We are going to design a CALL website to assist our students in learning English as a second language. Since CALL has a lot of benefits such as arousing students’ interest and enhancing communication among learners, we hope the website designed can respond to the current CALL trend and enhance teaching and learning in real context.
All of us are teaching Key Stage 2 students in local primary schools. Three of us even teach in the same primary school. Many of our students are quite willing to learn English, but they lack adequate resources to enable them to further practice the four skills at home or after English lessons. Many of them can master basic skills but need further enhancement. The class web page can be a platform of resources we intend for our students to continue self-studies beside class time. Our focus is training their reading skills since past TSA results indicated students need reinforcement in this aspect. Moreover, reading plays an important role in language learning process. As suggested by EDB, we have to place around 40% of the lessons in reading in the new English curriculum.
It is important for us to choose readings which can align with the Key Stage 2 genre of texts in the new English curriculum. After thorough consideration, we decided to link our page to the Starfall website as it includes a wide range of text types, such as plays, fiction and non-fiction, comics, folk tales, Greek myths and Chinese fables. These readings cannot only broaden our students’ horizon but also arouse their interest to engage in training of reading skills. In addition, the wide range of text types could fulfill different students’ needs as some of them like reading stories while some of them like reading nonfictions.
After reading the passages, students have to complete online quizzes. The questions will not simply ask students the meaning of the passages, they also need to pay attention on the pictures. Thus, while attempting the questions, students need to apply their comprehension skills, as well as their high order thinking skills which could help developing their reading techniques.
In order to make the texts more attractive, all the texts chosen are shown using Flash. Students could decide how many times they will listen to it and how long they will spend on it. There is no time limit and thus, if students have learning difficulties or those who read slowly, they don’t need to push themselves to read faster. Moreover, they could click the icons so that they could listen to the texts while reading it.
Meanwhile, a variety of activities will be provided to students. For instance, they might be asked to complete different tasks, such as filling in the blanks, answering MC questions, matching and cross puzzles. They are also invited to discuss or share what they have learnt in the guestbook. The idea of implementing a guestbook is that it could promote interactions not only between teacher and students, but also students to students.
Thursday, February 28, 2008
Saturday, February 23, 2008
Our Project Page
Our group's project page is uploaded.
https://eportal.cityu.edu.hk/bbcswebdav/courses/02EN6482/Group6/index.html
https://eportal.cityu.edu.hk/bbcswebdav/courses/02EN6482/Group6/index.html
Theory-driven CALL and the Development Process
This paper is about the development process of CALL. The review of literature shows that there are three phrases of development: the analysis phase, the development phase and the evaluation phase.
I think these three phases are common to all computer programme development. It is also valid to all curriculum development.
The author quoted two points of views about at which stage the media is selected. Someone think that it's not necessary to consider the media right from the start. However, some think that having a solid knowledge of the media in the earliest stage is a powerful foundation. I agree with the second point of view, if we don't have any knowledge of the media, the design of the CALL will be in danger. We may need to change the design because it's not practical. Although the author warned that this approach may make the CALL technology-led, I think it's more suitable.
The second part of the paper is about the CALL survey. Responses to the questionnaire are divided into categories. I would like to use my own experience to apply the categories.
It is fortunate that I've participated in the e-schoolbag project in my previous school. I think it's a quite successful project, although I've left for a few years already. We tried to develop some computer activities for our students to learn Chinese, English, Maths and General Studies. Below is the link to one P4 English topic.
http://www.bwcss.edu.hk/~e-schoolbag/english/4a-olympic/index.htm
I will categorize it as "Syllabus specifications". When we had a coplanning on the topic, we wanted computer backup for our textbook. So we (the P4 English teachers) designed the learning activities. We drew our plans on papers. When we designed the learning activities, we considered the media as well. We tried our best to make sure that what we designed was executable. Then we asked the IT technician to do the implementation. This matches with the sequential process in the paper.
1. Conceptualization of learning activity
2. Matching to suitable software format
3. Software specification
4. Programming
However, in this case, the language teachers only did the first step (designing the learning activities). The IT technician did all the other steps.
This kind of CALL is not common in Hong Kong schools. Since most teachers may not have the technique to implement the CALL, even some do have the technique, they don't have enough time to do so. And most of the schools do not want to spend money on hiring an IT technician just for developing CALL. So most of the CALL in Hong Kong are developed by commercial parties. This kind of CALL may not fit the leaners' or teachers' need. So, what can we do to solve it?
