Understanding Refugees: A WebQuest for EFL Students

For the final assignment in L544, we created a WebQuest. I decided to focus my WebQuest on refugees. Students will be able to learn more about the issue, participate in a Town Hall debate role play, and work in groups organize and create an awareness campaign project. Please check out the WebQuest here:

Understanding Refugees: A WebQuest for EFL Students

Assessment Tools Evaluation: RubiStar

For the upcoming WebQuest project, I will be using a rubric as an assessment tool. I decided to check out the RubiStar website, which is a free tool to help teachers create rubrics. Initially, it seemed like you had to register, but it is possible to use the tool without registering. Registering allows users to save and edit their rubrics online, and it is also free.

I just quickly looked though the site without registering. If you go to the RubiStar homepage, you will see the following:

Towards the bottom, you can click on a topic below "Create a Rubric." It seems that whatever you click on, it will take you to the same page. I tried clicking on several different topics and they all took me to this page:

Here you can choose a more specific type of assignment. I selected "Public Awareness Campaign" under "Products."

There is a warning that you only have 40 minutes to submit the rubric, but registered users can save it online and continue working on it. You will also need to fill out some basic information towards the top of the page. As you scroll down, you will be able to enter specific details into the rubric:

There is a drop down menu that offers suggestions for scoring criteria; however, it is also possible to rename the categories. It is also possible to change the values. In each box, users can type the specifics about how learners will be assessed.

Overall, this seems like a convenient tool, but it does not seem much different from just typing information into a table on a Word document.

External Documents: An EFL Lesson on Monsanto and GM Foods

For this assignment, I used a ready lesson from the New Internationalist Easier English Wiki that I evaluated earlier, plus some other materials. Preparing lessons for my classes usually just involves putting some files on a USB thumb drive and jotting down a few notes on a Post It. This was a little more involved. You can download the file here:

https://drive.google.com/file/d/0BzwusIO-ArnOZDlpRlVyZndRUWc/view?usp=sharing

Website Evaluation: New Internationalist Easier English Wiki

The New Internationalist is a progressive magazine published in the UK that focuses on issues of global justice. They have created an easier English wiki page that provides the same articles from the magazine, but with easier vocabulary and grammar. In addition to the articles, there are dozens of ready lessons available.

Website Title: New Internationalist Easier English Wiki

Website URL: http://eewiki.newint.org/index.php/Main_Page

Grade/Age/Proficiency Level: This website is ideal for intermediate to advanced level university students or adults, but it could possibly used with younger learners.

Language & Content: Reading, Writing, Listening, Speaking, Vocabulary, Grammar, Culture, and Critical Thinking

Here are a couple of screenshots showing the main page:

Articles

There are a couple of different ways to access the articles, which actually seems a bit redundant. One way is by clicking on the image of the magazine cover, another option is to find the issue number on the left hand menu, and the third is to scroll down below the magazine cover images to find a list of issues. Whichever option users choose, they will be redirected to a page like this:

I just randomly selected a recent issue, which was updated on April 29, 2015, but there have been a couple more issues added since then. A new issue comes out every month.

On the issue page, users can select an article of their choice, or find the ready lesson for that month's articles at the bottom. Clicking on an article will take you to another page that includes the article written in easier English. At the bottom of the article, users can click on the link that takes them to the original article published on the New Internationalist webpage.

Ready Lessons

The ready lessons can be found on the page for the monthly issue, or users can select Ready Lessons from the menu on the left, which will take them to this page:

Users can scroll down and find lessons on topics of their choice. There are also brief descriptions of the language focus of each of the lessons. There are a wide range of activities and they vary lesson to lesson. They are always interactive with plenty of discussion and include different aspects of reading, writing, listening, speaking, vocabulary, and grammar. Some even include links to YouTube videos or other websites on related topics.

