Saturday, August 27, 2011
Levels of Technology Integration (LoTI)
This is a great resources. LoTI is better than I thought.
I think that I'm level4a . it was difficult to decide. but I know how to do these web tools
After I read the article about LoTI framework, I decided to keep learning this web technologies to level up to 6 with an year because There are many computers in our English teaching classroom.
LoTI allow us to monitor our learning and Style.
I think that I'm level4a . it was difficult to decide. but I know how to do these web tools
After I read the article about LoTI framework, I decided to keep learning this web technologies to level up to 6 with an year because There are many computers in our English teaching classroom.
LoTI allow us to monitor our learning and Style.
Advice for Future Webskills Course Pa
Hi all
I have enjoyed to learn this web skill course.
I could have received very useful comments from my honorable instructor and good webmates who have various experiences with teaching.
Even though I had difficulties to complete my task, I have learned how to use webskill technologies very well.
I have been lucky to be learned by Donna.
If I have chance to like this online course, I want to participate again.
There are many useful tasks, discussions, recommendable articles, websites in this 10weeks course.
we can directly apply these web skill tools in our classroom .
I have plan to communicate in my blog with my students to improve my students English abilities.
If new participants are looking for the right one, you can find this.
This is a lotto!
Cordially yours
Choi
I have enjoyed to learn this web skill course.
I could have received very useful comments from my honorable instructor and good webmates who have various experiences with teaching.
Even though I had difficulties to complete my task, I have learned how to use webskill technologies very well.
I have been lucky to be learned by Donna.
If I have chance to like this online course, I want to participate again.
There are many useful tasks, discussions, recommendable articles, websites in this 10weeks course.
we can directly apply these web skill tools in our classroom .
I have plan to communicate in my blog with my students to improve my students English abilities.
If new participants are looking for the right one, you can find this.
This is a lotto!
Cordially yours
Choi
Saturday, August 20, 2011
Final project
University of Oregon
American English Institute
Building Teaching Skills through the Interactive Web
Project Report
KYEONGHWAN CHOI
English Teacher,
Chopyeong Elementary School, Republic of Korea.
Summer 2011
Building Teaching Skills through the Interactive Web Project Plan
I. Background
In Korea, most English teachers do not teach writing activities, concentrating instead on
reading and relevant grammar activities. As teachers put great emphasis on the grammatical correctness of written expressions, students not only have few opportunities to write but also hesitate to express what they think in English. The purpose of this study is to analyze the effects of writing competence and affective domain via an experimental research method through web-based free writing for Elementary School student. Through the project writing activities, students can interact with each other with authentic materials, working cooperatively as well as individually. The tasks in the project lead students to improve their writing ability. In order to fully demonstrate this resource, a real project web page has been designed, following a familiar topic, adopted
from a Elementary school textbook. Other online projects are also suggested such as videojug,
online newspaper, and story book project. These suggestions for using online projects to
supplement current textbooks and curricula are further explained through implementation of one project activity with 35 students in a Elementary school.
The research results shows that the students were very satisfied with their project work and their writing was also improved. Aside from that, project work gave the students the chances to use English more than the traditional teaching method. Yet, it should be admitted that there are limitations for project work in the Korean Elementary English classrooms.
First, all English school English students’ English proficiency is not good enough to write in English for project work. Second, teachers will find it difficult to implement these types of project work as almost all the Elementary schools are preferring college entrance exam-oriented class. Therefore, it may be rash to apply project work to the English class in full scale for the present, but if teachers try project work once or twice a week or at least twice a month among five one-hour English classes a week, teachers and students are all getting used to the teaching method. As time passes by, in addition, teachers will be able to find time to
prepare for project work, so both teachers and students will be happy with such classroom teaching. Accordingly, project work that is more effective than the traditional
teaching method in the overcrowded Korean Elementary English classrooms will bring
about not only students’ enthusiasm of English but also enhancement of students’ English by a student-centered learning in the whole educational process.
I I. Issue or problem to be addressed that technology can help with
The poorer a writer is at writing, the more difficult he/she feels in planning a situation of writing, sincerely seeking writing’s subject matter, and creating various contents due to his/her lack of understanding on writing material. The problem is that such a difficulty causes a tendency that they avoid writing itself. In the Korean Elementary and Secondary school curriculum, the learning and teaching of writing in English has taken a minor role among the four skills in English. Although some regular high school English curricula include composition, writing is rarely taught nationwide because it is challenging for both the students and teachers. A main reason for little writing instruction appears to be the exam-based educational system. Great attention has been paid to listening, reading, and grammar because the English section of The College Scholastic Ability Test(CSAT) requires competence in only those skills. Many teachers do not even teach the writing sections in textbooks because they do not have enough time. They also complain that the level of the textbooks is not suitable for each grade, and that the proficiency level of English varies considerably among students in the same grade.
