By taking this course, I have experienced first-hand a number of tools that could be beneficial to incorporate into a language classroom to aid in language learning. I think these tools are effective for their ability to get students collaborating with one another to accomplish tasks. When students are working together, they are not focused so much on language, yet they are using language to negotiate meaning and accomplish tasks. These tools are also effective in exposing students to authentic, real world input. Students can connect with native speakers potentially from around the world. Finally, these tools help students become independent, motivated learners.
I think it has been useful for me to practice using some of these tools myself: Voicethread, blogs, wikispaces, delicious, twitter, podcasting, etc. Some of these tools were completely new to me, such as voicethread, wikispaces, and creating podcasts. I enjoyed exploring how to work with these tools. In the classroom, it would be important to train students how to use technology and for what purposes. This can cause a bit of a conflict- is the purpose of a language classroom to learn language, or to learn how to use technology? Do the students have access to and use for the technology in their everyday lives?
Although CALL tools provide many opportunities for students to learn various aspects of a language, it seems there is a long way to go before CALL tools become commonplace in the classroom. Over this semester, I observed 5 classrooms; only one class used technology-the UIC's Tutorium used a podcast of news clips for a listening activity. The other classrooms used only a whiteboard and dry erase markers to present material, and students did not use technology to produce and practice language. It is important for future teachers to be able to understand how and when to use CALL tools in the classroom. Teachers might also have to show creativity in incorporating CALL tools, as classrooms may not be equipped for and institutions might not have resources for CALL tools.
I'd like to share the usefulness of these tools with my students in the future. I think it is important to model how technology is used to communicate. Tools such as email and instant messaging could be incorporated into activities to help raise student noticing abilities regarding form, and also how language is used within and between cultures. Other tools, such as creating podcasts, can help students become confident speakers. There are endless possibilities on how CALL tools can help students acquire language, and I look forward to exploring these possibilities with my future students.
Friday, April 30, 2010
Saturday, April 24, 2010
Blog Post #13: Second Life
www.secondlife.com
Belz,J. & Vyatkina, n. (2005.Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles.
In the above article, Belz and Vyatkina conclude that computer mediated communication, when coupled with classroom examination of the communication that takes place through the computer program, can result in a heightened awareness in the students of L2 pragmatic and form features (p. 26).
It would appear, then, that Second Life would be a useful tool for students to use to develop skills in their L2. I believe there are both advantages and disadvantages to using this tool.
Second Life is a virtual reality program in which members create their own avatar and use the avatar to communicate with other users anywhere in the world. Communication takes place either through written chat or voice chat by microphone. Students could use both forms of communication to experience authentic communication in context. They are able to communicate with native speakers of their L2. These experiences could lead to a heightened awareness of how language is used in context, as well as the forms of the language. However, if used in a classroom context, use of Second Life would need to be closely monitored by the teacher. Communication sessions could be saved and used during class to study forms and pragmatics of the language used.
There are some disadvantages to using Second Life. First, it would require much time to set up students with an avatar and train them in how to use the program. It would be easy, I believe, for students to become easily distracted by all of the opportunities available on the program, and therefore the teacher would need to develop specific guidelines/instructions/tasks for the students to follow. Until students are very familiar with the program, they might get frustrated with figuring out how to navigate in Second Life.
Second Life might be a useful tool for students to explore on their own outside of the classroom, or for one-on-one sessions with an instructor. However, I believe that one-on-one instruction could just as easily take place through other means of technology, such as Tokbox or instant messaging.
Belz,J. & Vyatkina, n. (2005.Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles.
In the above article, Belz and Vyatkina conclude that computer mediated communication, when coupled with classroom examination of the communication that takes place through the computer program, can result in a heightened awareness in the students of L2 pragmatic and form features (p. 26).
It would appear, then, that Second Life would be a useful tool for students to use to develop skills in their L2. I believe there are both advantages and disadvantages to using this tool.
Second Life is a virtual reality program in which members create their own avatar and use the avatar to communicate with other users anywhere in the world. Communication takes place either through written chat or voice chat by microphone. Students could use both forms of communication to experience authentic communication in context. They are able to communicate with native speakers of their L2. These experiences could lead to a heightened awareness of how language is used in context, as well as the forms of the language. However, if used in a classroom context, use of Second Life would need to be closely monitored by the teacher. Communication sessions could be saved and used during class to study forms and pragmatics of the language used.
There are some disadvantages to using Second Life. First, it would require much time to set up students with an avatar and train them in how to use the program. It would be easy, I believe, for students to become easily distracted by all of the opportunities available on the program, and therefore the teacher would need to develop specific guidelines/instructions/tasks for the students to follow. Until students are very familiar with the program, they might get frustrated with figuring out how to navigate in Second Life.
Second Life might be a useful tool for students to explore on their own outside of the classroom, or for one-on-one sessions with an instructor. However, I believe that one-on-one instruction could just as easily take place through other means of technology, such as Tokbox or instant messaging.
Thursday, April 8, 2010
Blog Post #12: Telecollaboration
Ware and Kramsch, 2005. Toward an Intercultural Stance: Teaching German and English through Telecollaboration.
This week's article discussed online communication between language students from two different countries. It discussed a misunderstanding that occurred between two students. This misunderstanding highlights how important culture learning is when learning a language, and how much language is wrapped up in culture. The article argues that teacher involvement in helping students learn about culture through online communication is crucial.