I think these three phases are common to all computer programme development. It is also valid to all curriculum development.
The author quoted two points of views about at which stage the media is selected. Someone think that it's not necessary to consider the media right from the start. However, some think that having a solid knowledge of the media in the earliest stage is a powerful foundation. I agree with the second point of view, if we don't have any knowledge of the media, the design of the CALL will be in danger. We may need to change the design because it's not practical. Although the author warned that this approach may make the CALL technology-led, I think it's more suitable.
The second part of the paper is about the CALL survey. Responses to the questionnaire are divided into categories. I would like to use my own experience to apply the categories.
It is fortunate that I've participated in the e-schoolbag project in my previous school. I think it's a quite successful project, although I've left for a few years already. We tried to develop some computer activities for our students to learn Chinese, English, Maths and General Studies. Below is the link to one P4 English topic.
http://www.bwcss.edu.hk/~e-schoolbag/english/4a-olympic/index.htm
I will categorize it as "Syllabus specifications". When we had a coplanning on the topic, we wanted computer backup for our textbook. So we (the P4 English teachers) designed the learning activities. We drew our plans on papers. When we designed the learning activities, we considered the media as well. We tried our best to make sure that what we designed was executable. Then we asked the IT technician to do the implementation. This matches with the sequential process in the paper.
1. Conceptualization of learning activity
2. Matching to suitable software format
3. Software specification
4. Programming
However, in this case, the language teachers only did the first step (designing the learning activities). The IT technician did all the other steps.
This kind of CALL is not common in Hong Kong schools. Since most teachers may not have the technique to implement the CALL, even some do have the technique, they don't have enough time to do so. And most of the schools do not want to spend money on hiring an IT technician just for developing CALL. So most of the CALL in Hong Kong are developed by commercial parties. This kind of CALL may not fit the leaners' or teachers' need. So, what can we do to solve it?
Saturday, February 16, 2008
Language Learner Behaviour in a Virtual Environment
I can't agree more!
The author claimed that a virtual learning environment may constitute a more relaxed and stress free atmosphere than a classroom. And the findings showed that some students shows a distinct behaviour pattern when working online. Julie and Linda who are considered to be passive in class take the initiative online. They are concluded as flourished in the virtual environment.
I think I am in the same type as Julie and Linda. I prefer asking questions by email than in person. I feel extremely nervous when directly addressed in class. A few years ago, when ICQ was still popular, one of my friends commented that I was much more talkative online. I though he's right. Although my case is a bit different, I am talking in Cantonese instead of English. Some statements from the essay can explain the situation.
It's obvious that virtual environment cannot solve the problem. We cannot just communicate online, however it can work as scaffolding. It lets the anxious students gain confidence. So I agree that virtual learning environment should be used to accompany classroom teaching. It gives chance for shy students to learn and prevent domination.
The author claimed that a virtual learning environment may constitute a more relaxed and stress free atmosphere than a classroom. And the findings showed that some students shows a distinct behaviour pattern when working online. Julie and Linda who are considered to be passive in class take the initiative online. They are concluded as flourished in the virtual environment.
I think I am in the same type as Julie and Linda. I prefer asking questions by email than in person. I feel extremely nervous when directly addressed in class. A few years ago, when ICQ was still popular, one of my friends commented that I was much more talkative online. I though he's right. Although my case is a bit different, I am talking in Cantonese instead of English. Some statements from the essay can explain the situation.
The illusion of anonymity that online work gives is a define advantage to the shy and introvert language student.
A virtual learning environment is likely to lower the level of language anxiety.
It's obvious that virtual environment cannot solve the problem. We cannot just communicate online, however it can work as scaffolding. It lets the anxious students gain confidence. So I agree that virtual learning environment should be used to accompany classroom teaching. It gives chance for shy students to learn and prevent domination.
Internet resources for English Language Teaching
BBC Bitesize Primary
Description
This website is suitable for Key Stage 2 students in Hong Kong in terms of topic covered and level of difficulty of language items. Different types of activities can be found on this website. The colourful and interactive animations can facilitate learning on screen. Commentary feedback is provided after the answer is submitted.
How we can use this website
We can use this website to assess our normal teaching since its activities match well with Hong Kong English KS2 curriculum. For example, the section "Factual writing: instructions" aligns with Primary 4 Instruction writing. The focus is how to write steps. The online task requires students to choose a task and write instructions on how to do it. While choosing the options, students need to exercise their critical thinking to judge which option is the most suitable one. It is an effective way for introduction or recap of instructions.
