LEVEL: Form 5
TIME: 80 minutes
AIMS: To practice writing and commenting on other’s writing
TECHNICAL REQUIREMENTS: One computer per person with an Internet connection, a Web Browser, and e-mail. Each student needs an e-mail address.
Websites: http://www.fanfiction.net/, http://www.fictionpress.com/
PREPARATION: 1. First locate the suitable websites.
2. Check the sites before the lesson
PROCEDURE:
1. Explain to the students the purpose of the lesson. Ask questions about what they know about writing a story. Then, explain the students about original fiction and fanfiction and the difference between both types of fiction.
2. Show an example of a piece of fanfiction/original fiction on the projector screen.
3. Send the students to the chosen websites and demonstrate how to sign up as a member of said site if they don’t have a member’s account. Explain the features of the website as well. Also, demonstrate how to make a profile page for their stories.
4. Give the students half an hour to write any story about anything. A short passage or paragraph would be enough.
5. After the students have finished with writing their paragraphs, demonstrate how they can upload their stories. Ask them about what type of story they chose to write and which is easier to write (fanfiction/original fiction).
6. Now, have the students exchange URL addresses to the stories they have written with their neighbour so they may read them and then leave comments/reviews. These comments will appear on their e-mails.
7. The students give their profile page addresses to the teacher so they may read their writing and leave comments on their stories. EG: http://www.fanfiction.net/u/676659/Kamen_Rider_Chrome
FOLLOW-UP
A week later, have the students step forward and read the reviews/comments they have received within the week for their stories on the website. Also, have them read the number if hits their stories have received within the week.
Encourage the students to write and submit more stories if they have time.
Thursday, September 10, 2009
Thursday, August 27, 2009
CALL TASK 2
TSL641: COMPUTER ASSISTED LANGUAGE LEARNING (CALL)
TASK 2: ARTICLE REVIEW
VOICE BLOG: AN EXPLANATORY STUDY OF LANGUAGE LEARNING
LANGUAGE LEARNING AND TECHNOLOGY, JUNE 2009, VOLUME 13, NUMBER 2, pp 88-103
YU-CHIH SUN
INTRODUCTION
The purpose of this article review, conducted for my Computer Assisted Language Learning Class, is to analyse and summarise a journal on language learning based on the practice of blogging. As such, an online article on the subject was used as the primary source of information for this article review. Blogging is a popular past time amongst internet users and a widely used method of spreading information regarding popular subjects or personal details. It’s a method of expression and two-way information via the way of comments. This article review will present whether or not blogging is useful in the ways of language learning.
SUMMARY OF THE ARTICLE
The article I have chosen (Voice Blog: An Explanatory Study of Language Learning) is a research article that studies language learners’ speaking skills with the purpose of studying and reporting onto the integration of class blogs into L2 speaking courses and to examine the effect of participants’ learning strategies and learning strategies as well as the participants’ perception of the learning experience afforded by blogs. The study itself aims to provide a theoretical and pedagogical foundation based on the idea that the constant practice of blogs can become an important part of instruction, and that blogs allow students to structure their thoughts, ideas, and to make them publicly available on the internet/world wide web. Data for the study is collected via a set of surveys conducted on students regarding their attitudes towards the blogging process and through the conduction of retrospective interviews with the students (the subjects). The subjects for the study are 46 Taiwan college students in 2 oral communication classes with 24 and 22 students respectively. 15 of the students were females while 31 were males. Their average age altogether was 20.67 years old. They were made up of 1 freshman, 14 sophomores, 8 juniors, 22 seniors and 1 graduate student. These students had spent a total of 9 years studying English and most have never studied abroad where English is the dominant language. They also majored in a variety of technical disciplines. To put it simply, these students have little exposure to English. Over the course of the semester, which lasted a total of 18 weeks, the selected participants have uploaded a total amount of 1,239 blog-entries, and left 646 comments on their classmates’ entries. On average 27 blog entries and 14 comments were uploaded by each student for the entire semester.
MY REVIEW
The research interested me quite well since it revolves around a popular media thread on the internet known as blogging. Blogging is basically writing journals and having them viewed publicly while allowing said public to leave comment. This sort of practice in the use of English may allow students to perfect their written language skills, but only their written skills despite how it allows them to collect, organize and generate their thoughts. The research, in my own honest opinion, was quite well conducted based on the results of the study despite the limited time being used. If I had conducted said research, I would’ve conducted it better and specify areas which needed to be improved. Of course, I do believe that blogging can be used in the ESL classroom when it comes to learning English, but only in the big city areas and not the rural areas, simply because students in the rural areas don’t have much experience with computers or simple show disinterest in the subject.