For EFL writers in particular, they have been taught to complete sentences through translation in Korea and there is little opportunity to write in English. Nevertheless, teachers should not neglect the importance of writing,because their students will be confronted with English writing situations in the future. Changes in communication methods have also encouraged more English writing. As communication through computer technologies is greatly increasing, it is more important for English learners to have an ability to write in English
III. Possible solution(s) to try
The research aims at teaching students to create plentiful and various contents by applying ‘a content generation program linked with web.’ Also, the research has an aim to improve students’ writing ability and writing behavior by overcoming the limit of time and space in the writing education which is mainly carried out in classroom.
To find answers for these research questions, twenty 5th graders who went to Chopyeong elementary school in Jincheon is taught for one semester(from September 2011 to December 2011) by the method of reading and listening web contents which were chosen carefully in consideration of learner's level, competence, interest, and curriculum, and then writing journals.
IV. Expected student response
1) the program was effective in the improvement of students’ writing ability in the area of writing content. In terms of correctness, plentifulness, and creativity, the program presented a positive effect.
2) the consciousness of students for writing increased positively.
3) students’ interest and concern in writing enhanced and also their confidence grew
4) the difficulty of students incontent generation became lower, time to invest for content generation became longer, and strategies used in the content generation process became more various.
5) interest in web-used writing increased, a consciousness that using a medium is helpful for content generation enhanced, and a consciousness that using the web is helpful for writing improved.
V. Resources
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved March 10 2007, from the World Wide Web: http://webquest.sdsu.edu/about_webquests.html.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Tribble, C. (1996). Writing. Oxford, UK: Oxford University Press.
Murray,D.E.(2000). Protean communication: The language of computer – mediated communication.TESOL Quaterly,34(3), 395-425.
VI. Timeline
Week 1:
I will make community in my school homepage and Students will join.
Topic : Country Mouse& City Mouse, http://ebse.co.kr
Week 2:
I will check their joining and introduce learning site.
Topic : MyWeek, http://www.kizclub.com/
Weeks 3
I will let my student to take a pre test for checking their writing ability.
Topic : Monsters, http://www.kizclub.com/
Week 4
Students will study contents of VOD list, and write essay.
Topic : My neighborhood’ http://www.kizclub.com/
Week5,6,7,8
1. After reading ‘Country Mouse & City Mouse’,”My week’, ‘My neighborhood’, ‘feelings’ students post comments.
2. Review words, adjectives, feeling about these stories.
3. They learn repeated pattern drills.
4. They will write essay using pattern drills and their experience
Week 9:
After students read stories which they want in web contents, they will write essay for them.
Final project plan
Building Teaching Skills Through the Interactive Web
Project Report
Name: KYEONGHWAN CHOI Country: Republic of Korea
Overall project goal: Plan and conduct action research, which involves a change related to technology use in your classroom.
I. Background
Due to the rapid growth of networking technology, Internet has recently become a vital medium to promote effective communication and education in language learning and teaching.
Schools are reinforcing traditional classroom-based instructions with online learning management systems. Students can benefit through the more frequent online interaction with the teacher for their independent learning outside the classroom. This study explores the effects of the web-facilitated language teaching and learning in English education and suggests how teachers can help students develop learner autonomy and classroom interaction using a web-based learning management system. Students who participated in the study indicated that the web-facilitated instruction was very effective, and they felt that doing class activities through online was very convenient. While sharing common interests and ideas about studying English or life events, they could study English in interactive and collaborative ways. Students also suggested that they could study more and voluntarily through the online learning experience.
The substance of language is to communicate each other. Therefore educational purpose of language is ultimately focused on attaining proficiency of communication capability.
Looking back the past century under the current situation, our education for foreign languages like English has been biased toward literary language skill and spoken language skill has been neglected as the most of English lecturers admit. Recently cultivating communication capability is directly connected to spoken language function as the reflection and reaction to this and the importance of spoken language is too much emphasized as if spoken language function seems to represent overall language function. However substantial communication situation is integral type of listening, speaking, reading and writing and the capability of literary language function is also required importantly according to the situation. In addition to it, sometimes the capability of literary language function is relatively much more needed in the case of learning English as the foreign language like Korea. Accordingly appropriate harmony and balance for the smooth communication activities are required under the current situation. A lot of studies on the teaching methods on English comprehension has been performed until now and related books are massively spreaded. But the effective techniques of teaching English comprehension are not actually applied in education offices and class rooms and traditional teaching methods are followed.
But Web-based instruction has showed up as a new educational method which creates, organize and propagate knowledge based on Internet according to the recent trend of worldwide infrastructure and the web which fits in these education trends has characteristically the possibility of individualized teaching, repeated learning and supports as a various multi-media function.