Pros and cons
We find this website good for introducting text types, grammar points and consolidation. The website can inspire learners to explore grammatical rules. This website mainly focuses on reading and writing, but not speaking or listening.
Description
This website is suitable for Key Stage 2 students in Hong Kong in terms of topic covered and level of difficulty of language items. Different types of activities can be found on this website. The colourful and interactive animations can facilitate learning on screen. Commentary feedback is provided after the answer is submitted.
How we can use this website
We can use this website to assess our normal teaching since its activities match well with Hong Kong English KS2 curriculum. For example, the section "Factual writing: instructions" aligns with Primary 4 Instruction writing. The focus is how to write steps. The online task requires students to choose a task and write instructions on how to do it. While choosing the options, students need to exercise their critical thinking to judge which option is the most suitable one. It is an effective way for introduction or recap of instructions.
Pros and cons
We find this website good for introducting text types, grammar points and consolidation. The website can inspire learners to explore grammatical rules. This website mainly focuses on reading and writing, but not speaking or listening.
Wednesday, February 6, 2008
Language Learning & Technology
This is what I read in "Tag Clouds in the blogosphere: Electronic Literacy and Social Networking". I find it useful and intersting.
While language instructors may use blogs for reading/writing practice in the target language, most educational uses of blogs have involved course blogs in which the instructor leads a discussion on course-related topics. Blogs offer interesting opportunities for collaborative projects, debates, or interactive travel logs. They provide an opportunity for students to write in a public sphere and in a more coherent and organized way than in chat or instant messaging. A major benefit of using blogs is to provide an environment in which students engage with the topic and with one another, developing skills of persuasion and argumentation.
It is possible to create a more student-centered learning environment using blogs, particularly if students create blogs that they control and whose content they own.
While language instructors may use blogs for reading/writing practice in the target language, most educational uses of blogs have involved course blogs in which the instructor leads a discussion on course-related topics. Blogs offer interesting opportunities for collaborative projects, debates, or interactive travel logs. They provide an opportunity for students to write in a public sphere and in a more coherent and organized way than in chat or instant messaging. A major benefit of using blogs is to provide an environment in which students engage with the topic and with one another, developing skills of persuasion and argumentation.
It is possible to create a more student-centered learning environment using blogs, particularly if students create blogs that they control and whose content they own.
Evaluation of BBC - Bitesize Primary
My groupmates are Dora, Fiona and Paul. It's the first time that I work with them. Hope we can cooperate with each other.
The website that we're going to evaluate is BBC - Bitesize Primary. There're a few sections on this website. We're going to concentrate on Key Stage 2 English, since we're all teaching KS2 at school.
After discussion, we planned to adopt Hubbard's framework for CALL Courseware evaluation. The framework consists of three main components, namely operational description, teacher fit and learner fit.
Operational description includes activity type, presentional scheme, layout, feedback, etc.
Teacher fit concerns how well the developer's assumptions about language and leanring as manifested in the courseware correspond to those of the evaluator (i.e. ours ^_^).
When evaluating learner fit, we considered whether the website suited the needs of our students and the role of the courseware in class.
Finally, we tried to adopt the website into our teaching. We chose the task - Factual writing: instructions. We are still thinking of how we can use this website in class. It can be used as both instruction and practice. Students can work independently. However, it will be an good idea to work in small groups, so that students can develop their communicative skill.
The website that we're going to evaluate is BBC - Bitesize Primary. There're a few sections on this website. We're going to concentrate on Key Stage 2 English, since we're all teaching KS2 at school.
After discussion, we planned to adopt Hubbard's framework for CALL Courseware evaluation. The framework consists of three main components, namely operational description, teacher fit and learner fit.
Operational description includes activity type, presentional scheme, layout, feedback, etc.
Teacher fit concerns how well the developer's assumptions about language and leanring as manifested in the courseware correspond to those of the evaluator (i.e. ours ^_^).
When evaluating learner fit, we considered whether the website suited the needs of our students and the role of the courseware in class.
Finally, we tried to adopt the website into our teaching. We chose the task - Factual writing: instructions. We are still thinking of how we can use this website in class. It can be used as both instruction and practice. Students can work independently. However, it will be an good idea to work in small groups, so that students can develop their communicative skill.
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