CONCLUSION
Blogging presents a creative and interesting way in learning and practicing English. It also serves to be comforting to students who are private people and not the ‘in your face’ sort of people. Only time will tell, I suppose.
TASK 2: ARTICLE REVIEW
VOICE BLOG: AN EXPLANATORY STUDY OF LANGUAGE LEARNING
LANGUAGE LEARNING AND TECHNOLOGY, JUNE 2009, VOLUME 13, NUMBER 2, pp 88-103
YU-CHIH SUN
INTRODUCTION
The purpose of this article review, conducted for my Computer Assisted Language Learning Class, is to analyse and summarise a journal on language learning based on the practice of blogging. As such, an online article on the subject was used as the primary source of information for this article review. Blogging is a popular past time amongst internet users and a widely used method of spreading information regarding popular subjects or personal details. It’s a method of expression and two-way information via the way of comments. This article review will present whether or not blogging is useful in the ways of language learning.
SUMMARY OF THE ARTICLE
The article I have chosen (Voice Blog: An Explanatory Study of Language Learning) is a research article that studies language learners’ speaking skills with the purpose of studying and reporting onto the integration of class blogs into L2 speaking courses and to examine the effect of participants’ learning strategies and learning strategies as well as the participants’ perception of the learning experience afforded by blogs. The study itself aims to provide a theoretical and pedagogical foundation based on the idea that the constant practice of blogs can become an important part of instruction, and that blogs allow students to structure their thoughts, ideas, and to make them publicly available on the internet/world wide web. Data for the study is collected via a set of surveys conducted on students regarding their attitudes towards the blogging process and through the conduction of retrospective interviews with the students (the subjects). The subjects for the study are 46 Taiwan college students in 2 oral communication classes with 24 and 22 students respectively. 15 of the students were females while 31 were males. Their average age altogether was 20.67 years old. They were made up of 1 freshman, 14 sophomores, 8 juniors, 22 seniors and 1 graduate student. These students had spent a total of 9 years studying English and most have never studied abroad where English is the dominant language. They also majored in a variety of technical disciplines. To put it simply, these students have little exposure to English. Over the course of the semester, which lasted a total of 18 weeks, the selected participants have uploaded a total amount of 1,239 blog-entries, and left 646 comments on their classmates’ entries. On average 27 blog entries and 14 comments were uploaded by each student for the entire semester.
MY REVIEW
The research interested me quite well since it revolves around a popular media thread on the internet known as blogging. Blogging is basically writing journals and having them viewed publicly while allowing said public to leave comment. This sort of practice in the use of English may allow students to perfect their written language skills, but only their written skills despite how it allows them to collect, organize and generate their thoughts. The research, in my own honest opinion, was quite well conducted based on the results of the study despite the limited time being used. If I had conducted said research, I would’ve conducted it better and specify areas which needed to be improved. Of course, I do believe that blogging can be used in the ESL classroom when it comes to learning English, but only in the big city areas and not the rural areas, simply because students in the rural areas don’t have much experience with computers or simple show disinterest in the subject.
CONCLUSION
Blogging presents a creative and interesting way in learning and practicing English. It also serves to be comforting to students who are private people and not the ‘in your face’ sort of people. Only time will tell, I suppose.
Thursday, August 6, 2009
Computer Assisted Language Learning Task 1
ESL WEBSITE EVALUATION
1. The application (the website INTERESTING THINGS FOR ESL STUDENTS) attempts to teach topics such as vocabulary, listening, reading, speaking and grammar which are the basis for all ESL classes. The application also attempts to ‘teach’ teachers creative ways to deliver an English lesson with suggestions that use art, games and technology in the English Second Language classroom. The various activities can be modified or adapted for the level of proficiently possessed by the students. Not only will the students have a more fun and easier time learning, the activities are also interactive so that the teacher may participate along with the students.
2. The application user is expected to do the following with regards to learning the content. For vocabulary, a list of vocabulary words is provided along with corresponding games and puzzles like crossword puzzles, matching quizzes which are basic word-based games. In terms of listening and speaking, activities such as ‘Listen & Read Along’ as well as pronunciation activities that have the user listen and repeat are also available. Grammar activities are done through Flash Quizzes and Quizzes based on VOA’s Special English Programs. As for writing, spelling and vocabulary quizzes are also available. The application user is expected to fully participate and interact with the website.