I couldn't help but think that video chatting, instead of merely written chat, could have helped avoid the misunderstanding in the article. Paralinguistic competence is a very important part of communication,and helps in the negotiation of meaning. Video conferencing would allow students to practice these skills.
Meebo, the video conferencing tool we explored in class, would be a great way to practice these skills. Meebo is fairly easy to use, although it would be important for a teacher to model the technology and then provide opportunity for students to practice using it together. It might be interesting, and hopefully useful, to design an activity for students to communicate cross-culturally with another class by means of written chat, and then design an activity where these students communicate by video chat, and then have the class notice the differences between the two means of communication.
This week's article discussed online communication between language students from two different countries. It discussed a misunderstanding that occurred between two students. This misunderstanding highlights how important culture learning is when learning a language, and how much language is wrapped up in culture. The article argues that teacher involvement in helping students learn about culture through online communication is crucial.
I couldn't help but think that video chatting, instead of merely written chat, could have helped avoid the misunderstanding in the article. Paralinguistic competence is a very important part of communication,and helps in the negotiation of meaning. Video conferencing would allow students to practice these skills.
Meebo, the video conferencing tool we explored in class, would be a great way to practice these skills. Meebo is fairly easy to use, although it would be important for a teacher to model the technology and then provide opportunity for students to practice using it together. It might be interesting, and hopefully useful, to design an activity for students to communicate cross-culturally with another class by means of written chat, and then design an activity where these students communicate by video chat, and then have the class notice the differences between the two means of communication.
Thursday, April 1, 2010
Blog Post #11: E-Journaling
http://www.carla.umn.edu/speechacts/Japanese%20Speech%20Act%20Report%20Rev.%20June05.pdf
I believe e-journaling could be an effective way for students to reflect on what they are learning. In this case, blogs could be an effective tool to use to journal. Students have ready access to all previous entries, and so both they and the instructor can monitor their progress. At the end of a course, students can see how far they have come. They might also be encouraged to continue blogging outside of the classroom. While blogging, students are creating authentic output.
Students could be asked to e-journal at the end of a lesson or unit in order to keep track of what they have learned, what they have enjoyed learning, how they learn best, what they are struggling with, etc. Used in this way, I think e-journaling could be a good way to hold students responsible for their own learning.
I believe e-journaling could be an effective way for students to reflect on what they are learning. In this case, blogs could be an effective tool to use to journal. Students have ready access to all previous entries, and so both they and the instructor can monitor their progress. At the end of a course, students can see how far they have come. They might also be encouraged to continue blogging outside of the classroom. While blogging, students are creating authentic output.
Students could be asked to e-journal at the end of a lesson or unit in order to keep track of what they have learned, what they have enjoyed learning, how they learn best, what they are struggling with, etc. Used in this way, I think e-journaling could be a good way to hold students responsible for their own learning.
Wednesday, March 24, 2010
Blog Post #10: More on Chatting; Wikis
http://llt.msu.edu/vol10num3/pdf/laizhao.pdf
This article again discusses the benefits of chatting tools in language learning classes to help students notice and correct errrors. The study in this article found that two aspects of chatting helped students self-notice: first, students have longer to process language production than in face-to-face conversations; second, students have a visual text that they can refer to.
As with any technology, there are pros and cons. In using chatting, level of familiarity with the chatting tool, and keyboarding skills, might interfere with language processing. Students might get frustrated with the time it takes for them to use the techonology, so this must be accounted for in activity design. However, overall, chatting seems to be a useful tool to help students notice errors, practice fixing them, and also help in learning how to negotiate meaning.
On Wikis:
I have some reflections based on our classroom activity in using wikis in groups to gather and present CALL tools to share with classmates. I am unfamiliar with using wikis, so this created an initial challenge. It can be frustrating to both figure out how to use a technology while at the same time using the technology to accomplish another task. A benefit in working in groups is that we could work together to figure out how wikis work and how to present our information. A con might be that the larger the group, the more difficult it is to communicate within the group, and to keep everyone on "the same page."
When using technology in my classroom, it will be important for me to remember the frustration I felt in not being familiar with the technology I was to use in order to accomplish a task. On top of this, my students will have the added complication of using a language they are still learning how to use. It will be important to allow students time to practice using a specific technology, be familiar with the technology myself to provide guidance as needed, and design tasks that allow students to focus primarily on language use- in other words, not let technology get in the way of communication. On the other hand, having students grapple with using technology can be another way for them to use their language skills...
Having said this, I think wikis could be a great way to get students to collaberate with one another in their L2. While it seems very useful for writing skills, as students can edit information that they post, it can also be used to promote speaking/conversation skills as students work together to create projects/compile information on the wikis.
This article again discusses the benefits of chatting tools in language learning classes to help students notice and correct errrors. The study in this article found that two aspects of chatting helped students self-notice: first, students have longer to process language production than in face-to-face conversations; second, students have a visual text that they can refer to.
As with any technology, there are pros and cons. In using chatting, level of familiarity with the chatting tool, and keyboarding skills, might interfere with language processing. Students might get frustrated with the time it takes for them to use the techonology, so this must be accounted for in activity design. However, overall, chatting seems to be a useful tool to help students notice errors, practice fixing them, and also help in learning how to negotiate meaning.