Users can open the ready lessons in either .pdf or .ppt format. The PowerPoint is particularly useful because it includes notes, such as recommendations for teachers and answer keys. I have selected a few random pages to show here, but I would encourage you all to check out some of the other lessons:

Quizzes

Another feature of this website is that users can take quizzes to test their knowledge of global issues. There are multiple choice questions that users can make guesses on. After the quiz, they can click a link to an article that will answer the questions from the quiz. Here are a few screenshots showing the quiz feature:

Reflections

I found this website a while ago and bookmarked it, but I never actually used it in a class. While preparing for this evaluation assignment, I was looking back through the pages I had previously bookmarked and decided to look more closely at this one. I'm glad I did! At first I thought it seemed a bit cluttered and unorganized, but as I continued to browse I started to realize that the design is quite simple to navigate, despite a few links leading to blank pages (although these seem more related to site maintenance and not the articles and lessons). There are a lot of great pictures included on different pages, and the menu on the left has everything. Although this is a wiki, it is not possible to edit the pages without logging in. I am not sure how many contributors there are.

The contributors of this wiki are obviously very passionate about what they do. They rewrite multiple articles into easier English every month and create detailed lessons about a wide range of global justice issues. The website is unabashedly progressive, so this would certainly not appeal to everyone. They are hoping to increase awareness of global justice issues and encourage English learners to become activists who will work for social and global change. However, many of these issues are highly controversial. Teachers would have to know their students well enough to avoid topics that could be too sensitive.

In settings where discussion and debate on controversial topics is welcomed, I would highly recommend this website. The easier English articles are definitely more comprehensible for English learners. I also like that they include the link to the original article so that students can compare them on their own. The activities in the ready lessons are well designed and engaging. They include a wide range of tasks that cover different aspects of language learning and would appeal to different learning styles. They include tips for both teachers and students, and students are able to check their work through the answer keys. The material is authentic because it focuses on real issues that impact students' lives. It also allows for some learner autonomy. Because there are so many different articles and lessons to choose from, it is likely that everyone can find something they are interested in.

Overall, for English learners and teachers who are interested in learning about and discussing issues of global justice while also improving their English proficiency, I think this is an excellent website. One possible suggestion for improvement would be to include a space for commenting on the articles. That way users could have some discussion with an authentic audience. It might also be interesting if there was a live chat feature. There is an option of following on Twitter or emailing the website, though.

Go check out the New Internationalist Easier English Wiki!

Mobile App Evaluation: LearnEnglish Podcasts by the British Council

LearnEnglish Podcasts is an app created by the British Council that can be downloaded on mobile devices through the Google Play Store and iTunes. Users can listen to conversations about everyday topics spoken by native speakers of British English. The podcast is currently on its fourth series, and new episodes are continuing to be updated every two weeks. The same main characters return throughout the series, so listeners can get to know them and hear the stories progress over time. They also talk with other guests during the episodes. In addition to listening to the podcasts, users can read along with a highlighted audioscript, slow down the listening speed, and answer comprehension questions about the conversations. Each episode is about 30 minutes.

Language Activities/Skills: Listening, culture
Size: 13.94 MB
Updated: May 19, 2015
Version: 3.3.0
Downloads: 1,000,000+
Price: Free

When opening the app, a full page add appears that needs to be closed by pushing the X in the top left corner. The main menu page allows users to select which series they would like to listen to. There is an ad at the bottom of this page, but fortunately, these are the only times ads appear. The main page looks like this:

As you can see, there are already 44 episodes, and as mentioned before, new episodes are being added every two weeks. After selecting which series to open, a list of episodes with brief descriptions of the themes and conversation topics appears:

Users can download the episode they want to listen to. Each episode is about 10 MB. They will be downloaded to the device, so users can listen to them later without an internet connection and they can be deleted after listening. Once it has been downloaded, clicking on the "play" button with open the following window:

It is possible to rewind or fast forward by dragging on the seek bar. I skipped ahead a bit to take the screen shot shown above. The text of the conversation is displayed and highlighted. It is also possible to scroll up or down through the conversation, and tapping on the text will skip the audio to the correct location. It is also possible to slow down the speaking speed by pressing on the .5x button to the right of the seek bar. Users can also choose to ignore the text and only focus on the audio. It will continue to play even if the screen is turned off. By pressing on the image of a target in the top right corner, the following screen will open:

Here it is possible to answer comprehension questions. These can be completed while listening or at the end of the podcast. Users can check their answers on the bottom. If they are incorrect, they can try again, or check for the correct answers. In the top right, tapping the image of the graph will show users their progress. Here I only answered one question. Incorrect answers would show up in red.

Overall, I would rate this app as "Excellent/Highly recommended." The British Council produces a lot of excellent materials for English learners, and this app is another example. Although this app is a bit limited in focus, the purpose of improving listening comprehension and learning more about British culture, specifically related to the lives of young adults, is very clear and effective, and it would be very useful for learners hoping to improve these aspects of their English ability. These topics are also very authentic and the hosts are native British English speakers, so users could feel more connected to the culture through them.

The presentation is clear and well organized. It is easy to navigate the app, the use of color and images is visually appealing, and the audio quality is high. There do not seem to be any bugs, and I did not have any issues with crashes while using the app. The ads were annoying, but that is to be expected on a free app.

There is some flexibility and engagement built into the app because users can change the audio speed, choose to read along with the audioscript or just listen, and answer comprehension during or after the podcast. Throughout the episodes, the hosts encourage listeners to send in their questions via email, and they encourage them to check the website for additional materials. Although there is no collaboration during the podcasts, emailing the hosts later could be interesting for some users. Users can get immediate feedback on the accuracy of their answers to the comprehension questions, but they would not be able to get any other type of feedback. There is some built in support through the "Help" button, but it is a bit limited. More help could be found online.

This app would work best for self-directed learners, but it would be possible to integrate it into a curriculum. Students could listen to the podcasts as homework, and they could have discussions about it in class. The teacher could also show pictures and provide other supplemental materials related to the topics. The teacher could also pull out vocabulary and grammar structures from the audioscript to focus mini-lessons on.

Although I do think this is an excellent app, it might not be appropriate for all learners. Students planning to spend time in the U.S., for example, might not want to listen to British English. The daily life topics might seem too basic for more advanced students. Other might not like having to download 10 MB files each time they want to listen to an episode of the podcast. The only activity is a few comprehension questions, which might not be enough for some students. Perhaps including some vocabulary questions could be beneficial. Including some sort of speaking practice would be helpful as well. Of course one app can't provide all aspects of language learning, so I think the LearnEnglish Podcasts is great for listening and learning about British culture, but it would not be the best choice for students who need to improve other aspects of their English.

Reference:

Son, J.-B. (2015). Language learning app review form. Retrieved from http://www.apacall.org/member/sonjb/projects/apps/language_learning_app_review_form.pdf

Week 4: MALL, SNS, and Web 2.0

Stockwell (2012) brought up many important points about mobile assisted language learning (MALL), related specifically to the use of mp3 players, personal digital assistants (PDAs), and mobile phones. I was not really familiar with PDAs, and I was thinking about tablets as I read the article, but I do not think they are the same. It seems PDAs are not really used anymore, highlighting once again how quickly the technology changes! I was really interested in Stockwell's observation that "There is an obvious psychological difference between using a device which is dedicated to language learning (as in the loaned PDA) and a device which is owned by the learner and has practical uses apart from learning" (p. 208). This is a distinction that I had not really thought about before. Stockwell goes on to claim "when the cost of using a technology is placed onto the learners, there is likely to be an adverse effect on how much they are willing to engage with it" (p. 208). I wish he had elaborated on this point a bit more because I am not sure I agree. Personally, when I am paying for something I am more likely to stick with it than if it was free, so I am not sure how this would lead to adverse effects. Did I miss something? I also think that using a device owned by the learner can increase learner autonomy. I know that some districts provide students with tablets or other types of technology to use for classes, so I would be interested in hearing more about the differences in learner perceptions and outcomes between using personal devices and school-owned ones.