3. The application user should have a basic knowledge in how to use the internet and to use the hardware like the mouse and the keyboard. For the activities, it requires just that. Word processing is also vital as well as use of various hardware like the speakers when doing the listening and speaking activities as well as the video viewing programs for the media files available as well. And on a basic note, being able to use (and respect) a computer is also important.
4. A few of the activities, while I was ‘playing’ with the application, seem very familiar, such as the spelling/grammar quizzes which I did in primary school and the Listen & Read Along activity which I did during my early secondary school years. These were often done with a teacher present. I do recall doing a crossword puzzle, in class, with my classmates, like the one in the application as well as the rearrangement of words to make a sentence and the rearrangement of letters to make various words. Also, there was storytelling, but aside from that nothing else seems familiar.
5. A few of the theories of language learning/teaching can be seen being utilized in the application. These theories are called ‘theories in practice’ as they are being actively used within the application. In other words methods. The teaching/learning methods can be seen in the activities as they properly promote the practice of second language (English) learning. One of these theories is the Social Interactionist Theory. This is shown through written, spoken and visual activities. Then there is the Relational Frame Theory which is the theory that connects the learning of language with the interaction of the learner and the environment, with the environment being the website’s applications since they are interactive activities that give visual rewards for every successful task, promoting self motivation for the learner.
6. The Constructivist Theory of Learning does apply to the chosen website since the website utilizes language games and activities. According to the constructivist theory, humans generate knowledge and meaning from experience. I believe the activities existing in the application apply this theory since the activities are interactive and allow the user to repeat the activities over and over again like a drill. This action allows the user (students) to learn better and as a game a sense of competitiveness and to be better than their fellow students will have them practice and be better. Of course there will be a lack of social interaction between the user and computer as one is a person and the other is a machine, unless a connection is made between two or more persons via the machine. The activities also serve to challenge the user as their level of proficiency progresses. A sense of accomplishment once the user succeeds in conquering the activities may also motivate them into doing better and maybe help them to encourage others as well.
7. I don’t believe that the computer is a replacement for a teacher nor is it a servant for the students. I do believe that the computer and the applications are a useful tool. A computer can only do so much but people can go beyond their limitations for the sake of knowledge and education. The computer is merely a means towards and end, with the end result being a more successful individual who can teach or learn better. The applications within the website serve as learning exercises and tools to assess the users and tools for the teacher to use for their classroom. From how I see it, a computer is neither a replacement or a slave. Rather, it is an assistant since it assists us in doing specific tasks.
8. Yes, I would use the application myself in any and all future work. This is because the variety of activities can be used for any specific proficiency level (Beginner, Intermediate and Advance). The interactive feature of the application also helps and the visual and audio aids make it interesting. The delivery of the substance is also interesting and will be able to draw in the attention of the students. I would definitely recommend teachers and students to use this website for future activities in the classroom and personal use.
Website URL: http://www.manythings.org/
1. The application (the website INTERESTING THINGS FOR ESL STUDENTS) attempts to teach topics such as vocabulary, listening, reading, speaking and grammar which are the basis for all ESL classes. The application also attempts to ‘teach’ teachers creative ways to deliver an English lesson with suggestions that use art, games and technology in the English Second Language classroom. The various activities can be modified or adapted for the level of proficiently possessed by the students. Not only will the students have a more fun and easier time learning, the activities are also interactive so that the teacher may participate along with the students.
2. The application user is expected to do the following with regards to learning the content. For vocabulary, a list of vocabulary words is provided along with corresponding games and puzzles like crossword puzzles, matching quizzes which are basic word-based games. In terms of listening and speaking, activities such as ‘Listen & Read Along’ as well as pronunciation activities that have the user listen and repeat are also available. Grammar activities are done through Flash Quizzes and Quizzes based on VOA’s Special English Programs. As for writing, spelling and vocabulary quizzes are also available. The application user is expected to fully participate and interact with the website.
3. The application user should have a basic knowledge in how to use the internet and to use the hardware like the mouse and the keyboard. For the activities, it requires just that. Word processing is also vital as well as use of various hardware like the speakers when doing the listening and speaking activities as well as the video viewing programs for the media files available as well. And on a basic note, being able to use (and respect) a computer is also important.