On Wikis:
I have some reflections based on our classroom activity in using wikis in groups to gather and present CALL tools to share with classmates. I am unfamiliar with using wikis, so this created an initial challenge. It can be frustrating to both figure out how to use a technology while at the same time using the technology to accomplish another task. A benefit in working in groups is that we could work together to figure out how wikis work and how to present our information. A con might be that the larger the group, the more difficult it is to communicate within the group, and to keep everyone on "the same page."
When using technology in my classroom, it will be important for me to remember the frustration I felt in not being familiar with the technology I was to use in order to accomplish a task. On top of this, my students will have the added complication of using a language they are still learning how to use. It will be important to allow students time to practice using a specific technology, be familiar with the technology myself to provide guidance as needed, and design tasks that allow students to focus primarily on language use- in other words, not let technology get in the way of communication. On the other hand, having students grapple with using technology can be another way for them to use their language skills...
Having said this, I think wikis could be a great way to get students to collaberate with one another in their L2. While it seems very useful for writing skills, as students can edit information that they post, it can also be used to promote speaking/conversation skills as students work together to create projects/compile information on the wikis.
Monday, March 22, 2010
Blog Post #9: Chatting
Pelletier, J. (2000). Negotiation in cyberspace: the role of chatting in the development of grammatical competence. In M. Warchauer and R. Kern (Eds.), Network-based language teaching: concepts and practice (pp. 59-86). New York: Cambridge.
I found this article interesting for the study it discussed. It was determined that online chatting has a role to play in helping language learners learn how to negotiate meaning. In fact, the author explains that it may be just as effective as oral interaction, which studies have shown to be very important in developing language skills. When students in the study used chatting to communicate, they did negotiate meaning through the use of clarification requests, echo questions, and simpley stating they did not understand their partners, among other ways of negotiating meaning. Within the context of the tasks, students did focus on form to convey their meaning. And, students corrected their forms in response to negotiations and feedback.
I am encouraged by the advantages that chatting has over face-to-face speaking interactions. First, students accepted chatting as a valid means of communication, and stated that it reduced their anxiety as well as increased their motivation to communicate. Second, there is more time for students to focus on form, and the visual aspect can help reinforce noticing and repairing techniques. Third, there are more opportunities for more students to participate in communication through chatting than during a face-to-face speaking activity in the classroom- different types of students might be more willing to "jump into" conversations using chatting.
This article has challenged me to find ways of including chatting activities into lesson plans.
I found this article interesting for the study it discussed. It was determined that online chatting has a role to play in helping language learners learn how to negotiate meaning. In fact, the author explains that it may be just as effective as oral interaction, which studies have shown to be very important in developing language skills. When students in the study used chatting to communicate, they did negotiate meaning through the use of clarification requests, echo questions, and simpley stating they did not understand their partners, among other ways of negotiating meaning. Within the context of the tasks, students did focus on form to convey their meaning. And, students corrected their forms in response to negotiations and feedback.
I am encouraged by the advantages that chatting has over face-to-face speaking interactions. First, students accepted chatting as a valid means of communication, and stated that it reduced their anxiety as well as increased their motivation to communicate. Second, there is more time for students to focus on form, and the visual aspect can help reinforce noticing and repairing techniques. Third, there are more opportunities for more students to participate in communication through chatting than during a face-to-face speaking activity in the classroom- different types of students might be more willing to "jump into" conversations using chatting.
This article has challenged me to find ways of including chatting activities into lesson plans.
Thursday, March 11, 2010
Project Proposal
I will be using Voicethread to design an activity for students in a basic level ESL class at a community college. The activity will be a final project in a unit about the neigborhood community. The students will be placed into groups and asked to go out to a place in the community, such as a restaurant, supermarket, post office, park, etc. They will take a picture of the place they visit with a digital camera provided by the school. This picture will be uploaded to Voicethread. Then the students will use Voicethread to comment about/describe aspects of their visit. They can describe where the place is located, what services it offers, what they liked about it, etc.
The intended audience will be fellow students and the teacher. The students will present their Voicethread to the other students in the class. Then, the other students will have a chance to comment on each other's Voicethreads.
This activity will allow the students to practice areas of English they have studied during this unit. The activity is a task that gets the students out into real-world, relevant situations. Using Voicethread allows students to practice speaking in a controlled environment. It also allows students to practice listening skills as they listen to each other's Voicethreads. Students collaberate together to negotiate meaning.
www.voicethread.com
The intended audience will be fellow students and the teacher. The students will present their Voicethread to the other students in the class. Then, the other students will have a chance to comment on each other's Voicethreads.
This activity will allow the students to practice areas of English they have studied during this unit. The activity is a task that gets the students out into real-world, relevant situations. Using Voicethread allows students to practice speaking in a controlled environment. It also allows students to practice listening skills as they listen to each other's Voicethreads. Students collaberate together to negotiate meaning.
www.voicethread.com
Tuesday, March 2, 2010
Blog Post #8: Podcast #2
Basic Banking Lingo
This podcast is designed for intermediate ESL students. It discusses a few common banking terms.
How to Listen:
Before listening, review the following list of words used at the bank:
Account: When you keep your money at a bank, your money is placed in an account. You will get an account number that helps you identify your account.There are different types of accounts.
Savings Account: A savings account is a place to save your money. You will mostly add money into a savings account.
Checking Account: A checking account is an account that you can add money to and also take money out to pay bills and get cash.
