Reading Presentation

My Quick Share

Prompt # 10

RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.

After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?

Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.


Richardson presents a package of the fun uses of Flicker in a classroom. The annotation feature is impressively useful to add details to different parts of the chosen image. When I was preparing for my quick share presentation”Planning a Trip to a National Park”, I noticed how wonderful that is the information of each park on the map popped up with its photo. That undoubtedly will help a lot during oral class discussion with more visual illustrations.
For English language classes, I find it significant in teaching writing skills in which the learners describe the pictures and paraphrase or elaborate the given details. Also, I may use Flicker annotation features in developing the students reading strategies as a raising prediction stage before showing them the accompanied caption for more critical thinking practicing. Innovation of the adult students will increase when they merge any literature piece and a photo together to create another story.

Regarding to Kern’s article, he demonstrates how CALL technology integration is remarkably tied to language learning and use as a part of daily life interaction. Moreover, he raises the issue of how to ground CALL in a theoretical frame in SLA field. Any activity and tool introduced to the learners should be looked at through social and cultural dimension in learning process. Another issue is the effectiveness measurement of the computer practice in language learning. Assumingly, no one would ignore the great jump of CMC technologies contributions in teaching and learning process. However, there is still a complexity in determining the adequate effectiveness of CMC feedback to improve ELL in certain language aspect [syntax, semantic, phonology] applied in language domains [writing, reading, listening, speaking] . The complexity is, in somehow, explained by the means of three angles reflecting the learner position among the revolution of technologies. The first one is the type of the activity conducted by the user [teacher, learner]. The second is the method/way adapted for the receptive and productive, and eventually the psychological feedback and reaction of the user.

Kern brings CMC as an example to show one of the issues attached to CALL. The incredible variety of CMC forms increase the problematic of their uses. Pedagogically, the teacher may encounter a difficulty to decide which appropriate and reliable form is for the students and the lesson requirements. Concerns are highly combined with the standard form of CMC and the quality of learner productions.

To conclude, educators have to recalculate their steps beyond the simple comprehension of a technology use in language teaching, and give more consideration to the critical analysis in their practices.

Prompt 9

Corpus linguistics is an approach that extensively gets advantage of using computer technology to analyze and evaluate the current language text use in a form of principled databases. The concordance program is very commonly used by educators inside the classroom as a resource to search for a particular word or phrase use patterns in a target language. C.L. program affords diverse registers in which words are expressed appropriately and shows the common use of those phrases by native speakers of a language since each language form has a distinct context or situation ( written or spoken, formal or informal) than other forms.

Teachers would not find such features in their grammatical textbooks to enhance the students’ understanding of certain language aspect. Moreover, C.L draws a valuable dimensional consideration about the future learning texts design and the classroom activities plan. Corpus Linguistics has a great impact on both language learning and teaching development syntactically and lexically. I think it will be a precious source for EFL teachers to answer what the acceptable word use is especially in the spoken language.

Prompt 8

Technology has supplied various forms of computer-mediated communication to help educators and learners in their second language learning process. Conferencing is one of the technologies I found useful for improving the listening oral skills since it is very similar to face-to-face communication, and provides an immediate feedback - as other synchronous forms. MOO is incredibly interesting for both teacher and learners who are involved in a virtual environment and exposed to a target language and culture. Apparently, most learners use the e-mails (asynchronous), where responses may delay, for submitting assignments, interacting and exchange information in their second language learning as my students used to. A common example of using this technology is “Tandem e-mail learning” where there is a balance between the roles of participants, between what they receive and what they contribute. CMC Technologies, in its effectiveness role, have a great promising future if they are pedagogically selected to achieve the planned objectives of second language learning. In general, synchronous forms of CMC develop the oral proficiency of learners and reduce the physical distance within diverse learning environments. In asynchronous tools, learners improve their linguistic quality lexically and syntactically. The individuals’ variations and the strengths and limitations of CMC material considerations should be the basis on which we choose an efficient teaching aid.
Dr. Sauro’s has examined the feedback resulted by using CMC chat tool in terms of short and long effectiveness. The results analysis was highly questionable that it was difficult to determine what the most effective chat setting and type for learners in their target language learning. For future, this study gave us a clue that we should dig in to know how to conduct technological input/output, and deal with certain feedback for beneficial future implications. Again, CMC settings are dimensional and require serious considerations from teachers.

