Task 3 : [Lesson Plan]

MAKING FRIENDS WITH THE WORLD

Level :  Intermediate

Form :  Form 4

Time :  20 - 40 minutes

Aims : To find general information from a website, to practise communicating through writing in an authentic situation (e-             message writing)

Technical Requirements :

1. One computer to each pair of students, with an Internet connection, a web browser and an e-mail.
    (Each pair is only required to use one e-mail)

2. LCD Projector


*Websites:
http://www.timeforkids.com/TFK/kids/hh/goplaces ,
http://www.its-teachers.com/penpals/ ,
http://www.its-teachers.com/penpals/add.asp?s=12-17exchange


Preparation :

1. Ensure that all technical equipment is ready
2. Locate sites that are to be used for the lesson (as above)
3. Check sites prior to the lesson


Procedure :

1. Ask students about the countries or places in the world that they would love to go to if given the chance.

2. Select one or two students to talk briefly about their country or place of choice and have some students respond.

3. Teacher share with students his/her place of choice.

4.. Open up the website containing information of countries in the world  [http://www.timeforkids.com/TFK/kids/hh/goplaces] and show students your (the teacher) country of choice.

5. Ask students to find a partner, and distribute the worksheet.

6. Instruct the students to search information on the country that will be given by the teacher (Mexico) at the website, and complete the worksheet.

7. Check the answers together with students.

8. In pairs, ask students to decide on a country they want to know more about (it could be the countries they chose earlier) at the website given.

6. Give them some time to read up on the information at the webpage.

7. Send students to the 'penpal' website [http://www.its-teachers.com/penpals/] and ask them to choose someone from the country of their choice.

8. Instruct students to send that person a message regarding the things they have read about the country previously.


Follow-up Activity :

Ask students to write in a short paragraph about their new knowledge on the country of their choice in the writing book.


Appendix :

1. Worksheet.

Creating Hypertext and Hypermedia

Martial Arts

Read the passage below and click on the highlighted words for the definition or for more information on it.

Martial arts have never been more popular. Hollywood action blockbusters featuring acrobatic fight scenes like The Matrix and Charlie’s Angels have been hugely successful, and the popularity of martial arts films from Hong Kong, China and Taiwan have turned actors like Jet Li and Jackie Chan into international superstars.


While the closest that many martial arts enthusiasts get to a dojo is playing Mortal Kombat and Street Fighter in front of a TV screen in their living room, others are keen to hit the mats and have a go at martial arts themselves.


From the graceful, dance like moves of t’ai chi and capoeira to the explosive fighting styles of kung fu and karate, there is a martial art to suit every taste. Rock stars to bus conductors, vicars to politicians - people of all ages and from all walks of life are discovering the physical and mental benefits of practising a martial art.

So, perhaps it’s time to put on your gi, turn off the video, put down the joystick, and head off to your local sports centre to uncover the joys of martial arts for yourself.


Martial Arts - Terms and Definitions

T'ai Chi - a Chinese system of slow meditative physical exercise designed for relaxation and balance and health

Capoeira - a blend of martial art, game, and dance originated in Brazil (the history)

Kung Fu - a Chinese martial art

Karate - a traditional Japanese system of unarmed combat; sharp blows and kicks are given to pressure-sensitive points on the body of the opponent



more info on martial arts. article credits to britishcouncil.

TASK 2 [Article Review]

TSL 641 : COMPUTER ASSISTED LANGUAGE LEARNING

TASK 2 (10%)

Article Review

The article reviewed is linked here: The EUROCALL Review

A. Citation of the Article

a. Title: An Evaluation of Chatbots as Software Aids to Learning English as a Second Language

b. Journal: Issue Number 13, March 2008 [ISSN: 1695-2618]

    Editor: Ana Gimeno

c. Author: Professor David Coniam; BA (Southampton), CertEd (Leicester), MA, PhD (Birmingham)

                   Professor and Department Chair

                   Department of Curriculum and Instruction

                   Faculty of Education

                   The Chinese University of Hong Kong (Sha Tin, Hong Kong)

                   [more info on the author: CUHK Official Website]

B. Summary of the Article

This research paper is the second out of a two-series paper, aimed to explore the potential of chatbots for ESL learning from the perspective of their features, functionality and usability in pedagogical conditions. It is also to evaluate the chatbots’ ability in handling language and taking part in the conversation; and has presented some of their potential in the ESL classroom. The paper also reports on the use of some chatbots in the ESL classroom. The linguistic aspects are not being discussed on as it is already done in the first paper.

The methodology used for this research is by evaluating six chatbots that are available either online or for purchase. Each chatbot was evaluated by at least one evaluator who spent between 8 and 10 hours on average, working on their assigned chatbots. These evaluators subsequently use these chatbots they have evaluated, for their ESL lessons where they teach, and then to provide an analysis. All the analysis was computerized on new-running Windows XP and via broadband Internet connections.

The samples for this research, who evaluated the chatbots were ESL trainee teachers (all of whom scored level 7 or above in IELTS) in their final year of a four-year B.Ed. programme. They were reviewing and exploring the potential of chatbots in the ESL classroom as part of a 39-hour (three-unit) CALL course, which they enrolled in their ESL teacher education programme.