I appreciated how Stockwell divided the issues of concern with MALL into physical issues, psychological issues, and pedagogical issues, and these sections gave me a lot to think about. Of particular interest is the increased use of "textisms" (p. 211). If students are going to use these types of abbreviations when they use mobile technology, should we spend time teaching this type of language? Finally, the idea of using GPS, "augmented reality," and the "Internet of Things" (p. 212) is both exciting and frightening. I like the idea of being able to use technology to make learning more relevant to students by enabling them to "interact with their surroundings in a way that can facilitate language learning through relating it to potential opportunities that arise as a part of their daily lives rather than just what occurs in the classrooms or in completing activities or tasks as a part of the class" (p. 213). However, this could potentially get a bit too personal and intrusive.

Duffy (2007) shared some great ideas for using blogs, YouTube, and wikis in class, and I found a lot of his suggestions really useful. I was unfamiliar with the term "folksonomy" (p. 121) so that was also useful to read about. I felt that he spent too much time on general descriptions on what blogs, YouTube, and wikis are, but I realize that not all readers would be familiar with these, especially not in 2007. If he updated this article today, he might not include as much background. I really appreciated how he used bullet points to lay out educational benefits and strategies for using these resources, which made it easy to follow. The "guidelines relating to the specific use of video to promote active viewing and maximize learning" (pp. 124-125) was particularly useful to me. I use videos a lot in my classes, and I am guilty of making it too passive at times. Duffy offered some great tips for making video viewing more active. Perhaps the suggestion that stood out the most to me was to "give students a specific responsibility while viewing" (p. 125).

Prichard (2013) offered some convincing arguments about the effectiveness of using social networking sites (SNSs) such as Facebook, and I like how he mentioned several action research studies in various contexts. I certainly agree that there are language learning opportunities, but I would be concerned about it getting too personal. I like to keep a professional distance from my students (I work at a women's university, after all). I have accepted friend requests from some former students on my personal Facebook page, but not until after the course is over. I would not want to use personal pages for class purposes. I do use Edmodo, which has some similar features, but it is used specifically for the class. I realize that students can learn a lot from informal and social interactions, such as reading friends status updates or articles they have posted. This gives them an authentic audience and some learner autonomy which will help them develop the language, but I think that is something they should do independently, not part of the class.

Like I mentioned before, I have used YouTube videos in classes. I have also shown TED Talks and some news clips. After reading Duffy this week, I am going to make a much more conscious effort to ensure active viewing. Although I usually do some pre- and post-viewing discussion/comprehension questions about the videos, I am going to make sure they are aware of their viewing responsibility by mentioning specific things to watch for. I am also going to pause the videos more frequently to ensure comprehension and do some predicting/recalling. I have also been using Edmodo as a forum for students to post work and comment on each other's posts. I plan to continue using this, but I might explore other ways of making it more social. Perhaps getting the students to keep personal blogs about their own interests would be fun. It would be hard to keep track of all the links to all the different blogs. Do any of you know of a good website that would enable each student to blog individually, but within one class page? Maybe Edublogs? Has anyone used this website before?

References

Duffy, P. (2007). Engaging the YouTube Google‐Eyed Generation: Strategies for Using Web 2.0 in Teaching and Learning. In European Conference on ELearning, ECEL (pp. 173-182).

Prichard, C. (2013). Using Social Networking Sites as a Platform for Second Language Instruction. TESOL Journal, 4(4), 752-758.

Stockwell, G. (2012). Mobile-assisted language learning. In M. Thomas, H. Reinders & M. Warschauer (Eds.), Contemporary computer-assisted language learning (pp. 201-216). London/New York: Bloomsbury.