Prompt 7

M. Grgurovic & V. Hegelheimer discussed studies conducted by CALL teachers to prove whether help options, video subtitles or transcripts, would effectively
boost learner’s listening comprehension breakdowns. The results of researches showed
that participants more frequently interacted with the subtitles than
with the transcripts and some of them tended to skip help pages. Obviously, I think the reason for that is we more often used to watch TV subtitles in our daily life- news and movies.

However, I am concerned about one thing which is shifting the purpose of listening comprehension to reading skill since the students will focus on reading the texts instead of concentrating on listening to the video clip. In real life situations, we communicate skillfully with each other (listen and speak) without written texts help.

One of the issues that have been raised by most educators is “How can we promote the learner’s use of help options during multimedia listening activities?” I might be able to elicit the answer for that from both Grgrovic & Hegelheimer’s article and Levy’s practice implication issues.
First, we have to consider that students should have the opportunity to choose what they think they need rather than prescribing specific help option. There should be a match between learners’ interests and the purpose of the material or technique. I mean that the teacher has to clarify the aim beyond using help options before conducting any language activity in order to help students to draw their own learning goals and be more motivated. Unarguably, It is very important to know the students’ technical background and familiarity for effective language use. Finally, the level of difficulty of a material has to correlate the level of students’ proficiency and variation and, also, related to their course of study as a supplementary activity.
CALL materials are not the target themselves, but they are tools for successful learning and teaching process

Prompt 5

Podcasting and ESL Students


iPod has hugely spread among different age groups of people; children teenagers and adults. Some people may consider it weird if I say that I do not have iPod or even mp3 player. I used to download some video clips and listen to multiple podcasts from websites whether for personal or educational purposes.

McQuillan raised the significance of podcasting as a teaching aid to enhance ESL learners through some points. He elaborated the use of podcast digital media program in iPod devices, which delivers audio and video content to users. They provide unbelievable opportunities for ESL students to comprehend certain downloaded parts of their texts easily. To illustrate, they can move smoothly across chapter’s sections – audio and/ or video files, slow the rate of file input, and replay the file to listen repeatedly to specific information, and take iPods and use it everywhere (portable).

iPod can show texts with pictures and synchronized audio listening recordings and that absolutely boosts the level of language acquisition of learners and doesn’t necessitate students interaction inside the classroom. Teachers benefit from this technology in recording and, then, evaluating individuals performance in e.g. slideshow presentations. In addition, they can create their own materials to support the texts.

According to the last part of the question, I would prefer to try audio/ video plus script because as much senses involved as much learning achieved. With lyrics tag students are able to put additional information and access texts, audio and video simultaneously.

Mohammad Almusaad

Very cute girl

Reading Prompt 4

CALL Design and RSS Feeds

Designing call products is very complicated and an arguable issue among designers Who are trying to achieve the desired integration in their CALL material successfully. Levy & Stockwell discussed this issue through understanding three core perspectives; teacher’s, learner’s and institutionwide perspective.

The teacher should consider the availability of combining computers in/outside classroom and the flexibility of the curriculum that based on long-term goals and expectations of teacher and learner. They suggested using managed and organized template that enables student to collaborate broadly, independently and effectively.
Language learner’s perspective is the horizontal integration. This dimension associates with achieving the continuity of using technology across courses. The designers have to be aware of the learner’s knowledge, experience and interests towards the technology to be able to use it desirably in learning process.
The third one is the vertical infrastructural institutionwide perspective. It refers to whole policies and continuous technical supports during inside and outside school use. Applications WebCT or Blackboard is widely used by most of the universities.
Narrow opportunities designers have towards these applications design choices. This is considered a limitation; however, it is the easy current accessible application used in universities. Any hardware or software applications/system should be carefully built for updates and reuse maintenance.

For RSS feeds, I never used them before and recently I realized the these feeds are
valuable for various updates upon any topic. That is very helpful for my prospective students and me. Now, I use the incredible Google RSS feeds and I am joining education subscription. I am planning to fill my packet with other useful ones

Prompt 3

Technology As a Tool of Language Learning


What challenges did Soares face when using blogs with her ESL students, and what lessons did she learn? How does she feel about using blogs with students in the future? Levy describes several types of technologies Choose one of them and describe how you might want to use it (or have used it), and discuss some of considerations that need to be taken when using this technology with ESL students.


