An interview

Podcasting: Using New Technologies in Classroom

My Interview

Technology in testing: the present and the future

Computers are being used to deliver language tests. A computer-based version of TOEFL was introduced in the summer of 1998. Also, both the Intranet and the Internet are beginning to be used to deliver tests to users who are at a distance.

There are some disadvantages. Computer-based tests (CBTs) are limited in the item types, it only allows multiple-choice, gap-filling techniques and cloze. Also, reading text from screen is not the same thing as reading from print. Although Kirsch and Taylor's study found no difference between those who were familiar with computers and those who were not, all CBT TOEFL takers must undergo a tutorial to remove any possible suggestion of bias against computer illiterates.

Though there are disadvantages, there are advantages of CBT. It removes the need for fixed delivery dates and locations normally required by traditional paper-and-pencil-based testing. Results can be available immediately after the test. This has potential pedagogic advantages. CBTs, especially Internet-delivered tests, can access large databases of items. This means that test security can be greatly enhanced.

Computer-adaptive testing estimates the user's ability level on the fly. once it has reached a rough estimate of the candidate's ability, the computer can then select the next item to be presented to the user to match that emerging ability level. User are presented with items as close as possible to their ability level. However, it requires a large bank of precalibrated items. It is more user-friendly and avoid s users being presented with frustratingly difficult or easy items.

Having read the advantages and disadvanges of CBTs, I am wondering if I am a candidate of TOFEL and I can take the test whatever and whenever I am. Can others take the test for me instead of I take the test?

Learning Management System: The Wrong Place to Start Learning

Learning Management Systems (LMS) are often seen as the starting point of any e-learning program, it provides a means to sequence content and create a manageable structure for instructors or administration staff.

There are some weaknesses of LMS
1. Using a structured tool like an LMS dictates the nature of interation.
2. The interface confuses many learners, such as how the interface works and where to get the information she/he needs.
3. LMS vendors started extending tools and offerings beyond simple content sequencing and discussion forums recently.
4. Large, centralized, mono-culture tools limit options.

There are some principles of LMS
1. A tool that is modularized in nature and allows for expansion of functinality based on the learners/instructors needs.
2. Simple, social tools that start with a learner's ability for self-expression.
3. Open starndards and a high level of connectivity are important.
4. A tool that fosters a learning garden is one that places a user at the center and allows him/her to explore in various areas and directions of personal interest.
5. An integration of blogs, wikis, content management systems, simple social tools, networking tools, collaborative spaces and the use of emerging "connection-making" protocols.

Image Challenge

Learner Autonomy and Tandem Learning: Putting Principles Into Practice in Synchronous and Asynchronous Telecommunications Environments

This paper gives me very detailed information about what tandem learning is by stating two examples. The first one is tandem email as a form of asynchronous communication. With this project, I realized that in order to have a better outcome and work effectively, learners in both classes need to share a similar age or subject areas so that they have common topics to talk about. Besides, the classes should be compulsory language courses and they have the opportunity to select their partners themselves. However, there are still problems with recent projects, problems like teachers need to create meaningful tasks in collaboration with the learners. The email exchanges are difficult to monitor and evaluate. As time goes by, the learning partnership might turn into a keypalship, neglecting the billingual and reciprocal aspects. Also, learners find it difficult to revise their L2 output.

The second example is tandem MOO as a form of synchronous communication. It provides a contextually rich and permanent environment, where learner has more opportunities for control and participation. It is more difficult to set up as there are time zone differences, however, it is more easier to manage, monitor and evaluate then email exchanges. Moo sessions took place during scheduled class sessions and learners used the MOO notebook as a learner diary to record after each session what they had discussed. There are some difficulties, such as the tasks did not lead to a collaborative goal. The number of learners did not exactly match the number of partners. The notebook was not used by all learners. There was an imbalance in bilingualism in favour of the more proficient L2 group.

Reflection of the action research project

This reflection is about an action research project done in my current Primary school. The subject is 30 primary four students with 22 boys and 8 girls. In the project, I took them to the school computer room to have lessons about adjectives and adverb with the help of an online resources called BBC Bitesize Primary. Students were also introduced the Microsoft clip art search engine to find suitable pictures. At the end of the three lessons, students had to design a poster with appropriate use of adjectives, adverbs and pictures.

I like this action research project as I found that my students really learnt from the online resources and showed me they understood the grammar rules. Also, they liked the lessons a lot which motivated me to introduce more online resources to them. The project also helps me to learn more about how to integrate online resources into an English lesson.