Interest: Savings accounts earn interest. Interest is money that is added to your account by the bank. The bank pays you interest because you keep a certain amount of money at the bank.
Deposit: A deposit is money you add to your account at the bank. When you put money into your account, you say you are depositing money. You can deposit money at the bank with a teller, or you can use an ATM machine to deposit your money.
Withdrawal: When you take money out of your account, you are making a withdrawal. You can make a withdrawal at the bank with a teller or you can make a withdrawal at an ATM machine.
Checks: A check is a slip of paper with your account number on it. When you make a purchase, you write on the check the amount of the purchase and who the check is for. When the person or store deposits the check, it will be subracted from your checking account.
Credit Card: A credit card is a plastic card you can use instead of cash or checks to make purchases. At the end of the month, you will receive a statement that shows all the purchases you made. You will have to pay the bank for these purchases.
Debit Card: A debit card is a plastic card you can also use to make purchases. When you use your debit card, the amount of the purchase will be subtracted from your account balance- just like a check.
Next, listen to the podcast:
http://kvoss01.podbean.com/
Now it's your turn. Use the Internet to search for banks in your community. What kinds of accounts do these banks offer? What are the advantages and disadvantages of each type of account? At the next class, you will report what you have learned to your classmates.
Here are some banks to explore:
http://www.53.com/
http://www.chase.com/
http://www.usbank.com/
This podcast is designed for intermediate ESL students. It discusses a few common banking terms.
How to Listen:
Before listening, review the following list of words used at the bank:
Account: When you keep your money at a bank, your money is placed in an account. You will get an account number that helps you identify your account.There are different types of accounts.
Savings Account: A savings account is a place to save your money. You will mostly add money into a savings account.
Checking Account: A checking account is an account that you can add money to and also take money out to pay bills and get cash.
Interest: Savings accounts earn interest. Interest is money that is added to your account by the bank. The bank pays you interest because you keep a certain amount of money at the bank.
Deposit: A deposit is money you add to your account at the bank. When you put money into your account, you say you are depositing money. You can deposit money at the bank with a teller, or you can use an ATM machine to deposit your money.
Withdrawal: When you take money out of your account, you are making a withdrawal. You can make a withdrawal at the bank with a teller or you can make a withdrawal at an ATM machine.
Checks: A check is a slip of paper with your account number on it. When you make a purchase, you write on the check the amount of the purchase and who the check is for. When the person or store deposits the check, it will be subracted from your checking account.
Credit Card: A credit card is a plastic card you can use instead of cash or checks to make purchases. At the end of the month, you will receive a statement that shows all the purchases you made. You will have to pay the bank for these purchases.
Debit Card: A debit card is a plastic card you can also use to make purchases. When you use your debit card, the amount of the purchase will be subtracted from your account balance- just like a check.
Next, listen to the podcast:
http://kvoss01.podbean.com/
Now it's your turn. Use the Internet to search for banks in your community. What kinds of accounts do these banks offer? What are the advantages and disadvantages of each type of account? At the next class, you will report what you have learned to your classmates.
Here are some banks to explore:
http://www.53.com/
http://www.chase.com/
http://www.usbank.com/
Wednesday, February 24, 2010
Blog Post #7: Response to this week's readings: feedback & writing
This week's readings discussed the use of computer technology in correcting errors in students writings.
http://blackboard.uic.edu/@@EA92E130A1D063CB88304D6A69DC05DD/courses/1/ling487s10/content/_1660675_1/GaskillCobb.pdf
This article by Gaskell and Cobb discusses inserting into student writings links to online concordances in order to facilitate student error correction. Theories and methods behind correcting student writing errors are much debated concerning their effectiveness. There are a couple of points I'd like to make about using online concordances. First, concordances, by nature, focus primarily on form. Additionally, they focus on form at a word or sentence level. Correcting form definitely has its place, and I think online concordances might be an effective way to focus on form. A teacher should be aware, however, that in a communicative, learner-centered classroom setting, it might be useful to first focus on meaning using other methods of correction, and then use concordances on subsequent drafts to focus on form. That being said, on second thought, concordances might actually to some extent help focus on meaning, because they put words, phrases, collocations, etc. into context.
Second, it would be important to limit insertions to a small number per draft, so as not to overwhelm students. Because students must use the links to essentially figure out how to fix errors for themselves, error correction becomes more time consuming for the student. Also, after looking at an example in the reading of what an insertion looks like, adding lots of them into a paper really marks up a draft, and could therefore discourage a student. The article highlights this point, and in the experiment conducted, limits insertions to five per draft.