Looking back the past century under the current situation, our education for foreign languages like English has been biased toward literary language skill and spoken language skill has been neglected as the most of English lecturers admit. Recently cultivating communication capability is directly connected to spoken language function as the reflection and reaction to this and the importance of spoken language is too much emphasized as if spoken language function seems to represent overall language function. However substantial communication situation is integral type of listening, speaking, reading and writing and the capability of literary language function is also required importantly according to the situation. In addition to it, sometimes the capability of literary language function is relatively much more needed in the case of learning English as the foreign language like Korea. Accordingly appropriate harmony and balance for the smooth communication activities are required under the current situation. A lot of studies on the teaching methods on English comprehension has been performed until now and related books are massively spreaded. But the effective techniques of teaching English comprehension are not actually applied in education offices and class rooms and traditional teaching methods are followed.
But Web-based instruction has showed up as a new educational method which creates, organize and propagate knowledge based on Internet according to the recent trend of worldwide infrastructure and the web which fits in these education trends has characteristically the possibility of individualized teaching, repeated learning and supports as a various multi-media function.
II. Issue or problem that started your project
In Korea, most English teachers do not teach writing activities, concentrating instead on reading and relevant grammar activities. As teachers put great emphasis on the grammatical correctness of written expressions, students not only have few opportunities to write but also hesitate to express what they think in English. English writing is as important as listening, speaking, and reading in Korea. However, writing has been neglected in classrooms and many students are not satisfied with their writing skills.
III. Initial solution and expected response
The purpose of this thesis is to introduce sample online project activities as a task-based resource for Korean Elementary school teachers and students. Through the project writing activities, students can interact with each other with authentic materials, working cooperatively as well as individually. The tasks in the project lead students to improve their writing ability. It will be suggested that further research fulfills more developed web-based instruction model for learning English writing containing more variety and effective writing activities. Furthermore, the effectiveness of developed model needs to be validated, so that students’ writing skills will be improved.
IV. Response and reflection
The research results shows that the students were very satisfied with their project work and their writing was also improved. Aside from that, project work gave the students the chances to use English more than the traditional teaching method. Yet, it should be admitted that there are limitations for project work in the Korean secondary English classrooms.
This study examines what the current situation on teaching and learning English writing;what learners needed for English writing and developed a web-based instruction sample which was expected to lead learners to improve their writing skills autonomously and collaboratively with other learners within a web community. The needs of writing instruction were defined through teachers’ interviews and students’ questionnaires and the results showed that the present
circumstance of teaching and learning English writing is lacking.
V. Changes made
First, all elementary school English students’ English proficiency is not good enough to write in English for project work. Second, teachers will find it difficult to implement these types of project work as almost all the English schools are preferring college entrance exam-oriented class. Therefore, it may be rash to apply project work to the English class in full scale for the present, but if teachers try project work once or twice a week or at least twice a month among five one-hour English classes a week, teachers and students are all getting used to the teaching method. As time passes by, in addition, teachers will be able to find time to prepare for project work, so both teachers and students will be happy with such classroom teaching. Accordingly, project work that is more effective than the traditional teaching method in the overcrowded Korean secondary English classrooms will bring about not only students’ enthusiasm of English but also enhancement of students’ English by a student-centered learning in the whole educational process.
Many students know advantages of learning using a website but interestingly it is found that many students do not have any experience of learning writing through the Internet while they want to learn writing using a web-based instruction model. Different students have different needs so they answer various needs for writing using a website and also had various needs for others except writing activities when they learn using a website.
VI. Conclusion
Project work methodology as task-based approach has been found in various applications and in a wide range of fields and it is ideally suited to the learning of a foreign language in the public education system. Nevertheless, this approach has not been much used in the Elementary schools in Korea.
One of the major reasons that the project method can be effective in the Korean English classroom is that it is a learner-centered teaching method, carrying out by students themselves, not by a teacher. It is quite different from a teacher’s unilateral teaching in the traditional Korean English classroom because students themselves do their own research and exchange their ideas with their group members, give a presentation of their work in an English class. Therefore, this method is more appealing to students than the teacher’s one-way teaching method.
Another reason is that through the project work, an integrated teaching with other subject matters can be done naturally as students meet with a diverse range of people for the purpose of research, visit some relevant places, or search the Internet during individual research. Hence, students can acquire the English language autonomously, which can be more effective than learning in the traditional English classroom.
An appropriate model for web-based learning can developed to improve learner’s writings and increasing learning efficiency by me. The website will be developed with menus of 1)Level test that student can diagnose their current level of English writing; 2) Writing that student can do writing activities as guided or controlled writing and free writing and also receive feedbacks from writing teachers; 3) Boards that students can communicate with teachers or friends, search various materials for their writings and communicate with teachers or friends. It have also a learner’s personal space so that they could scrape useful expressions or information for their own uses and collect their writings and teacher’s feedback for a review. Ultimately, using the Internet for writing is expected to be a useful method to increase learning motivation and ultimately improve writing.
