share a common interest.
• To provide Malaysian academics, teacher educators, teachers, postgraduate students, and student teachers with access to feedback from a panel of experts in ELT to further their research activities.
• To provide a platform for conference delegates to collaborate and network with researchers working in similar areas of English Language Education.

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Call for Abstracts

We invite submissions of abstracts (250 words maximum) from the following presenter categories:

• Academics / Teacher Educators

• Teachers

• Student-Teachers

• Ph.D. Candidates

• Master Candidates

Assessments will consider:

• Clarity of purpose
• Logical structure
• Relevance to English Language Education
• Overall contribution to the field

Important Dates

Activity	Key Dates
Abstracts Submission	30 September 2026
Notice of Acceptance	15 October 2026
Payment and Registration	30 October 2026
MIRCELE Conference	05 December 2026

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Registration Fees

Fees are categorised for presenters and non-presenters. All fees are in Malaysian Ringgit (MYR).

Type	Category	Fee (MYR)
Presenter	MELTA Members, QIU Staff and Students	30.00
Presenter	Malaysian School Teachers (K–12), without MELTA membership	50.00
Presenter	Malaysian University Students (undergraduate & postgraduate), without MELTA membership	50.00
Presenter	Malaysian Academic Staff and Teacher Trainers, without MELTA membership	70.00
Presenter	International Participants	125.00
Non-presenter	All categories	30.00

💳 Payment Methods & Processing Charges

We use Razorpay Malaysia to accept online payments. The following charges apply per transaction (these are deducted from the amount you pay, so the organiser receives the net amount):

Payment Method	Processing Charge
Local debit card	1% of total value
Local credit card	1.2% of total value
Foreign cards	3% of total value
FPX and DuitNow	RM1 per transaction
TnG	1.2% of total value, or minimum of RM0.05
GrabPay	1.5% of total value, or minimum of RM0.05
Alipay (for China)	2.5% of total value

Note: For foreign cards, users may incur separate charges for international conversion; these are charged by their banks.

🔹 The final amount charged to your card / e-wallet may include the above processing fee, which is retained by the payment gateway. Please ensure you select your preferred payment method during checkout.

🌍 Important Reminder

Transactions using international cards may incur separate charges, and these charges are not imposed by the organizer. Please contact your bank and/or card issuer for more information.

 

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Contact & Further Information

For any inquiries, please refer to the conference website and the dedicated Q&A email address: mircele2026@melta.my.

The official submission link and payment link will also be updated on this page in due course.

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MIRCELE ONLINE 2026 · Malaysian English Language Teaching Association (MELTA)

Mircele 2026 v1.2_1.png

Log in / Registration (Link will be provided)

Housekeeping

Welcoming Remark

1 Opening session for Participants

2 Doa Recital, Opening Address & Message

Forum

Morning Break

Breakout Rooms

3 A longitudinal study into the experiences of Malaysian ESL student-teachers learning and teaching English using translanguaging, multilingual, and plurilingual (TMP) pedagogical practices

This longitudinal study examined student-teachers’ translanguaging, multilingual, and plurilingual (TMP) pedagogies using a systems-informed approach. Six ADUMA pedagogical variables were tracked across pre-practicum (Time 1) and post-practicum (Time 2): teacher collaborative pedagogical practice, school organisational ethos (SOE), classroom nano-communities of practice (CNCOFP), teacher multilingual instruction, school meso-landscape, and multilingual resources and infrastructure (MRI). The TMP outcome captured a professional role transition from secondary English learner preference to active classroom translanguaging teaching frequency.Permutation-based Network Comparison Tests (1000 iterations) revealed significant longitudinal network reconfiguration (M = 0.3727, p = .024), shifting from a sparse Time 1 network (SOE–TMP = 0.1023) to a dense Time 2 ecosystem dominated by the CNCOFP–TMP hub (0.3727). Global density remained stable (S = 1.1009, p = .354). Significant edge shifts occurred for SML–CNCOFP, CNCOFP–TMP, and CNCOFP–MRI, with the latter turning negative (-0.1065), suggesting a Compensatory Peer-Support Mechanism: resource scarcity drives student-led translanguaging groups. Centrality stability was zero at Time 1 and exploratory at Time 2, indicating edges, not centrality rankings, are the stable inference network. Mixed-effects regression (R² = 39.9%, up from 24.3%) showed SOE as a stable positive predictor (b = 0.28, p = .008), while CNCOFP produced a strong Time-by-Predictor interaction (β = 0.53, p < .001). Classroom social micro-dynamics become the dominant driver once student-teachers enter active practice. Teacher training should therefore shift from administrative checklists to managing classroom social dynamics.

Speaker: DAVID TCHAIKOVSKY BOON ERN TEH (INSTITUT PENDIDIKAN GURU KAMPUS BAHASA ANTARABANGSA)

David's Presentation

Dynamic_Pedagogical_Ecosystems_in_ESL_Development__Trackin.pdf

Lunch Break

Plenary

Breakout Rooms

Plenary: Briefing by Director of Journals

Closing Ceremony