❀ Week 14 ❀

❀ Week 13 ❀

❀ Week 12 ❀ 7 Steps to design CAI

🎬 7 Steps to design CAI

📌 1 : Preparation

📌 2 : Design Instruction

📌 3 : Flowchart Lesson

📌 4 : Create Storyboard

📌 5 : Making Program Lesson

📌 6 : Produce Supporting Materials

📌 7 : Evaluate and Revise

❀ Week 11 ❀ Three Phrases of CALL

🍄 Three Phrases of CALL 🍄

CALL can be generally categorized based on three teaching methodologies dominant in ELT:

  

🍓 Behavioristic CALL

Most of CALL programs in this phase entailed repetitive language drills-and-practice activities. Taylor (1980) referred to drill and practice courseware as a tutor presenting drill exercises without feed-back component. In this regard, the computer serves as a vehicle for delivering instructional material. 

🍓 Communicative CALL

The focus of CALL in this phase is placed on using the language or functions rather than analysis of language forms. According to Warschauer (1997), the first communicative CALL software (e.g., text reconstruction and language games) continued to provide students with language skill practice, but not in a drill format like in the first phase. In other words, computers provide context for students to use the language, therefore, grammar is taught implicitly rather than explicitly, allowing students create originality and flexibility in their output of the language. The computer, thus, functions as stimulus, where the computer stimulates students’ discussion and writing through role-playing games.  

🍓 Integrative CALL

In this phase, the computer serves as tool, in which the computer does not provide learning material, but empowers users to actually use language. CALL in this period is regarded as a shift from the use of the computer for drill and tutorial purposed into a medium for extending education beyond the language classroom. In other words, in integrative approaches, students learn how to use a variety of technological tools as part of an ongoing process of language learning and use, rather than visiting the computer lab on a once a week basis for isolated exercises. 

❀ Week 10 ❀ Computer Assidted Language Learning and English Language Teaching in Thailand

Computer Assisted Language Learning and English Language

Teaching in Thailand: Overview

Attapol Khamkhien

Faculty of Liberal Arts and Science, Kasetsart University

 Computer Assisted Language Learning (CALL) 

CALL can be generally categorized based on three teaching methodologies dominant in ELT

🎃 Behavioristic CALL

🎃 Communicative CALL

🎃 Integrative CALL

🎅 Advantages of CALL in Language Learning

🎄 The use of CALL to support in language learning provides students with the authenticity of the input.

🎄 Students can have an opportunity to interact in one or more of the four core skills, namely listening, speaking, reading, and writing because they have to use or produce text meant for an audience in the target language, not the classroom (Garrett, 1982).

🎄 Teachers can use CALL to provide easy and rapid access to a variety of language learning resources and multimedia components of dynamic and authentic input in all areas of language that teachers could not offer without additional teaching aids.

🎄 Activities that made available from CALL which the teachers can let the students practice with the target language.

🎄 CALL, especially computer mediated communication or CMC, helps encourage foreign language learners to produce comprehensible output.

🎄 The use of CALL in language classroom basically help improve students’ self-concept and mastery of basic language skills, more student-centered learning and engagement in the learning process, more active processing, resulting in higher-order thinking skills and better recall, and gain confidence in directing their own learning. 

🎄 CALL is able to provide learners with the kinds of information and support that they require to complete individual tasks and to respond to the diversity of learner needs even within a single classroom structure.

🎄 They can repeat their lesson at anytime and anywhere they want in order to understand the whole lesson more thoroughly.

🎄 CALL can be used to promote autonomous learning.

🎄 CALL allows students to focus on the development of their four macro language skills, they can enjoy their own individuality because they can choose and determine their own level, pace, and time of language practice and development.

🎄 Learners can be able to design their own path in their lifelong learning process by interacting with the learning environment and by making use of learning frameworks.

⛔ Disadvantages of CALL in Language Learning 

🍉 The limited exposure to the target language input produced by native speakers might be compensated by the presence of the Thai teachers in an English classroom.

🍉 CALL might not be fully affordable and available to all institutions because of the relatively high cost of appropriate computer technology and efficient network system in class.

❀ Week 9 ❀ CAI

🌼 What is CAI?

🐶 Computer-Assisted Instruction (CAI), is the instructional use of a computer to present training methods including simulations, games and tutorials. CAI offers an interactive presentation of materials through the use of graphics, text, video and audio enhancements. Often used as a tool to facilitate the training experience, it can enhance the user experience and increase engagement.