This being said, I think using online concordances could be a great way to promote student self-noticing of their errors, and help them become independent learners who have a tool to help them correct their own errors. Scaffolding is involved, as in early assignments, the teacher provides the link to the concordance, while in later assignments, students must look up errors in the concordance themselves. With enough training, students will ideally be able to use an online concordance independently and for uses outside of the writing classroom. While I have no experience with this technique, my gut-feeling is that it could be a engaging and effective tool for error correction.
http://blackboard.uic.edu/@@EA92E130A1D063CB88304D6A69DC05DD/courses/1/ling487s10/content/_1660677_1/SavignonWritingFeedback2007.pdf
This article discusses the effectiveness of form and meaning based feedback for students in a writing context. The study in the article found that students respond positively to teacher feedback that focuses on content. The study also found that students responded well to feedback from the teacher when it came in the form of a question. This type of feedback by the teacher led to a more collaborative relationship between teacher and student. While this technique could be employed using either computer technology or using paper and pen, I feel using word processing software and email could be quite effective in promoting content-focused feedback and correction, as well as student-teacher collaboration. First, using the computer allows teachers to highlight and insert comments easily in different ways than marking up a paper with red ink. This might lower student discouragement and frustration. Second, if students are instructed to fix errors or clarify meaning using the computer, there there could some accountability programmed into the assignment-for example, if the teacher instructs the students to highlight or bold-face, italicize, etc., their corrections for subsequent drafts. Finally, if the teacher is expecting students to use word processors and email to compose and submit their drafts, it will create a spirit of collaboration and unity if the teacher also uses the technology to provide feedback.
Overall, I think using computer technology to provide feedback to student writing would be a positive practice. I think it would help the teacher build a relationship of trust with different types of learners, and more fully engage a learner who might not feel comfortable approaching the teacher face-to-face, or who is not comfortable "speaking-up" during classtime. Online feedback has the potential to help students become more aware of their own errors, and provide them with the means of correcting their own errors.
http://blackboard.uic.edu/@@EA92E130A1D063CB88304D6A69DC05DD/courses/1/ling487s10/content/_1660675_1/GaskillCobb.pdf
This article by Gaskell and Cobb discusses inserting into student writings links to online concordances in order to facilitate student error correction. Theories and methods behind correcting student writing errors are much debated concerning their effectiveness. There are a couple of points I'd like to make about using online concordances. First, concordances, by nature, focus primarily on form. Additionally, they focus on form at a word or sentence level. Correcting form definitely has its place, and I think online concordances might be an effective way to focus on form. A teacher should be aware, however, that in a communicative, learner-centered classroom setting, it might be useful to first focus on meaning using other methods of correction, and then use concordances on subsequent drafts to focus on form. That being said, on second thought, concordances might actually to some extent help focus on meaning, because they put words, phrases, collocations, etc. into context.
Second, it would be important to limit insertions to a small number per draft, so as not to overwhelm students. Because students must use the links to essentially figure out how to fix errors for themselves, error correction becomes more time consuming for the student. Also, after looking at an example in the reading of what an insertion looks like, adding lots of them into a paper really marks up a draft, and could therefore discourage a student. The article highlights this point, and in the experiment conducted, limits insertions to five per draft.
This being said, I think using online concordances could be a great way to promote student self-noticing of their errors, and help them become independent learners who have a tool to help them correct their own errors. Scaffolding is involved, as in early assignments, the teacher provides the link to the concordance, while in later assignments, students must look up errors in the concordance themselves. With enough training, students will ideally be able to use an online concordance independently and for uses outside of the writing classroom. While I have no experience with this technique, my gut-feeling is that it could be a engaging and effective tool for error correction.
http://blackboard.uic.edu/@@EA92E130A1D063CB88304D6A69DC05DD/courses/1/ling487s10/content/_1660677_1/SavignonWritingFeedback2007.pdf
This article discusses the effectiveness of form and meaning based feedback for students in a writing context. The study in the article found that students respond positively to teacher feedback that focuses on content. The study also found that students responded well to feedback from the teacher when it came in the form of a question. This type of feedback by the teacher led to a more collaborative relationship between teacher and student. While this technique could be employed using either computer technology or using paper and pen, I feel using word processing software and email could be quite effective in promoting content-focused feedback and correction, as well as student-teacher collaboration. First, using the computer allows teachers to highlight and insert comments easily in different ways than marking up a paper with red ink. This might lower student discouragement and frustration. Second, if students are instructed to fix errors or clarify meaning using the computer, there there could some accountability programmed into the assignment-for example, if the teacher instructs the students to highlight or bold-face, italicize, etc., their corrections for subsequent drafts. Finally, if the teacher is expecting students to use word processors and email to compose and submit their drafts, it will create a spirit of collaboration and unity if the teacher also uses the technology to provide feedback.
Overall, I think using computer technology to provide feedback to student writing would be a positive practice. I think it would help the teacher build a relationship of trust with different types of learners, and more fully engage a learner who might not feel comfortable approaching the teacher face-to-face, or who is not comfortable "speaking-up" during classtime. Online feedback has the potential to help students become more aware of their own errors, and provide them with the means of correcting their own errors.
Tuesday, February 16, 2010
Blog #6: Podcast for ESL Students
Restaurant Lingo For Beginners
This podcast is designed for mid-level beginning ESL students. It focuses on vocabulary and questions commonly used in restaurants.
How to listen:
Before listening, review the following vocab list:
Words
Appetizer- a small sized meal you eat before your main meal.
Side- small amount of food you eat with the main meal
Dessert- a sweet food you eat after your main meal
Specials- meals on sale
Bill- amount of money you owe for your meal
Server- man or woman who asks what you want and brings your food
Questions:
What do you have to drink?
Do you have any specials today?
Next listen to the podcast:
http://blschmid.podbean.com/
Now it's your turn! After listening, choose a restaurant and try out your new vocabulary. Blog about your experience.
This podcast is designed for mid-level beginning ESL students. It focuses on vocabulary and questions commonly used in restaurants.
