Action Research Reflection

The aim of this action research project is to use an existing website to enhance teaching and to evaluate its effectiveness. The results showed that students were willing to spend time using online resources to learn English than using paper-based supplementary exercises. Also they preferred writing a story online than on paper.

The tasks, Writing a story: beginnings and endings and Writing a story: planning, on the BBC Bitesize Primary website are chosen to help students write a story. The School Intranet is also used for posting the drafts, comments and final products online.

LESSON PLAN FOR STORY WRITING

Aim: To improve pupils' story writing skills by integrating technologies in the classroom

Level: Primary 4 to Primary 6

Materials needed: Internet connected computer for each student

Objectives:

The learners will be able to

1. analyze key elements of a story.

2. develop a story from the scene-setting through the action to the end.

3. do peer-editing.

4. publish the final version of their stories.

Activities:

1. Teacher explains the structure of a story using the BBC Bitesize Primary Website, Writing a story: Planning. Pupils finish the online quiz as homework.

2. Teacher explains the development of a story using the BBC Bitesize Primary Website, Writing a story: Beginnings and endings. Pupils practices with the online activities in the computer room and finish the online quiz as homework.

3. Pupils work in groups to generate ideas and finish the mind map. Then they write up the story map based on the mind map at home.

4. Pupils do an individual writing, which is based on the story map. Then they post their draft for peer-editing on the Intranet.

5. Teacher demonstrates the editing stage. Pupils get into pairs to have the peer-editing and post their comment on the Intranet.

6. Pupils modify their story based on their peer's comment and publish their story on the Intranet.

In this project, the teacher conducted six writing lessons by using the BBC Bitesize Primary website and the school Intranet. The lessons were predominantly constructivist in nature. After evaluation, the students showed improvement in their control of story writing except the ending. The learning materials were found to fit the learners, but sometimes they needed aid. On the discussion board, the learners used the target language to negotiate. The technology supported tasks had a positive impact on both the students and the teacher. The CALL tasks were found to be practical regarding the software and hardware supported. However, the tasks were not authentic to the learners at this moment. To conclude, the use of technology to support process writing was successful and should be promoted to the whole institution in the future.