Week 3: Share Fair

Share Fair Activity Worksheet

§  Target language: English

§  Target student (age, level): University students; upper-intermediate to advanced level

§  Topic/Theme: Persuasive speech on a social issue

§  Skill focus: Speaking, listening, reading, writing, critical thinking

§  Objective: To prepare and deliver a formal speech; to improve public speaking skills; to research a social issue; to improve listening comprehension by listening to other speeches; to think critically about social issues and engage in discussion and debate with classmates

§  Time: About 2-3 hours of class time will be spent introducing and discussing the format of a persuasive speech following Monroe’s Motivated Sequence and looking at several examples. Most of the work will be completed as homework, so time will vary for each student. After the in-class lesson, they will have a week to complete the initial posting, and another week to comment on each other’s speeches.

§  Software/Web address: Assignments will be posted on the class page using www.edmodo.com. Students will use a free audio recording app of their choice.

§  Procedure for the activity: Students will deliver a formal persuasive speech following Monroe’s Motivated Sequence (Attention, Need, Satisfaction, Visualization, Action) on a social issue of their choice. They will record their speech and upload the audio file to the Edmodo website. Then they will listen to classmates’ speeches and write comments on them. They should read each other’s comments and respond accordingly.

§  Assessment (how will you know that students have learned?): I will grade students using the following rubric:

3- excellent; 2-good; 1-fair; 0-poor

Attention – The speaker uses an attention-grabber, introduces the topic, and briefly outlines the speech.	3	2	1	0
Need – The speaker explains the problem with well-researched background details, facts, and statistics.	3	2	1	0
Satisfaction – The speaker explains how this problem can be solved.	3	2	1	0
Visualization – The speaker explains how solving the problem in this way will benefit the audience, or how they will suffer if this solution is ignored.	3	2	1	0
Action – The speaker tells the audience what they can do to help solve the problem.	3	2	1	0
The pronunciation is clear and easy to understand. If there are a few minor mistakes, these do not interfere with overall comprehension.	3	2	1	0
The pacing is appropriate and consistent throughout the response and long pauses are avoided. The speaker sounds natural and fluent, not as if she is reading from a script. The speaker sounds interested in the topic and demonstrates some enthusiasm. She varies intonation and does not speak in a monotone voice.	3	2	1	0
The speaker uses strong vocabulary and grammar. If there are a few minor mistakes, these do not interfere with overall comprehension.	3	2	1	0
The assignment is complete, an appropriate length, and submitted on time.	3	2	1	0
The student has commented substantially on at least two of her classmates’ posts on the Edmodo discussion board. These comments show deep engagement with the topic and help to further the discussion.	3	2	1	0

                                                                                            

Total: _____/30

Comments:

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Week 3: Audience, Authenticity, and Autonomy

Johnston (2007) discusses the important, but perhaps often overlooked, issue of audience in language learning. He notes, "the availability of an authentic audience affects the rate and extent of language learning" (p. 63). He discusses how traditional language classes tended see the teacher and classmates as the only audience; however, newer approaches have recognized the importance of incorporating issues of audience, including whole language, process writing, and English for specific purposes. Students’ use of the target language will certainly change depending on the audience, and it is helpful for them to consider the audience as they practice using the language.

Johnston continues his chapter by discussing authentic audiences. He explains, "An authentic audience is an audience that is concerned exclusively with the meaning of the speaker's message" (p. 67). This is an interesting definition because it emphasizes meaning over form, which enables learners to experiment more with the language. If the audience is generally interested in what the speaker or writer is saying instead of how they are saying it, the interaction is more authentic. Finally, he moves on to discuss the relationship between audience and computer-mediated communication (CMC) in ESL. He discusses how there is now "an increase in the range of potential interlocutors" (p. 67) and "audiences can be invisible but immediate" (p. 67). He discusses other changes, such as the shift away from learners as "eavesdroppers" and the increased use of emoticons and abbreviations, which are changing the ways people interact.