How to listen:
Before listening, review the following vocab list:
Words
Appetizer- a small sized meal you eat before your main meal.
Side- small amount of food you eat with the main meal
Dessert- a sweet food you eat after your main meal
Specials- meals on sale
Bill- amount of money you owe for your meal
Server- man or woman who asks what you want and brings your food
Questions:
What do you have to drink?
Do you have any specials today?
Next listen to the podcast:
http://blschmid.podbean.com/
Now it's your turn! After listening, choose a restaurant and try out your new vocabulary. Blog about your experience.
Saturday, February 6, 2010
Blog #5: Voicethread
Chapter 6 in our Tips for Teaching with CALL textbook argues that CALL can be used to help language learners develop their pronunciation abilities, which is crucial to developing speaking abilities. CALL activities should provide opportunities for learners to listen to and practice different dialects, focus on particular sounds and stress patterns, practice these sounds, and get feedback from the program.
After reviewing the article at edutopia.org and exploring how Voicethreads work, it seems that voicethreads do not specifically provide opportunity for students to learn about and practice specific pronunciation issues. Also, voicethreads themselves do not provide feedback for student utterances. This is not to say, however, that voicethreads are not effective ways for students to practice their speaking skills.
Chapter 6 also references Eskenazi (1999), who states that certain pedagogical principles encourage the development of pronunciation and thus speaking skills. Included is the fact that learners need to produce lots of sentences on their own, receive relevant feedback, and feel comfortable while practicing in the classroom. Voicethread seems effective in fulfilling these priniciples. Voicethread gives students ample opportunity to produce sentences/utterances about a specific, relevant, authentic topic. The article at edutpoia.org explains that this tool makes all different types of learners feel comfortable practicing the language, as it is more private than speaking in a large classroom. It gives all students opportunity to provide input at their own pace. I would point out here, though, that students can provide responses by voice or by written text, so as teacher, it would be important to make sure students were responding by voice when the focus of the classroom is on speaking. Finally, while Voicethread does not evaluate the accuracy of student input, it does provide opportunity for student self-evaluation, as well as collaberative evaulation, as both teacher and students listen to the conversations and provide feedback. In fact, perhaps common pronunciation issues could be pointed out and addressed by the teacher in subsequent lessons/activities. As research shows that computer feedback is not always effective and often "shakey," this might be a better means of feedback anyway.
Therefore, while Voicethread does not specifically focus on pronunciation, it provides a place for students to practice authentic utterances at a level and place comfortable to them. An engaging and collaberative atmosphere is created for teacher and peer feedback. I would definitely try using Voicethread to help my students improve their speaking skills. Would you agree that Voicethread could be useful for improving speaking skills?
References:
Chapelle, C. (2008). Tips for Teaching with CALL
http://voicethread4education.wikispaces.com/EFL+&+ESL
http://www.edutopia.org/voicethread-interactive-multimedia-albums
After reviewing the article at edutopia.org and exploring how Voicethreads work, it seems that voicethreads do not specifically provide opportunity for students to learn about and practice specific pronunciation issues. Also, voicethreads themselves do not provide feedback for student utterances. This is not to say, however, that voicethreads are not effective ways for students to practice their speaking skills.
Chapter 6 also references Eskenazi (1999), who states that certain pedagogical principles encourage the development of pronunciation and thus speaking skills. Included is the fact that learners need to produce lots of sentences on their own, receive relevant feedback, and feel comfortable while practicing in the classroom. Voicethread seems effective in fulfilling these priniciples. Voicethread gives students ample opportunity to produce sentences/utterances about a specific, relevant, authentic topic. The article at edutpoia.org explains that this tool makes all different types of learners feel comfortable practicing the language, as it is more private than speaking in a large classroom. It gives all students opportunity to provide input at their own pace. I would point out here, though, that students can provide responses by voice or by written text, so as teacher, it would be important to make sure students were responding by voice when the focus of the classroom is on speaking. Finally, while Voicethread does not evaluate the accuracy of student input, it does provide opportunity for student self-evaluation, as well as collaberative evaulation, as both teacher and students listen to the conversations and provide feedback. In fact, perhaps common pronunciation issues could be pointed out and addressed by the teacher in subsequent lessons/activities. As research shows that computer feedback is not always effective and often "shakey," this might be a better means of feedback anyway.
Therefore, while Voicethread does not specifically focus on pronunciation, it provides a place for students to practice authentic utterances at a level and place comfortable to them. An engaging and collaberative atmosphere is created for teacher and peer feedback. I would definitely try using Voicethread to help my students improve their speaking skills. Would you agree that Voicethread could be useful for improving speaking skills?
References:
Chapelle, C. (2008). Tips for Teaching with CALL
http://voicethread4education.wikispaces.com/EFL+&+ESL
http://www.edutopia.org/voicethread-interactive-multimedia-albums
Wednesday, February 3, 2010
Blog #4: Listening Resources
I found a site for improving listening skills in my L2, Spanish:
http://lomastv.com/
This website features video clips of different facets of culture through the Spanish-speaking world, from music, to food, to traveling, etc. The videos are on average not over five minutes in length. The videos are categorized by levels of the learner- beginning, intermediate, or advanced. They are also categorized by accent- so you might listen to a native speaker from Columbia, Panama, Mexico, Spain, etc. I like that this site gives exposure to different Spanish accents.