VII. Resources
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved March 10 2007, from the World Wide Web: http://webquest.sdsu.edu/about_webquests.html.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Tribble, C. (1996). Writing. Oxford, UK: Oxford University Press.
Learning Styles and Technology
English is taught as a foreign language in Korea, which means it is taught as one subject in school and used typically only in instructional settings. In this situation, one of the disadvantages in learning English is that it is difficult for Korean students to get as much input as they need.
When a lesson is tailored to student's individual characteristics and abilities, it could make students more interested in learning English.
Thanks to the rapid development in information technology, however, students are able to obtain as much information as they want, especially through the internet. Supporting such kinds of media as text, graphics, video, and audio, internet communication of which the dominating language is English, has tremendous potential as a supporting tool for learning English as a foreign language.
Before we bring these technology into our classroom however, there is one thing that we should consider. Students tend to be discouraged when they are asked to do something in English beyond their current level of competence. Thus, we should begin with things they can do easily. Assigning homework on a web course can be one of them. Completing their assignments through a web course, students can lay the foundation for self-directed English learning. In addition, they can experience various systems for computer-mediated communication such as the world wide web, e-mail, newsgroups, etc.
After I have read technology and multiple intelligences, I think that students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence have a positive effect to their English achievement. bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence do not have a positive effect on their English achievement. This indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching technology.
When a lesson is tailored to student's individual characteristics and abilities, it could make students more interested in learning English.
Thanks to the rapid development in information technology, however, students are able to obtain as much information as they want, especially through the internet. Supporting such kinds of media as text, graphics, video, and audio, internet communication of which the dominating language is English, has tremendous potential as a supporting tool for learning English as a foreign language.
Before we bring these technology into our classroom however, there is one thing that we should consider. Students tend to be discouraged when they are asked to do something in English beyond their current level of competence. Thus, we should begin with things they can do easily. Assigning homework on a web course can be one of them. Completing their assignments through a web course, students can lay the foundation for self-directed English learning. In addition, they can experience various systems for computer-mediated communication such as the world wide web, e-mail, newsgroups, etc.
After I have read technology and multiple intelligences, I think that students' intrapersonal intelligence, linguistic intelligence, musical intelligence, and spatial intelligence have a positive effect to their English achievement. bodily-kinesthetic intelligence, logical-mathematical intelligence, and interpersonal intelligence do not have a positive effect on their English achievement. This indicates that all kinds of multiple intelligences should be thoroughly considered when we design and practice web-based English learning and teaching technology.
Sunday, August 14, 2011
Building Teaching Skills through the Interactive Web
University of Oregon
American English Institute
Building Teaching Skills through the Interactive Web
Project Report
KYEONGHWAN CHOI
English Teacher,
Chopyeong Elementary School, Republic of Korea.
Summer 2011
Building Teaching Skills through the Interactive Web Project Plan
I. Background
In Korea, most English teachers do not teach writing activities, concentrating instead on
reading and relevant grammar activities. As teachers put great emphasis on the grammatical correctness of written expressions, students not only have few opportunities to write but also hesitate to express what they think in English. The purpose of this thesis is to introduce sample online project activities as a task-based resource for Korean Elementary school teachers and students. Through the project writing activities, students can interact with each other with authentic materials, working cooperatively as well as individually. The tasks in the
project lead students to improve their writing ability. In order to fully demonstrate this resource, a real project web page has been designed, following a familiar topic, adopted
from a Elementary school textbook. Other online projects are also suggested such as videojug,
online newspaper, and story book project. These suggestions for using online projects to
supplement current textbooks and curricula are further explained through implementation of one project activity with 35 students in a Elementary school.
The research results shows that the students were very satisfied with their project work and their writing was also improved. Aside from that, project work gave the students the chances to use English more than the traditional teaching method. Yet, it should be admitted that there are limitations for project work in the Korean Elementary English classrooms.
First, all English school English students’ English proficiency is not good enough to write in English for project work. Second, teachers will find it difficult to implement these types of project work as almost all the Elementary schools are preferring college entrance exam-oriented class. Therefore, it may be rash to apply project work to the English class in full scale for the present, but if teachers try project work once or twice a week or at least twice a month among five one-hour English classes a week, teachers and students are all getting used to the teaching method. As time passes by, in addition, teachers will be able to find time to
prepare for project work, so both teachers and students will be happy with such classroom teaching. Accordingly, project work that is more effective than the traditional
teaching method in the overcrowded Korean Elementary English classrooms will bring
about not only students’ enthusiasm of English but also enhancement of students’ English by a student-centered learning in the whole educational process.