4. A few of the activities, while I was ‘playing’ with the application, seem very familiar, such as the spelling/grammar quizzes which I did in primary school and the Listen & Read Along activity which I did during my early secondary school years. These were often done with a teacher present. I do recall doing a crossword puzzle, in class, with my classmates, like the one in the application as well as the rearrangement of words to make a sentence and the rearrangement of letters to make various words. Also, there was storytelling, but aside from that nothing else seems familiar.
5. A few of the theories of language learning/teaching can be seen being utilized in the application. These theories are called ‘theories in practice’ as they are being actively used within the application. In other words methods. The teaching/learning methods can be seen in the activities as they properly promote the practice of second language (English) learning. One of these theories is the Social Interactionist Theory. This is shown through written, spoken and visual activities. Then there is the Relational Frame Theory which is the theory that connects the learning of language with the interaction of the learner and the environment, with the environment being the website’s applications since they are interactive activities that give visual rewards for every successful task, promoting self motivation for the learner.
6. The Constructivist Theory of Learning does apply to the chosen website since the website utilizes language games and activities. According to the constructivist theory, humans generate knowledge and meaning from experience. I believe the activities existing in the application apply this theory since the activities are interactive and allow the user to repeat the activities over and over again like a drill. This action allows the user (students) to learn better and as a game a sense of competitiveness and to be better than their fellow students will have them practice and be better. Of course there will be a lack of social interaction between the user and computer as one is a person and the other is a machine, unless a connection is made between two or more persons via the machine. The activities also serve to challenge the user as their level of proficiency progresses. A sense of accomplishment once the user succeeds in conquering the activities may also motivate them into doing better and maybe help them to encourage others as well.
7. I don’t believe that the computer is a replacement for a teacher nor is it a servant for the students. I do believe that the computer and the applications are a useful tool. A computer can only do so much but people can go beyond their limitations for the sake of knowledge and education. The computer is merely a means towards and end, with the end result being a more successful individual who can teach or learn better. The applications within the website serve as learning exercises and tools to assess the users and tools for the teacher to use for their classroom. From how I see it, a computer is neither a replacement or a slave. Rather, it is an assistant since it assists us in doing specific tasks.
8. Yes, I would use the application myself in any and all future work. This is because the variety of activities can be used for any specific proficiency level (Beginner, Intermediate and Advance). The interactive feature of the application also helps and the visual and audio aids make it interesting. The delivery of the substance is also interesting and will be able to draw in the attention of the students. I would definitely recommend teachers and students to use this website for future activities in the classroom and personal use.
Website URL: http://www.manythings.org/
Sunday, July 19, 2009
Sunday, July 12, 2009
In-Class Task 1
My name is Farous Izwan Bin Abdul. I am 23 years old and I was born in Newcastle. My DOB is 14/3/1986.
The sort of computer software I can utilise are just simple things, such as:
1) Microsoft Office Powerpoint
2) Microsoft Word Processor.
I haven't had experience with any sort of software beyond that, except for games.
I don't have many skills or knowledge in computer hardware. Meaning, I wouldn't know what to do if my computer was broken. I just send it to the shop and let them handle it for me. The only computer hardware, aside from the computer, that I have used are:
1) Scanner
2) Printer
3) USB thumbdrive that I use to save my work.
As for what sort of activities I engage in, here's the list:
1) I write fanfiction on the internet. This is my profile address: http://www.fanfiction.net/u/676659/Kamen_Rider_Chrome.
2) I also download videos and view them on my computer.
3) I also chat online with other fellow fanfic writers.
To be honest I never used the computer for my teaching during my practicum nor participated in any online learning (as I can recall). I just never had the chance to do so or found anything useful, unfortunately.
The sort of computer software I can utilise are just simple things, such as:
1) Microsoft Office Powerpoint
2) Microsoft Word Processor.
I haven't had experience with any sort of software beyond that, except for games.
I don't have many skills or knowledge in computer hardware. Meaning, I wouldn't know what to do if my computer was broken. I just send it to the shop and let them handle it for me. The only computer hardware, aside from the computer, that I have used are:
1) Scanner
2) Printer
3) USB thumbdrive that I use to save my work.
As for what sort of activities I engage in, here's the list:
1) I write fanfiction on the internet. This is my profile address: http://www.fanfiction.net/u/676659/Kamen_Rider_Chrome.
2) I also download videos and view them on my computer.
3) I also chat online with other fellow fanfic writers.
To be honest I never used the computer for my teaching during my practicum nor participated in any online learning (as I can recall). I just never had the chance to do so or found anything useful, unfortunately.
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