Soare is an example of a teacher whose technology knowledge is somehow limited. She started navigating through blogs types to find a suitable one for both her students and classes. When she chose class blog , she expected her students' response posted on the blog but unfortunately, none of them did . She felt completely disappointed because they are not interactive. The students claimed that they are unable to solve tech. problems and not confident about getting
negative feedback from native speakers (readers) . They suggested to do and read posts during classes rather than at home. Her doubts and curiosity were ignited to lead her conducting PEPAs ( Potentially Exploitable Pedagogic Activity ). Any instructor can get the required information from students through certain activities and preserve the significance of learning target language. Again, students' production is still not motivated.

She tended to make online survey and found the key of those problems. First, blog is an optional teacher instrument used inside classroom facilitating teaching and learning processes. Second, students should be given an opportunity to express themselves to communicate desirably through the blog ( much focus is for real life situation interaction rather than focusing language accuracy).

Levy describes several technologies might be used with English language learner. I would use AI ( Artificial Intelligence) which has been ultimately developed to ICALL and then to a special ILTS (intelligent language tutoring system). It is designed to act as a tutoring human to adapt learner's need. Tutor module provides the demanded information to be taught to students via student model module. It is very complex , however, it is a dream if the tech. can convey and correct various ELL input errors as in NLP. It is very useful for written tasks .We have to take in our consideration that this type requires well equipped teacher who can deal with its (construction and interface) without the help of knowledge engineers. Finally, ILTS would greatly assist the teacher, facilitate learning target language and save efforts and time.

Haifa

The Sixth Sense of Technology

Prompt 2

Thursday. January 28th. 2010

Blogs and blogging recently has become very efficient tool to achieve the successful learning conditions stated by Egbert, J. (2005) Call Essentials: Principles and Practices in CALL Classrooms.

Blogging or blog is considered as a gate that English language learners would pass through to interact with other people in different life situations and beyond classroom walls. They will apply, synthesize and evaluate the class information in more authentic functions and interactive negotiators via modern technology. As an example, for college students level , their topic is "Setting Strategies Successful /Plans for Career Life". Their task is to see President Obama speech video, January 27th. 2010 ,on the course blog and they are free to express the ideas by various ways. ELLs may draw a map or diagram about one of the U.S prospective plans, or write an essay about what can be implemented in the future. Learners will be able to organize their thoughts and future priorities and consequently their critical thinking. After that, classmates will read other's blog posted feedback and ,then, mutually respond to each other.

I think it is great idea if the students are linked with other fluent English speakers blogs- outside the school- to improve their language and reinforce their self-confidence towards the course skills as well. Sometimes, Expanding knowledge sources is always a demand criteria by most of ELLs. Therefore, instructors tend to supply them with a variety of safe valuable links (websites-software) to complete their assignments or work.

Furthermore, students should have the opportunity to show their innovation. Blogs will offer them wide range of most helpful educational ways from diverse dimensions. Undoubtedly, the task difficulty has to match student's level within reasonable period of time e.g. intermediate ELL may prepare simple power point slide rather than creating video with supported statistics and data.
When the material/task objectives are set by both a teacher and students, the purpose of using blogs will be obvious and related to the learner interests by asking how /why?

One day, blogging will be sort of any significant documentary that records the learning process through generations.
Regarding to my blogging experience, this is my first time to blog and last week I enjoyed practicing, tackling and creating my blog step by step. I have not decided yet which topic I am going to blog about but soon I will.

HAIFA

Prompt 1

Thursday. January 21.2010

Frankly, I rarely blog to any website unless It's necessary if I need to get certain information or source. In Richardson book there are multiple significant ways that any instructor can use blogs effectively in his/her class. The teacher may start a class blog to supply the students with some online readings to discuss their feedback and reactions. Apparently, the students would be more motivated when their best written pieces posted in a weblog as a good model achieved during class. Also, It is incredibly amazing to create a teaching site concerns about every relevant link, activities or information supporting learning process. Finally, sharing educational ideas and innovations through shared weblog is absolutely beneficial for both learners and teachers.


Levy presented various methods to evaluate a call software such as Hubbard framework and Chapelle theory task-based one.
However, suppose a class has a speaking assignment to make a conversation with a partner or more about one of posted pictures[certain situations] . Unarguably, pronunciation- including intonation, structure and appropriate vocabulary are essential components in forming any speech. How would call system evaluate such integrated task?