🌼 Type of CAI

🐶 Tutorial Instruction

🐶 Drills and Practice

🐶 Simulation

🐶 Instructional Games

🐶 Discovery

🐶 Problem – Solving

🐶 Tests

🌼 Advantages of CAI

🐶 one-to-one interaction

🐶 great motivator

🐶 freedom to experiment with different options

🐶 instantaneous response/immediate feedback to the answers elicited

🐶 Self pacing - allow students to proceed at their own pace

🐶 Helps teacher can devote more time to individual students

🐶 Privacy helps the shy and slow learner to learns

🐶 Individual attention

🐶 learn more and more rapidly

🐶 multimedia helps to understand difficult concepts through multi sensory approach

🐶 self directed learning – students can decide when, where, and what to learn

🌼 Limitations of CAI

🐶 may feel overwhelmed by the information and resources available

🐶 over use of multimedia may divert the attention from the content

🐶 learning becomes too mechanical

🐶 non availability of good CAI packages

🐶 lack of infrastructure

❀ Week 8 ❀ Digital Writing : Enhancing Ways of Teaching and Learning Writing

 📋 Digital Writing : Enhancing Ways of Teaching and Learning Writing 📍

🌼 Problems in Writing Class : Struggling Writers

🌵 Many struggling writers have language difficulties.

🌵 Struggling writers is often less motivated to write and fails to organize their ideas.

🌵 The learners usually have poor handwriting (or has difficulty to write) and write slowly or illegibly.

🌵 They also have problems in expressing their idea through composition and sometimes have trouble communicating and understanding their teachers and peers during discussion in the classroom.

🌵 Many struggling writers' primary writing problems involve a lack of confidence in  producing text and insecure feelings about showing their writing to others./

🌼 Types of Digital Writing

🌵 Blogs

A blog is a discussion, informational article or personal journal, published on the World Wide Web, which is often frequently updated. Blogs allow people to post or exchange information with no constraints on time and space.

🌵 Instant Messaging (IM)

             As a type of synchronous communication, Instant Messaging (IM) is a form of Internet- based, real time text communication between users on the same system.

             🌵 Social Network Site (SNS)

            A social network site (SNS) is a website or an online service platform in which people share interest, create a public or semi-public profile, and interact with other users.

🌼 Characteristics of Digital Writing: Features that Support Struggling Writers

         🌵 Digital writing has distinctive characteristics and strengths. Many researchers report positive findings of digital communication application on various aspects related to language learning. First, many digital writing provide opportunities for users to use nicknames or pseudonyms. Second, learners want to communicate to the group or readers. The learners can view their language message as they produce them. So, learners or those who have problems with spelling and low command of vocabulary. Finally, digital is flexible for teachers to modify contexts to suit learner's language needs and interests.

🌼 Activities for Teaching Writing with Digital Writing

🌵 Affiliate Group Chat

🌵 Guess Who

🌵 Scavenger

🌵 Little Reporter

🌵 Secret Admirer

🌵 Role Play

🌵 Peer Feedback

🌵 Closed Group Community

❀ Week 7 ❀ Corpus for Classrooms

📋 Corpus-based Activities and Ideas for Material Design 📎

👑 Elementary students: Collocations: make/do

⚡ Verb pairing game

⚡ Computer cloze activity

⚡ Screenshot analysis

👑 Intermediate students: Modal verbs

⚡ Contextual Analysis

⚡ Cloze activities

⚡ Spot the error activity

⚡ Multiple-choice

⚡ Express yourself

👑 Upper intermediate students: Phrasal verbs

⚡ Cloze activity

⚡  Concordance Analysis

📐 Conclusion

Although using corpora in language teaching is challenging, it has a big potential in EFL classrooms. If teachers are trained on how to design suitable corpus-based tasks, they can help their students get exposed to a broader framework of how English is used for communication by native speakers. Certain points to bear in mind while designing corpus-based tasks include the ability level of the students, cultural and educational backgrounds and the age group of the students. It is also recommended to use online corpora as they are available for anybody at any given time. In class a specialized corpus is needed, EFL instructors and researchers need to make sure it is available at their institutions. The researchers’ next plan is to examine some of the activities listed above using a more in-depth approach to highlight the benefits, challenges and drawbacks of each.  

❀ Week 6 ❀ Modal Auxiliary in British English : A Corpus-Based Study of Modality through British National Corpus

📐 A Corpus-Based Study of Modality through British National Corpus 🚩

🍦 BNCweb is a useful device to explore practical usage in English language. Besides common grammatical knowledge, collocates can give new insight and broaden our point of view.

🍩 Modal verbs must', "have to" and "should" have been explained in theoretical usage in many textbooks and sometimes each one has been exemplified by unrealistic examples.

🍦 Through application of BNCweb, collocates can elucidate unforeseen patterns that co-occur with each modal verb and this will assist, at least, English teachers to give realistic examples to students from the top list of collocates.

🍩 However, the top list of collocates is flexible due to, firstly, a span of words in left and right position and, secondly, statistical methods. These two factors are subject to results of collocations if either the span or other statistical methods were to change to other values.