The research found that chatbots perform best when the language input consists of one-clause sentences, the proposition is straight-forward, and the topic is an everyday one (Coniam, 2008). The chatbots also have a potential to provide convenient conversing environment for learners to conduct authentic interactions in the target language either through writing or through speaking. The transcripts that some chatbots provide may also be a source of the target language, apart from becoming a conversation stimulator conducting conversations with users on various topics and as a second language learning support (although there is not much of this feature in most chatbots). The chatbots also allows learners to conduct dialogues, where they will get responses and feedbacks. There is also a gradual emergence of chatbots which will accept voice recognition.


C. Reaction

The research interest me as a trainee ESL teacher, and I think the research is well-conducted although there a few loopholes that had been overseen. The research has provided data and background information about the chatbots that are sufficient; it discussed the broad advantages of the usage of chatbots in the ESL classroom, and how they can help as a medium for the language learning. However, one would like to know, how this research is consistent and coherent as it only tested six chatbots out of the many more. Although it is stated that the criteria for choosing the chatbots are based on its appearance and functions, it is not stated what sort of appearance they were specifically looking for. Or instead, maybe all the evaluators can examine all the six chatbots, to be get better coherence.


Apart from that, to ensure that the findings are accurate, the samples should be the learners of the language, instead of the trainee teachers. The teacher may be the body to facilitate this research, but the results should be derived from the learners who used the chatbots. In the findings, the researcher may provide some suggestions to overcome the lack of balance in the usage for all four skills of the language learning (writing, reading, speaking and listening). Also, there is no clear conclusion to whether or not the chatbots are an effective tool for the ESL learning.

Concurrently, this research has little implication to the teaching and learning of ESL in the Malaysian context, although in general it is a bright beginning of an emerging trend of the usage of chatbots in ESL lessons. In Malaysia, chatbots could be used for the both urban schools, or advanced learners to practice their language competency and also for beginners and the more rural schools for emaningful learning. As chatbots emphasize more on the content rather than just the technicalities, it is very useful for supplementary activity after some knowledge input from teachers.

In fact, because of its flexibility in the levels of the language usage, chatbots are a medium or an avenue for students to practice their language use in a non-patronizing way. Other thatn that, chatbots could be a tool or a transport for students to progress in their language competency in a more subtle but effective way. There are certain aspect of scaffolding in the chatbot programs and teachers may give some guidance to the students while using chatbots without spoon-feeding them. All in all, chatbots are very useful and should be integrated more in the teaching and learning of ESL, be it in Malaysia, or anywhere else in the world.

Questions, be asked.

1. Why do you think evaluation of CALL courseware, websites, materials etc important?

to evaluate CALL materials is very essential as the information technology (IT) faces new advancements and developments as frequent as you blink your eyes. it is important that these CALL materials are up-to-date and up-to-par with today's learners' needs in language learning. not only do they have to supply to the demands of the consumers (includes teachers and learners), but as a matter of fact, they need to be able to foresee the learners' needs in advance and predict the future trends in CALL. hence, evaluating frequently may help in improving the quality of CALL materials as also to meet the various needs of the language learners.


2. How do you think Hot Potatoes JCloze may help your students learn English?

The Hot Potatoes JCloze (HPJC) can be a very convenient medium for students seeking to improve their English; well, the technicalities, mostly (i.e. grammar).Drilling using HPJC is very useful. It has the sufficient basic interface elements to ensure that students dont just do the exercises as they do it on paper. HPJC has the clue options, instant reinforcements and score-checker. If anything, the Hot Potatoes JCloze definitely can be a great help to the teachers too! haha.


Questions taken from here: TSL641

In-class Task 2

You can click the image for larger view.

p/s: The photos of the animals are so cute!

overture

1. please introduce yourself

i think life is like an onion that has many different intricate layers. and people are complex, which intrigues me. i like to look at watermelons more than i like to eat it. i love music, but can play very little. i would marry the guy who created the internet, if he wants to marry me.
i am random, impulsive and spontaneous.

and oh, i am Izza Izelan; just your average girl-next-door.

2. How would you rate yourself in terms of your computer skills and why? (e.g. expert, novice, savvy, geek, illiterate etc)

if i have to, i can survive the computer-istic tantrums thrown at me. but i am definitely no expert. but i am savvy, and i use trial and error.

3. What computer software and hardware knowledge do you have?

well i learned to use the adobe photoshop and illustrator in 2004, but i think its pretty much rusty in my brain now, since i rarely use it already. i also know basic autocad. in terms of hardware, i might take lucky guesses at the names of the things but it might take me years to ensemble them.

4. Have you experienced learning via the computer (online, etc)?

yes. i tried learning Spanish. but when i got to intermediate level, i was asked to pay. so i stopped.

5. Did you try to incorporate technology in some of your lessons during your practicum? Was it a success or a failure? If you did not what was/were the reason(s)?

i did, but not directly. i mean i didnt have the privilege of bringing them to the computer labs, and my school didn't even have lcd projectors in the classes. they have one in the library, but it wasn't working. so i had to bring to class articles related to technology. [i.e. the culture of blogging (as some of them owns blogs), the text messaging etiquettes etc] well, i shall say, some of it were a success (the SMS issue) but some weren't such a big hit (how the internet existed).

6. What is your opinion on the use of computer/technology in language teaching?

i think it's a must. technology is growing rapidly and it seems to be the source of everything these days. therefore, we have to educate the language learners about technology simultaneously.

7. What are your expectations from this course?

to be frank, i try not to have any expectations. haha. it might jeopardize the fun i would have had if otherwise. but generally, i am looking forward to learning new useful things that i can use for myself and for my career in future. [also, to have a blast! :p]