Johnston's chapter gave me a lot to think about regarding audience and how to provide my students with an authentic audience. Although using online or mobile chat programs would be an easy way for my students to communicate with native English speakers, it is not easy to find people willing or able to participate. They can interact with each other easily, though. I think that by posting on an online discussion forum, similar to what we are doing here, would be useful for my students. I already do some of this using Edmodo. Even though their audience is not made up of native English speakers, they are concerned with the meaning of each other’s messages instead of form. Posting assignments online is another way to use CMC to help create a more authentic audience for my students. If they know that not only the teacher, but classmates and perhaps others might read their work, they may approach the assignment differently. Unfortunately, this might provide extra stress for some students, especially those with lower levels of proficiency. Additionally, this can create unnecessary competitiveness if students are constantly comparing their own work to the work of others.

Prior to reading the chapter by Chapelle and Liu (2007), I mainly thought of authenticity in terms of using authentic sources designed for native English speakers. For example, reading an article from the BBC instead of Breaking News English. I also thought of authenticity as related to real-world and practical language that learners can use naturally in their everyday lives. This chapter brought up the issue of learner perspectives of authenticity, which is really important but not something I had given much thought to. I found the examples of tasks and the tables in this chapter to be particularly helpful. The sample dialogues ad the results of the questionnaire were also really interesting and helpful in understanding the issues here.

While examining CALL materials, it is important to remember that different learners will view the materials differently, as “authenticity has more than one meaning” (p. 126). Therefore, providing some different options might be useful so that learners can choose to use the materials that they deem most authentic. Secondly, it is important to realize that unless there are real people on the other side of the computer, such as through live chats or discussion boards, it is unlikely that the material will provide a perfectly authentic experience. The materials can still be useful for practicing some aspects of language, though, and should not be immediately dismissed because of a few shortcomings.

Healy (2007) discusses the issue of autonomy in language learning. This is important for students to feel like they are in control of their own learning and have options. Some CALL materials have tracking systems built in that can allow students to see their progress, which might motivate them to continue learning. They can also decide what they might need to review more, other areas to focus on, or changes they need to make based on these tracking systems. Using CALL can enable students to make different choices based on their own needs and interests, and many programs have built in options they can modify to fit their own style. As Healy notes, though, “current CALL rarely gives more than a limited snapshot of learner performance on a given task” (p. 383).

Healy also encourages the use of learning communities, and she notes, “Although most CALL developers create materials for learners to use individually, better results are often achieved with learners working in pairs” (p. 383). This related to Vygotsky’s zone of proximal development and ways partners can assist each other. I also found the section on critical pedagogy to be quite important because of it emphasis on encouraging learners to be more self-aware and considering how their studies are related to power structures in broader social and political contexts. I think that this critical awareness can have a strong impact on learner motivation.

These three readings brought up important issues related to audience, authenticity, and autonomy, which I had not thought much about before. I think these are all important issues to consider as a language teacher, and I think that CALL materials can provide a means of considering these issues effectively, but there are also concerns we should be cognizant of.

References

Chapelle, C. & Liu, H (2007). Theory and research: Investigating authenticity. In Call Environments Research, Practice, and Critical Issues (J. Egbert & E. Hanson-Smith Eds. 2 ed.): Teachers of English to Speakers of Other Languages.

Johnston, B. (2007). Theory and research: Audience, language use, and language learning. In Call Environments: Research, Practice, and Critical Issues (J. Egbert & E. Hanson-Smith Eds. 2 ed.): Teachers of English to Speakers of Other Languages.

Healey, D. (2007). Theory and Research: Autonomy and language learning. In Call Environments: Research, Practice, and Critical Issues (J. Egbert & E. Hanson-Smith Eds. 2 ed.): Teachers of English to Speakers of Other Languages.