https://calico.org/html/article_94.pdf
The article describes a study that offers methodological insight into examining the relationship between teacher feedback and learner revision through online means of communication. The study focuses on the long term effects of teacher feedback techniques in terms of the quality reported in student revisions. Some techniques that are available only in computer based feedback can contribute to improve the process of teacher feedback and student revisions.
I found very interesting the use of different colors other than red for highlighting feedback such as blue and green for marking student revisions. It is very interesting how the author comments that the use of green not only helps the teacher to identify the revised parts but that it also helps students to develp a sense of ownership and responsibility over their own work and develop an identity as intependent writers.
Another interesting notion was the use of question form comments with a primary focus on content and later on grammar as a form of giving indirect feedback. Instead of using the traditional approach of direct corrective feedback, teachers place requests for more information, clarification or offer some suggestive tips for revision. In this case students instead of receiving direct evaluations are invited to develop a sense of autonomy and become active and responsible in revising their work. The technique of using highlighting for feedback or revision, the use of an indirect approach for feedback and the primacy of content based feedback followed by feedback on form promote the development of a social relationship between the teacher and the student. Teachers and students have to collaberate in order to find the appropriate response to issues that seem problematic.
Wednesday, February 24, 2010
Tuesday, February 16, 2010
TESOL with Jing
http://www.youtube.com/watch?v=3PoZoZzi0Wk
This video podcast features a conversation between two teachers of English as a second/foreign language who give a quick tutorial for a very powerful computer screen capture software called Jing. The video also presents multiple scenarios on how to use this tool for teaching English as a second/foreign language.
Useful websites
http://www.jingproject.com/
http://www.screencast.com/
This video podcast features a conversation between two teachers of English as a second/foreign language who give a quick tutorial for a very powerful computer screen capture software called Jing. The video also presents multiple scenarios on how to use this tool for teaching English as a second/foreign language.
Useful websites
http://www.jingproject.com/
http://www.screencast.com/
Wednesday, February 10, 2010
Voicethread and Task Difficulty
VoiceThread is a convenient and interactive online tool of asynchronous communication that allows students to create and share their projects not only with their classmates but also with people around the world. Voicethread in an ESL classroom can be used in multipurpose ways to practice pronunciation, speaking, storytelling or expository skills. The specific tool integrates the notion of oral practice through interaction with the computer followed by possible peer feedback in the form of a class discussion or by creating a block where students and teachers can submit their comments. Teachers can also use voicethread as an effective assessment tool to see if students understand key concepts and which students put in the most effort during assignments.
From reading the article by Peter Robinson "Task compexity, theory of mind, and intentional reasonging" I realized that certain important aspects such as the complexity of tasks and its relation to a task based design has to be considered when using voicethread. The article suggests that tasks should be designed and sequenced on a basis of a gradual increase in complexity which will promote interaction and eliminate output anxiety. I think an interesting point to consider apart from the negative correlation between task complexity and anxiety output is the notion that task difficulty differs among students depending on their individual linguistic weakenesses or strengths. It seems that even though a gradual complexity in task design is nessecary, at the same time teachers have to consider that students must have the appropriate reference tools and support that will facilitate their individual needs and eliminate their output anxiety.
From reading the article by Peter Robinson "Task compexity, theory of mind, and intentional reasonging" I realized that certain important aspects such as the complexity of tasks and its relation to a task based design has to be considered when using voicethread. The article suggests that tasks should be designed and sequenced on a basis of a gradual increase in complexity which will promote interaction and eliminate output anxiety. I think an interesting point to consider apart from the negative correlation between task complexity and anxiety output is the notion that task difficulty differs among students depending on their individual linguistic weakenesses or strengths. It seems that even though a gradual complexity in task design is nessecary, at the same time teachers have to consider that students must have the appropriate reference tools and support that will facilitate their individual needs and eliminate their output anxiety.
Wednesday, February 3, 2010
Podcasts for French language leaners
The following website http://www.learnoutloud.com/Podcast-Directory/Languages/French/French-for-Beginners-Video-Podcast/28273#3 offers a variety of audio and video podcasts for all different levels of French language learners. I chose the video podcast # 8 which beginner students can easily use to learn the new vocabulary. I liked the visual aspect of the podcast which was very clear in the way it addressed the new words.
The new vocabulary included names of European countries. While listening to the speaker students were introduced to the new words by looking at the map of Europe with a cursor pointing each time to the appropriate country. A spelling represenation was provided with every word introduced. The speaker followed a relatively slow pace which I believe is appropriate for beginner level students and repeated at least twice the name of each country giving to the students the opportunity to notice the pronunciation.
I think the specific podcast could easily be used by students. The pace is appropriately slow and the visual environment succesfully introduces the new words. An aspect that I did not like is related to the sound control features that were non existent. Students are not able to go back and forth. However, they have to completely stop the podcast and start all over again.
http://www.parisbypod.com/2009/05/28/photo-reportage-%e2%80%9cla-course-des-parisiennes%e2%80%9d-4/
The above website includes a podcast of a real life situation where students have the opportunity to listen to a reporter's account of a race that takes place once a year in France. The podcast is mostly appropriate for intermediate level students. Students can practice their listening skills and learn new vocabulary. I liked the pictures that students are provided with and how each picture is followed by a sentence with the new underlined words.
Teachers could prepare follow up questions that would check the students' listening and vocabulary comprehension. Since the topic of the podcast refers to a real life situation a speaking activity could also follow the podcast with students developing a discussion over common races taking place in their countries or their own experiences.
The new vocabulary included names of European countries. While listening to the speaker students were introduced to the new words by looking at the map of Europe with a cursor pointing each time to the appropriate country. A spelling represenation was provided with every word introduced. The speaker followed a relatively slow pace which I believe is appropriate for beginner level students and repeated at least twice the name of each country giving to the students the opportunity to notice the pronunciation.
I think the specific podcast could easily be used by students. The pace is appropriately slow and the visual environment succesfully introduces the new words. An aspect that I did not like is related to the sound control features that were non existent. Students are not able to go back and forth. However, they have to completely stop the podcast and start all over again.
http://www.parisbypod.com/2009/05/28/photo-reportage-%e2%80%9cla-course-des-parisiennes%e2%80%9d-4/
The above website includes a podcast of a real life situation where students have the opportunity to listen to a reporter's account of a race that takes place once a year in France. The podcast is mostly appropriate for intermediate level students. Students can practice their listening skills and learn new vocabulary. I liked the pictures that students are provided with and how each picture is followed by a sentence with the new underlined words.
Teachers could prepare follow up questions that would check the students' listening and vocabulary comprehension. Since the topic of the podcast refers to a real life situation a speaking activity could also follow the podcast with students developing a discussion over common races taking place in their countries or their own experiences.
Subscribe to:
Posts (Atom)