Practical Considerations for Multimedia Courseware Development: An EFL IVD Experience

When I read this paper, there are a few lines which I agree totally.

IVD can provided an authentic and adaptive learning environment by incorporating video into a personal computer and displaying a vivid scenario, which is far more enchanting than text, graphics, or animation generated on a computer montior....Solid instructional design, like good lesson plans, leads to successful courseware as well as to gains in learning.

When PowerPoint was first used into the classroom, students were facinated by the animation and pictures put in the PowerPoint. Now, as most teachers is using this software in the lessons and morning assembly, the students in my school are fed up with it and seems that teachers has to look for something more interesting. I do agree that IVD provideds an authentic learning environment to the classroom if we find appropriate video which suits our student's need. Also, our students like to watch TV, sometimes it is a good suggestion to switch from just talking to playing a video in a double lesson.

I had an experience in implementing IVD in my classroom. I played a Mr. Bean in a Library video to my students when I was teaching the module of A Visit to the Library. The video acted as a motivation and students liked it so much that they always ask me to play more videos.

Hong Kong's Amended Copyright Law

Teachers used to make photocopies of supplementary exercises for students' learning without concerning the issue of copyright. Teachers used to play the whole movie to students during post-exam periods. Since the Copyright Ordinance came out, my school had a great concern of making photocopies for educational use. My principal concerned whether teachers could photocopy newspaper articles to students especially for General Studies lesson.

After reading the 'Fair dealing' part in this article, I have a better understanding of copyright issue in school setting such as when and to what extend I can photocopy exercise, play DVD and adopt other's work in my own teaching.

Theory-driven CALL and the Development Process

This paper examines the nature of theory-driven CALL and the development process. It talks about the need of students when designing CALL materials. I do agree that when designing CALL materials, we have to put student needs in the first priority as students are the end users. We design the materials mainly to enhance our teaching so that students can learn effectively.

link to group project

this is our group project.
https://eportal.cityu.edu.hk/bbcswebdav/courses/02EN6482/Group6/index.html

Language Learner Behaviour in a Virtual Environment

I found that this paper is quite interesting and familiar. Why familiar? Coz I had this kinda experience before. I remember that when I chatted with an online friend and was waiting for the reply while others kept asking questions. The whole screen was full of questions and people just couldn't tolerant the lag. And I saw so many !!! ???? and angry expressions of people not answering questions.

"people feel less inhibited when communicating via computer than in a face-to-face situation"
I do feel this is quite true especially when someone is learning a new language, we are just sitting in front of the computer, practising the new language without seeing the other party. Sometimes people are shy when they want to practise their language especially when they have to spend with native speakers. I think communicating via computer can break down the barriers for those who are nervous at the beginning of practising a language.

I think it is a good idea to create a chatroom for my students so that they can practise their English, as I think that there are always some shy students who don't want to speak in the classroom but they want to speak to you outside classroom. And I agree that there is no one best method in teaching, so teachers always have to think of other methods to teach or communicate with students so that we can cater for students with different learning styles. However, I do have a concern that the language in chatroom is not grammatically written English, they look like spoken English but in written form. How could I avoid this from happening?

Assignment 1 -- Evaluation of web resources

On Feb 14 (Valentine's Day), our group will present ideas about an evaluation of a chosen web resource. My groupmates are Paul, Dora and Venus and the chosen web resources is BBC Bitesize Revision . We will focus on KS2 English part.

After discussion of what framework we should adopt when doing this evaluation, we finally decided to adopt Hubbard's framework for CALL Courseware evaluation. It includes three parts, which are operational description, teacher fit and learner fit. We will evaluate the web resource in light of these three criteria. And we have chosen an instruction writing part in the web resources to adopt our teaching.

Hope our presentation go well.

10. A University Environmental Project

Three teachers in three different universities organized a project focusing on the environment for students in their courses. Students formed groups to find the best solution for a real-world environmental problem via e-mail. Each group had to finish a variety of genre writing and gave oral presentations at the end of the semester. Other students voted on the best projects.

I think this is an interesting international project. It looks like a competition where students can compete with other students around the world. It helps develop students' writing skills, problem solving skills and give students a taste of collaboration with people from other parts of the world.

9. A Univeristy-Level Problem-Based Learning Course

Susan established a course to help students develop their Internet and English skills whole solving a practical problem related to their own life goals. Students learnt how to plan projects, prepare CVs, develop written communication skills for business letters and e-mail, and oral communication skills. Susan found that students are highly motivated to identify weaknesses in their communication skills and seek assistance. The course helps students develop language and technical skills.