The videos can be slowed down by the learner- they can be watched at the natural speed the native speaker uses when speaking, or can be slowed down to meet the pace of the learner. The learner can speed up or slow down the video as needed while the video is playing.
Subtitles are provided in both Spanish and English, and both can be hidden by the learner- a nice scaffolding feature. Additionally, both L1 to L2 and L2 to L1 dictionaries are provided, so that learners can look up a vocab word while they are listening.
Finally, students can access a game after watching a video, to check listening comprehension.
These features lend to an interactive website that meets the varying needs of listeners, in a relevant and "playfull" manner. I am bookmarking this site for my own personal use.
I also looked at the following website for ESL learners:
http://www.podcastsinenglish.com/index.shtml
This is a British website, so it might not be ideal in an American ESL setting, but on the otherhand, could expose students to different English accents. Similar to the above website, this website categorizes podcasts and videos by learner levels- beginner, intermediate, and advanced. Also, videos with sound versus listening only provides different levels of difficulty for different learners. The podcasts are relevant in that they describe the musings or adventures of the bloggers as they travel and go about daily life. Their shorter length keep disinterest and frustration levels low. Vocabulary lists and worksheets are available to assist with listening comprehension, although this site does require registration in order to view and listen to most things.
http://lomastv.com/
This website features video clips of different facets of culture through the Spanish-speaking world, from music, to food, to traveling, etc. The videos are on average not over five minutes in length. The videos are categorized by levels of the learner- beginning, intermediate, or advanced. They are also categorized by accent- so you might listen to a native speaker from Columbia, Panama, Mexico, Spain, etc. I like that this site gives exposure to different Spanish accents.
The videos can be slowed down by the learner- they can be watched at the natural speed the native speaker uses when speaking, or can be slowed down to meet the pace of the learner. The learner can speed up or slow down the video as needed while the video is playing.
Subtitles are provided in both Spanish and English, and both can be hidden by the learner- a nice scaffolding feature. Additionally, both L1 to L2 and L2 to L1 dictionaries are provided, so that learners can look up a vocab word while they are listening.
Finally, students can access a game after watching a video, to check listening comprehension.
These features lend to an interactive website that meets the varying needs of listeners, in a relevant and "playfull" manner. I am bookmarking this site for my own personal use.
I also looked at the following website for ESL learners:
http://www.podcastsinenglish.com/index.shtml
This is a British website, so it might not be ideal in an American ESL setting, but on the otherhand, could expose students to different English accents. Similar to the above website, this website categorizes podcasts and videos by learner levels- beginner, intermediate, and advanced. Also, videos with sound versus listening only provides different levels of difficulty for different learners. The podcasts are relevant in that they describe the musings or adventures of the bloggers as they travel and go about daily life. Their shorter length keep disinterest and frustration levels low. Vocabulary lists and worksheets are available to assist with listening comprehension, although this site does require registration in order to view and listen to most things.
Tuesday, January 26, 2010
Blog #3: CALL Vocabulary Tool
Online Vocabulary Tool:
http://vocabahead.com/Home/tabid/37/Default.aspx
I consider this site an excellent resource for ELL vocabulary for a few reasons.
First, vocabulary is presented visually- online flashcards, if you will. There is a picture depicting the definition of the word, with the word presented underneath the picture. However, in addition to visually experiencing the word, the flashcards are actually videos with sound- one may click on the flashcard to hear the pronunciation of the word, a definition of the word, and a short narration using the word in context (relating to the picture). All of this is done in the target language. Therefore, the student is learning the word visually and by sound, which encourages long-term acquisition of the word. As emphasized in the readings and in class, learning a word in context allows learners to understand various facets of the word, and also promotes long-term acquisition.
Second, the site allows for individualized lists generated by a class, teacher, or student(s). Students and teachers can create their personal vocabulary lists to study by choosing vocabulary words from the thousands of words available. This makes the vocaulary lists relevant to the students, as well as chunking this wealth of information into feasible lists. When students create their own lists, learning is more student-focused, authentic, and relevant to the students. Students can share their personalized lists with other users of the site.
Finally, students and teachers can create their own video flashcards, and upload them to the website to share among themselves and the greater population that makes use of this website. This is a great collaberative activity for students, which again places learning in the hands of the students, and encourages long term acquisition. Students will master vocab as they strive to create a quality product that is useful to other learners.
If the students are going to create their own vocab lists or create videos, they must register and log-in. This is a free service, though. It allows students to access a great vocabulary tool whenever and wherever they have access to the Internet.
http://vocabahead.com/Home/tabid/37/Default.aspx
I consider this site an excellent resource for ELL vocabulary for a few reasons.
First, vocabulary is presented visually- online flashcards, if you will. There is a picture depicting the definition of the word, with the word presented underneath the picture. However, in addition to visually experiencing the word, the flashcards are actually videos with sound- one may click on the flashcard to hear the pronunciation of the word, a definition of the word, and a short narration using the word in context (relating to the picture). All of this is done in the target language. Therefore, the student is learning the word visually and by sound, which encourages long-term acquisition of the word. As emphasized in the readings and in class, learning a word in context allows learners to understand various facets of the word, and also promotes long-term acquisition.
Second, the site allows for individualized lists generated by a class, teacher, or student(s). Students and teachers can create their personal vocabulary lists to study by choosing vocabulary words from the thousands of words available. This makes the vocaulary lists relevant to the students, as well as chunking this wealth of information into feasible lists. When students create their own lists, learning is more student-focused, authentic, and relevant to the students. Students can share their personalized lists with other users of the site.