🍦 Although the difference might be diminutive, other investigation is still appealing as it may enrich our point of view in modalities.

❀ Week 5 ❀ Using Corpus Analysis Software to Analyse Specialised Texts

🌳 Using Corpus Analysis Software to Analyse Specialised texts 🌲

🌳  What is a corpus?

🌼 A corpus can be generally defined as a collection of naturally-occurring texts in a computer-readable format which can be retrieved and analyzed using corpus analysis software.

🌳 Sources of language corpora

🌼 Subscribe to a large corpus provider such as the British National Corpus (BNC)

🌼 Use web concordancing (for instance http://corpus.leeds.ac.uk,  http://corpus.byu.edu/)

🌼 Compile own corpora and analyze data using corpus analysis software like ‘Antconc’ , ‘Wordsmith’ or ‘Paraconc’.

🌳 Designing a specialized corpus

🌼 Corpus size

🌼 Text extracts vs. full texts

🌼 Number of texts

🌼 Medium

🌼 Subject and text type

🌼 Other considerations

🌳 Sources of specialized texts

🌼 Printed materials

🌼 Word document texts

🌼 CD-ROMs

🌼 Text on the Web

🌼 Online databases

  

🌳 Getting started with Antconc

    

     🌼 Download the latest version and watch YouTube tutorials from       

      http://www.antlab.sci.waseda.ac.jp/antconc_index.html

🌳 Creating a specialized corpus profile

Size	96,736  words
Source of corpus data	From the internet (anybookfree.com/series/book/the-hunger-games)
Number of texts	25 texts
Medium	Spoken
Subject	Series The Hunger Games
Text type	New article
Authorship
Language	Texts written in English mostly by native speaker
Publication date	Recent texts (Retrieved in August 2018)

❀ Week 4 ❀ The Use of Multimedia in English Teaching

The Use of Multimedia in English Teaching

ZHANG Zhen

Leshan Normal University, Leshan, China

🌼 The Definition of Multimedia

The use of computers to present text, graphics, video, animation, and sound in an integrated way.

🌼 Components of Multimedia

💬 Text

          🎃 Graphics

🎅 Animation

🎵 Sound

🎬 Video

🌼 The Necessity of Multimedia in English Teaching

📐 The Necessity of Development of Modern Educational Technology

📐 The Needs of Quality Education

📐 The Needs of Students’ Cognitive Mental

🌼 The Multimedia Teaching

🎅 Advantages

🎄 Arousing the students’ interest

Multimedia is this kind of media which can show a variety of sounds, images, animation, and other effects, firmly grasping the student’s interest. It also can stimulate the students’ strong desire to study English actively. Multi-media teaching can not only greatly stimulate students’ interest in learning, but also make teaching becomes vivid and lively.

🎄 Improving students’ self-learning ability

The use of multimedia will be conducive to transition for students from the traditional passive learning to active state for independent study. In this way, students can not only see their learning outcomes in the shortest period of time, but also continue stimulating interest in their own learning through the multimedia network.

🎄 Improving students’ innovative ability.

Meanwhile, multi-media teaching can also develop student’s ability to innovate. Things need to innovate, Einstein said: “Imagination is more important than knowledge, and is a source of knowledge”. In teaching, the teachers should pay attention to tap the imagination of students. To use multimedia can achieve the desired results and find unlimited resources in textbooks.

🎄 Cultivating students’ communication skills.

Through multi-media teaching, we can create real-life scenes in the classroom. It is not only to shorten the distance between teaching and practice and give students the opportunity to use English to communicate, but also to satisfy their curiosity in psychology and stimulate the expression of desire.

🎄 Increasing classroom capacity

The use of multimedia technologies can make students notice a clear knowledge and a new expansion by huge information capacity which shows by all kinds of media.

🎅 Problems

🎄 Confusion

🎄 Performance on behalf of the lead.

🎄 Lack of special skills

🎄 Over-use of multimedia

🎄 Lack of interaction between teachers and students

🎅 Strategies for Using Multimedia

🎄 Combining Modern Teaching Methods With Traditional Teaching Methods 

🎄 Viewing Multimedia as the Assistance to Teaching

🎄 Building the Ideal Relationship Between Teachers and Students

🎄 Strengthening Teacher Training

🎅 The Principles of Multimedia-Assisted Teaching

🎄 Scientific principles. Namely, courseware design cannot appear any errors;

🎄 Subsidiary principle. We must always adhere to: Although multi-media teaching has many advantages, it is only a supplementary means, and does not substitute for the role of people.

🎄 Interactivity principle. More interactivity between teachers and students, students and multimedia, more effective results we will have.

🎄 Combination principle. Combine the advantages of modern teaching and the traditional teaching organically.