I I. Issue or problem to be addressed that technology can help with
In the Korean Elementary and Secondary school curriculum, the learning and teaching of writing in English has taken a minor role among the four skills in English. Although some regular high school English curricula include composition, writing is rarely taught nationwide because it is challenging for both the students and teachers. A main reason for little writing instruction appears to be the exam-based educational system. Great attention has been paid to listening, reading, and grammar because the English section of The College Scholastic Ability Test(CSAT) requires competence in only those skills. Many teachers do not even teach the writing sections in textbooks because they do not have enough time. They also complain that the level of the textbooks is not suitable for each grade, and that the proficiency level of English varies considerably among students in the same grade.
For EFL writers in particular, they have been taught to complete sentences through translation in Korea and there is little opportunity to write in English. Nevertheless, teachers should not neglect the importance of writing,because their students will be confronted with English writing situations in the
future. Changes in communication methods have also encouraged more English writing. As communication through computer technologies is greatly increasing, it is more important for English learners to have an ability to write in English
III. Possible solution(s) to try
To find answers for these research questions, twenty 5th graders who went to C elementary school in Seoul were taught for one semester(from March 2008 to september 2008) by the method of reading and listening web contents which were chosen carefully in consideration of learner's level, competence, interest, and curriculum, and then writing journals.
IV. Expected student response
This web based interactive writing program
1) improves the learner's writing ability.
2) expands the learner's learning range.
3) changes the aspects of grammatical errors.
4) promotes various communication strategies.
5) makes various kinds of interaction for the learners possible.
6) acts in the affirmative for the learner's attitudes.
1) improves the learner's writing ability.
2) expands the learner's learning range.
3) changes the aspects of grammatical errors.
4) promotes various communication strategies.
5) makes various kinds of interaction for the learners possible.
6) acts in the affirmative for the learner's attitudes.
V. Resources
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved March 10 2007, from the World Wide Web: http://webquest.sdsu.edu/about_webquests.html.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Tribble, C. (1996). Writing. Oxford, UK: Oxford University Press.
Murray,D.E.(2000). Protean communication: The language of computer – mediated communication.TESOL Quaterly,34(3), 395-425.
VI. Timeline
Week 1:
I will make community in my school homepage andStudents will join iy
Week 2:
I will check their joining and introduce learning site.
Weeks 3
I will let my student to take a pre test for checking their writing ability.
Week 4
Students will study contents of VOD list, and write essay.
Week5,6,7,8
1. After reading ‘Country Mouse & City Mouse’,”My week’, ‘My neighborhood’, ‘feelings’ students post comments.
2. Review words, adjectives, feeling about these stories.
3. They learn repeated pattern drills.
4. They will write essay using pattern drills and their experience
Week 9:
After students read stories which they want in web contents, they will write essay for them.
Building Teaching Skills Through the Interactive Web Project Report
Building Teaching Skills Through the Interactive Web
Project Report
Name: KYEONGHWAN CHOI Country: Republic of Korea
Overall project goal: Plan and conduct action research, which involves a change related to technology use in your classroom.
I. Background
Due to the rapid growth of networking technology, Internet has recently become a vital medium to promote effective communication and education in language learning and teaching.
Schools are reinforcing traditional classroom-based instructions with online learning management systems. Students can benefit through the more frequent online interaction with the teacher for their independent learning outside the classroom. This study explores the effects of the web-facilitated language teaching and learning in English education and suggests how teachers can help students develop learner autonomy and classroom interaction using a web-based learning management system. Students who participated in the study indicated that the web-facilitated instruction was very effective, and they felt that doing class activities through online was very convenient. While sharing common interests and ideas about studying English or life events, they could study English in interactive and collaborative ways. Students also suggested that they could study more and voluntarily through the online learning experience.
II. Issue or problem that started your project
In Korea, most English teachers do not teach writing activities, concentrating instead on reading and relevant grammar activities. As teachers put great emphasis on the grammatical correctness of written expressions, students not only have few opportunities to write but also hesitate to express what they think in English.
III. Initial solution and expected response
The purpose of this thesis is to introduce sample online project activities as a task-based resource for Korean Elementary school teachers and students. Through the project writing activities, students can interact with each other with authentic materials, working cooperatively as well as individually. The tasks in the project lead students to improve their writing ability.
IV. Response and reflection
The research results shows that the students were very satisfied with their project work and their writing was also improved. Aside from that,project work gave the students the chances to use English more than the traditional teaching method. Yet, it should be admitted that there are limitations for project work in the Korean secondary English classrooms.
V. Changes made
First, all Elementary school English students’ English proficiency is not good enough to write in English for project work. Second, teachers will find it difficult to implement these types of project work as almost all the English schools are preferring college entrance exam-oriented class. Therefore, it may be rash to apply project work to the English class in full scale for the present, but if teachers try project work once or twice a week or at least twice a month among five one-hour English classes a week, teachers and students are all getting used to the teaching method. As time passes by, in addition, teachers will be able to find time to prepare for project work, so both teachers and students will be happy with such classroom teaching. Accordingly, project work that is more effective than the traditional teaching method in the overcrowded Korean secondary English classrooms will bring about not only students’ enthusiasm of English but also enhancement of students’ English by a student-centered learning in the whole educational process.