Finally, students and teachers can create their own video flashcards, and upload them to the website to share among themselves and the greater population that makes use of this website. This is a great collaberative activity for students, which again places learning in the hands of the students, and encourages long term acquisition. Students will master vocab as they strive to create a quality product that is useful to other learners.
If the students are going to create their own vocab lists or create videos, they must register and log-in. This is a free service, though. It allows students to access a great vocabulary tool whenever and wherever they have access to the Internet.
Wednesday, January 20, 2010
Post #2: Online written input
http://www.eslpartyland.com/teachers/skills/schuntne.htm
The above link outlines excellent reading activities for ESL learners. The four activities are part of an online news scavenger hunt.
I envision using the link as a lesson plan in and of itself for intermediate to advanced students. The four activities are addressed to the students themselves. In other words, the teacher would direct the students to this site, and they would read the directions to proceed with the lesson. Each activity involves the student going to an online news website, reading headlines and articles, and discussing the articles with fellow students. I don't think all four activities could be completed in an average class period. Therefore, I would allow students to choose one activity to focus on during the class period.
I am excited about these activities for a few reasons. First, they use authentic input. Students are reading articles from USAToday, CNN, and other newspapers of their choice. The articles are not written especially for students. They are actual newspaper articles. Second, reading skills are used in a couple of different ways: The students must read the instructions in order to complete each activity. The students read short headlines, looking for main ideas. They also read entire articles, therefore getting more in-depth reading practice. Third, the students incorporate speaking and writing skills as they discuss the main points of the articles with their classmates- they are reading with a purpose. Fourth, the lesson involves learner choice. The students are encouraged to pick an activity of their choice to complete. Within each activity, there is also choice, as the students get to choose which articles they read and discuss. Finally, the lesson promotes learner independence. The learners get to work at their own pace during the class. The self-directed activities also frees the teacher to move around the classroom, giving more individualized attention to each student.
As a final note, I might save Part 4 of the activity as homework. Here, the students would compose an email to their teacher summarizing the readings they did during class. Another option would be to have students locate an online article outside of class, and write about that.
The above link outlines excellent reading activities for ESL learners. The four activities are part of an online news scavenger hunt.
I envision using the link as a lesson plan in and of itself for intermediate to advanced students. The four activities are addressed to the students themselves. In other words, the teacher would direct the students to this site, and they would read the directions to proceed with the lesson. Each activity involves the student going to an online news website, reading headlines and articles, and discussing the articles with fellow students. I don't think all four activities could be completed in an average class period. Therefore, I would allow students to choose one activity to focus on during the class period.
I am excited about these activities for a few reasons. First, they use authentic input. Students are reading articles from USAToday, CNN, and other newspapers of their choice. The articles are not written especially for students. They are actual newspaper articles. Second, reading skills are used in a couple of different ways: The students must read the instructions in order to complete each activity. The students read short headlines, looking for main ideas. They also read entire articles, therefore getting more in-depth reading practice. Third, the students incorporate speaking and writing skills as they discuss the main points of the articles with their classmates- they are reading with a purpose. Fourth, the lesson involves learner choice. The students are encouraged to pick an activity of their choice to complete. Within each activity, there is also choice, as the students get to choose which articles they read and discuss. Finally, the lesson promotes learner independence. The learners get to work at their own pace during the class. The self-directed activities also frees the teacher to move around the classroom, giving more individualized attention to each student.
As a final note, I might save Part 4 of the activity as homework. Here, the students would compose an email to their teacher summarizing the readings they did during class. Another option would be to have students locate an online article outside of class, and write about that.
Wednesday, January 13, 2010
Blog Post #1: Previous CALL Experience
The experience I have with CALL is as a language learner. The classes I have been a part of used interactice CD-Roms, email, and online chats to assist in language learning.
Based on my own learning, I agree with what I read in the Intro to our TTC textbook. It seems that CALL is an effective way to allow learners to become more independent in their learning. CALL allows learners to interact with authentic input, and within the classroom, it gives each student more opportunities to practice using the language in many different ways.
I am looking forward to learning how to use CALL to help learners develop their skills. Also, I'm intereseted in guiding learners to be able to use the computer to continue their learning outside of the classroom.
The Intro did not really touch on any possible disadvantages of CALL, besides stating that a balance needs to be reached between CALL activities and other forms of teaching. I'm wondering if one possible drawback is that it weakens a learner's ability to communicate "face-to-face?" Has anyone had this experience as a learner or seen it as a teacher?
Based on my own learning, I agree with what I read in the Intro to our TTC textbook. It seems that CALL is an effective way to allow learners to become more independent in their learning. CALL allows learners to interact with authentic input, and within the classroom, it gives each student more opportunities to practice using the language in many different ways.
I am looking forward to learning how to use CALL to help learners develop their skills. Also, I'm intereseted in guiding learners to be able to use the computer to continue their learning outside of the classroom.
The Intro did not really touch on any possible disadvantages of CALL, besides stating that a balance needs to be reached between CALL activities and other forms of teaching. I'm wondering if one possible drawback is that it weakens a learner's ability to communicate "face-to-face?" Has anyone had this experience as a learner or seen it as a teacher?
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