I like this course developed by Susan because it is practical for third year students who will soon graduate and have to find a job. I hoped that I could take the course when I was an undergraduate.

8. A University On-line Writing course

John set up an on-line writing class at the University of Puerto Rico, Aguadilla to maximize students' opportunities to communicate in writing with the instructor and with each other. He also posted his course textbook on his home page. Students had to post assignments to him through e-mail. He also set up an electronic classroom.

I think John's project is similar to Jack's project. They both created a virtual classroom outside class which means that students can contact their teachers through Internet. Also students can discuss with each other in the discussion forum.

7. A University-Level Content-Based Course

Randall taught a content-based langauge course at Nagoya University in Japan. Basically, students would develop hands-on technical skills and knowledge about intercultural communication through the Internet and their language skills. They had to carry out a cultural research project in which they gathered information about a holiday in another country via the Internet resources.

I think this kind of project is not new in these few years in Hong Kong as it becomes easier for people to get useful information in the Internet.

6. An Internet Research Project in an Intensive English Program

Adele asked his students at the Minnesota English Center of the University of Minnesota to do an Investment Project. They used the Internet to research companies they might want to invest in. Then, they formed groups to compile an investment portfolio. At the end, they have to present their projects.

I think this is a great experience and simulation for those business students to practise what they learnt in class. It not only brushed their business knowledge, but they also learnt some authoring skills.

5. A High School E-mail Exchange Project

Roseanne developed a collaborative, task-based e-mail exchange project in a Hong Kong secondary school. The exchange involved three elements: project-based learning, cooperative learning, and process writing. None of the elements was regularly practiced in HK. Students had to work with their international partners on writing through e-mail exchange. Then, they had to peer-edit each other's writing. Roseanne found that this project helped develop student's writing skills for a real audience and at the same time, helped students see English as a valuable tool for international communication.

I agree with Roseanne that the project helped students to see English as a real tool to communicate with people around the world. This arouse their interest in writing.

4. A Junior High Virtual Classroom

Jack created a bilingual virtual classroom on the WWW called Jack's English Classroom in Taiwan. His students can access the virtual classroom through internet connections at home. They can post their homework and discuss with each other through the internet.

One of my friend who is a secondary school English teacher creates a blog for her students to discuss interesting English stuff. I think it is more practical for secondary school students to have this kind of communication as most of the secondary students know computer skills and they have a PC at home.

3. A Middle School Web Publishing Project

Markus and Alexander were two teachers teaching English in Germany. They developed a Web publishing project based on the book K's First Case for a seventh-grade English class. Markus found that most German students' writing experience was about fill-in-the-gap exercises. So they wanted to provide opportunities for students to develop their writing skills in a more natural way. Students had to finish three writing assignments and their work would be published on the Web. The three tasks trained their collaboration skills, pronounciation skills and writing skills.

I think this project gave students a sense of belonging and honour as their work was published on the Web which means that people around the world can see them. Also, it gave them a purpose of writing and relate their writings to this real world.

2. A Primary School E-Mail Cultural Exchange

Teresa teaches sixth-grade English in Portugal. She began a voluntary, after-school e-mail exchange project between her students and some US students. This after school project was put into her regular curriculum in the following semester. Glenn, who was in Florida, interested in carrying out a student exchange programme with Teresa. Two of them planned and coordinated the exchange programme. Their students exchanged information about Christmas decorations, shopping, etc. Teresa found that students showed great enthusiasm in learning English as a result of this project. They not only improved their English, but also made some good friends through e-mails.

After reading this story, it reminds me of one of my assignment in my undergraduate studies. My tutor provided me some chat rooms to chat with native English people in order to collect some information to write up an assignment about different culture. I found an American to be my subject and we started chatting. Later, we exchanged e-mail and we kept writing to each other through e-mails. After the assignment has been finshed, we still kept on writing e-mails to each other about our daily life. And now, after 10 years, we use facebook to keep in touch. So interesting!

Sample Web Subjects 1. Primary School Webfolios

Rachel Arenstein used his English teaching time to teach students how to create an English porfolios. The students were in fifth- and sixth-grade. They had to design their web pages in English with Hebrew instructions and English software. These trained students' artistic skills and interpersonal skills. Besides, students were learning English and computer skills at the same time. However, Arenstein spent quite a lot of time to teach them computer skills before they can create web pages.

I think it's good to combine different skills in learning. Also, students are highly motivated and they show great interest in creating their own porfolios. However, teachers have to spend quite a lot of time in teaching computer skills which is a luxury in most local schools.

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