VI. Conclusion
Project work methodology as task-based approach has been found in various applications and in a wide range of fields and it is ideally suited to the learning of a foreign language in the public education system. Nevertheless, this approach has not been much used in the Elementary schools in Korea.
One of the major reasons that the project method can be effective in the Korean English classroom is that it is a learner-centered teaching method, carrying out by students themselves, not by a teacher. It is quite different from a teacher’s unilateral teaching in the traditional Korean English classroom because students themselves do their own research and exchange their ideas with their group members, give a presentation of their work in an English class. Therefore, this method is more
appealing to students than the teacher’s one-way teaching method.
Another reason is that through the project work, an integrated teaching with other subject matters can be done naturally as students meet with a diverse range of people for the purpose of research, visit some relevant places, or search the Internet during individual research. Hence, students can acquire the English language autonomously, which can be more effective than learning in the traditional English classroom.
VII. Resources
Dodge, B. (1995). Some thoughts about WebQuests. Retrieved March 10 2007, from the World Wide Web: http://webquest.sdsu.edu/about_webquests.html.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Tribble, C. (1996). Writing. Oxford, UK: Oxford University Press.
Create an Online Course Site or Exercise
) What tool you used (please list the website) and what you created?
After I have used website list, I have been interested in Hot potatoes, I made Quiz and cross word game by using hot potatoes program.
This is very useful and interesting program I think.
b) How you will use it in your teaching - please be specific?
It'll be very useful bring to pay attention for a lesson, especially review,warming up, wrap up.
I think that it'll be used to improve vocabulary for my students.
c) The type of students who would use it?
Student who are mainly interested in games and hobby-related information services, but not interested in sites providing educational information and study material
d) How you will encourage learner autonomy with this tool?
The learner-directed web-based vocabulary learning which use quiz and cross puzle activities help learners work out an active and positive plan of their own accord and acquire vocabulary successfully.
Cordially yours
Choi
After I have used website list, I have been interested in Hot potatoes, I made Quiz and cross word game by using hot potatoes program.
This is very useful and interesting program I think.
b) How you will use it in your teaching - please be specific?
It'll be very useful bring to pay attention for a lesson, especially review,warming up, wrap up.
I think that it'll be used to improve vocabulary for my students.
c) The type of students who would use it?
Student who are mainly interested in games and hobby-related information services, but not interested in sites providing educational information and study material
d) How you will encourage learner autonomy with this tool?
The learner-directed web-based vocabulary learning which use quiz and cross puzle activities help learners work out an active and positive plan of their own accord and acquire vocabulary successfully.
Cordially yours
Choi
Online Tools for Enhancing Learning
These day I'm very busy, I have to prepare open class in front of a education officer.
I was up all night yesterday
Now I am alittle bit tired.
ANVILL is really good to improve English 4 skills. I have learned ANVILL linked handout. I love it.
This tool help my student to improve their English abilities.
Many korean schools have good computer labrooms so if korean teachers use these tools very well, I could get tremendous achievements. online tools like blogs, wikis, hot potatoes, Easy test makers help my students study English with a learner autonomy. especially I love to use Easy Test Maker.
Easy Test Maker is- an online test , generator to help us create our tests. We can create multiple-choice, fill-in-the-blank, matching, short answer and true and false questions all on the same test. we can also insert instructions and divide our
test into multiple sections. It is free but requires a registration process.
Today I couldn't catch up the class. I need help but I'll try. I have practiced hot potatoes a little. Hot Potatoes is an application program which allows teachers to create standard exercises (multiple choice, fill in blanks, matching, cloze, crossword, flashcards). The program takes the data entered by the author and combines that with template files to create sophisticated xhtml pages. I made Quiz and Cross word game by using Hot potatoes program. This is very useful and interesting program I think. If I become accustomed to the program, it can be very useful. Now I just feel like a stranger^^
As you know, Nicenet is very useful to writing exercise, sharing information, talking discussion.
Cordially yours
Choi
I was up all night yesterday
Now I am alittle bit tired.
ANVILL is really good to improve English 4 skills. I have learned ANVILL linked handout. I love it.
This tool help my student to improve their English abilities.
Many korean schools have good computer labrooms so if korean teachers use these tools very well, I could get tremendous achievements. online tools like blogs, wikis, hot potatoes, Easy test makers help my students study English with a learner autonomy. especially I love to use Easy Test Maker.
Easy Test Maker is- an online test , generator to help us create our tests. We can create multiple-choice, fill-in-the-blank, matching, short answer and true and false questions all on the same test. we can also insert instructions and divide our
test into multiple sections. It is free but requires a registration process.
Today I couldn't catch up the class. I need help but I'll try. I have practiced hot potatoes a little. Hot Potatoes is an application program which allows teachers to create standard exercises (multiple choice, fill in blanks, matching, cloze, crossword, flashcards). The program takes the data entered by the author and combines that with template files to create sophisticated xhtml pages. I made Quiz and Cross word game by using Hot potatoes program. This is very useful and interesting program I think. If I become accustomed to the program, it can be very useful. Now I just feel like a stranger^^
As you know, Nicenet is very useful to writing exercise, sharing information, talking discussion.
Cordially yours
Choi
Tuesday, August 9, 2011
Monday, August 8, 2011
One Computer Options
When I taught my student in one computer classroom 5years ago, I used to use Real Audio(RA) by Progressive Works Inc.
Real Audio is a software package that allows users to listen to sounds and watch videos on or off the Internet.
By using this program, my students could listen to radio programs like music, talk radio, and interviews. There were also educational programs for distance education, family programs for family issues, etc.
Real Audio was a new technology that was not being used in the EFL classroom that time. but had the possibility to greatly enhance language learning. Some benefits students could enjoy include :
Listening to sound clips over and again.
Listening to a variety of voices which strengthens listening ability.
Being encouraged to become more independent learners.
Listening to spontaneous speech.
Reading and listening at the same time.
Some benefits teachers/administrators could enjoy include:
Minimal cost if a computer and the Internet were accessible.
Freedom to work with those students who needed individual assistance while allowing more independent learners proceeded at their own pace.
Increased student motivation.
Increased learner independence.
The ability to retrieve and use thousands of sound clips, not just the ones in the school tape livrary.
The ability to retrieve and use thousands of sound clips, not just the ones in the school tape livrary.
The ability to integrate Real Audio with other HTML based materials
RA sound clips are intrinsically motivation as the materials themselves were of interest to the students. The range of materials in enormous and the range were growing everyday. If my webmates have a little time to search and develop some matereals, RA sound clips provide a useful and interesting way of sharpening students listening skills.
There are some things to remember for people who develop and implement these matereals. First of all, it is important to select materials appropriate to the learners. Language students can quickly become fatigued listening to exercises that are beyond their abilities.
Thus, in order to limit frustration and increase motivation, use sound clips that are within the students grasp.
It is also important to provide a purpose for the listening activity.
Having a purpose provides students with a reason to actively listen. By giving students a task listening activity, teachers can also measure how- well the students understood the sound clip. Finally, task oriented listening activities contribute to motivation.
Fun activities or success oriented activities where students win a game because they completed a task are some possible techniques for increasing motivation in a listening activity.
Students without a purpose for listening will exhibit less motivation for succeeding.
Cordially yours
Choi
Real Audio is a software package that allows users to listen to sounds and watch videos on or off the Internet.
By using this program, my students could listen to radio programs like music, talk radio, and interviews. There were also educational programs for distance education, family programs for family issues, etc.
Real Audio was a new technology that was not being used in the EFL classroom that time. but had the possibility to greatly enhance language learning. Some benefits students could enjoy include :
Listening to sound clips over and again.
Listening to a variety of voices which strengthens listening ability.
Being encouraged to become more independent learners.
Listening to spontaneous speech.
Reading and listening at the same time.
Some benefits teachers/administrators could enjoy include:
Minimal cost if a computer and the Internet were accessible.
Freedom to work with those students who needed individual assistance while allowing more independent learners proceeded at their own pace.
Increased student motivation.
Increased learner independence.
The ability to retrieve and use thousands of sound clips, not just the ones in the school tape livrary.
The ability to retrieve and use thousands of sound clips, not just the ones in the school tape livrary.
The ability to integrate Real Audio with other HTML based materials
RA sound clips are intrinsically motivation as the materials themselves were of interest to the students. The range of materials in enormous and the range were growing everyday. If my webmates have a little time to search and develop some matereals, RA sound clips provide a useful and interesting way of sharpening students listening skills.
There are some things to remember for people who develop and implement these matereals. First of all, it is important to select materials appropriate to the learners. Language students can quickly become fatigued listening to exercises that are beyond their abilities.
Thus, in order to limit frustration and increase motivation, use sound clips that are within the students grasp.
It is also important to provide a purpose for the listening activity.
Having a purpose provides students with a reason to actively listen. By giving students a task listening activity, teachers can also measure how- well the students understood the sound clip. Finally, task oriented listening activities contribute to motivation.
Fun activities or success oriented activities where students win a game because they completed a task are some possible techniques for increasing motivation in a listening activity.
Students without a purpose for listening will exhibit less motivation for succeeding.
Cordially yours
Choi
Sunday, August 7, 2011
Learner Autonomy
Learner autonomy is an important factor in Learning English. I have thought that the article by Thanasoulasmeans means that learners take responsibility for their learning by themselves. In other word, all decisions concerned with learning are made by learners and they implement all things decided in the process of the whole learning. In the light of the learner autonomy teacher's roles are not instructors but rather facilitators and counselors.
To improve learner's autonomy, teacher should be aware of it in and out of the classroom and consider it when teaching four skills. First, Learner autonomy to teach listening English can be achieved through the task-based activities. Teachers give them target tasks such as listening to weather forecast or airport announcement and then asks them to listen to details they need. These listening activities are based on target tasks and authentic materials to encourage students to enhance autonomy. Concerned with teaching speaking, teachers could use group discussion so that from peers. These peer feedbacks contribute to student'self-assessment that is one of the important aspect of independent learning based on learners's autonomy. Moreover, extensive reading is a good activity to improve learner autonomy in and out of the classroom. Students can choose journal would be used to increase learners autonomy. Since students can write about what they learned and how they felt about the lesson without worrying about making errors, they can use English as a medium of communication.
Integrating there four skills, teachers encourge students to learn self-directly and helps students change the meanings and shape of traditional role of students, passive to their own learning. Teachers cannot teach students anything but can only help them find it within themselves.
To improve learner's autonomy, teacher should be aware of it in and out of the classroom and consider it when teaching four skills. First, Learner autonomy to teach listening English can be achieved through the task-based activities. Teachers give them target tasks such as listening to weather forecast or airport announcement and then asks them to listen to details they need. These listening activities are based on target tasks and authentic materials to encourage students to enhance autonomy. Concerned with teaching speaking, teachers could use group discussion so that from peers. These peer feedbacks contribute to student'self-assessment that is one of the important aspect of independent learning based on learners's autonomy. Moreover, extensive reading is a good activity to improve learner autonomy in and out of the classroom. Students can choose journal would be used to increase learners autonomy. Since students can write about what they learned and how they felt about the lesson without worrying about making errors, they can use English as a medium of communication.
Integrating there four skills, teachers encourge students to learn self-directly and helps students change the meanings and shape of traditional role of students, passive to their own learning. Teachers cannot teach students anything but can only help them find it within themselves.
Lesson for a One-Computer Classroom
Lesson : 5.Where is Gyeongbokgung?
Grade : 5th Grade
Place : a One-Computer Classroom
Theme : Writing the sentences about the directions.
Objective : After whole class activities and pair work, students will be able to write the sentences about the directions with 100%accuracy
Warm-up(2')
* Greetings
-Teacher and the students greet each other.
Review(3')
* Review
- Checking up the last lesson.
- Students can read the sentences while they
answer the quiz.
Motivation(3')
* Motivation
- Watching the video 'Lost in Korea'
Confirming objective(2')
* Confirming objective
I can write the sentences about the directions.
Guiding Today's lesson
* Activities
- Let's write
- Read and write
- Listen and write
- Let's practice
Whole class activity(12')
* Let's write
- Part A : Choosing the correct words and making
up sentences for each picture.
- Part B : Writing the sentences for each picture.
* Read and write
- Writing the answers using the example words.
* Listen and write
- Listening to the sentences and checking the
correct pictures.
- Completing the sentences using the correct
pictures.
Pair work(15')
* Let's practice 4
- Playing the 'Code-breaking' game.
- Students should write the several sentences to
break the code.
wrap-up(3')
* Review today's lesson
- Students can write the sentences about the
directions.
* Guiding next lesson
- Informing the next lesson 'Story time'.
Grade : 5th Grade
Place : a One-Computer Classroom
Theme : Writing the sentences about the directions.
Objective : After whole class activities and pair work, students will be able to write the sentences about the directions with 100%accuracy
Warm-up(2')
* Greetings
-Teacher and the students greet each other.
Review(3')
* Review
- Checking up the last lesson.
- Students can read the sentences while they
answer the quiz.
Motivation(3')
* Motivation
- Watching the video 'Lost in Korea'
Confirming objective(2')
* Confirming objective
I can write the sentences about the directions.
Guiding Today's lesson
* Activities
- Let's write
- Read and write
- Listen and write
- Let's practice
Whole class activity(12')
* Let's write
- Part A : Choosing the correct words and making
up sentences for each picture.
- Part B : Writing the sentences for each picture.
* Read and write
- Writing the answers using the example words.
* Listen and write
- Listening to the sentences and checking the
correct pictures.
- Completing the sentences using the correct
pictures.
Pair work(15')
* Let's practice 4
- Playing the 'Code-breaking' game.
- Students should write the several sentences to
break the code.
wrap-up(3')
* Review today's lesson
- Students can write the sentences about the
directions.
* Guiding next lesson
- Informing the next lesson 'Story time'.
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