Computer Assisted Language Learning

Georgina Hudson, Argentina, Natalia Iurlina, Argentina, and Angela Honaman Elizalde, Chile

Georgina Hudson, Master’s in TEFL, is a teacher is at the Teacher’s Training College in San Nicolas, Buenos Aires where she works with future English teachers. She enjoys working with future teachers and students in company business settings. She’s interested in the fields of Multiple Intelligences, NLP and Emotional Intelligence, especially the fields of Mindfulness, RULER and Compassion. hudsongeorgina@gmail.com

Natalia Iurlina, Master’s in TEFL, has taught English to teens and adults and is currently working as an academic consultant and coordinator for an international ELT publishing house. She enjoys working with different learners and creating the best materials for each of them. She is interested in the use of technology in the ELT classroom. nataliaiurlina@gmail.com

Angela Honaman Elizalde, Master’s in TEFL, is a teacher at the Universidad de Vina del Mar and at the Universidad de las Americas in Vina del Mar, Chile. She teaches both to future English teachers and to students of various majors. She enjoys working with children and university students to develop their language skills and confidence. She’s interested in assessment, motivation, and technology in the classroom. ahonamanelizalde@gmail.com

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Introduction
The context
The Lesson plan
How the lesson plan was evaluated
Bibliography
Appendices

Introduction

The following lesson plan has been conceived as a set of tasks based on authentic material, which aim at fostering a high level of engagement in the learning process and an enhancement of students' thinking and productive skills, through tasks which kindle the imagination and make learning a pleasurable and creative experience for all the individuals involved.

We have brought in the use of technology because we firmly believe that to cope with our ever changing global community with all its interrelated components, our students must learn: to solve complex problems, to be able to work collaboratively, to be good digital, global and community citizens, to develop their higher order thinking skills, and to be able to discern good from bad information on the net.

It is for the aforementioned reason that we must educate from a perspective that is flexible and open to change, and therefore work with strategies to read, write, search, and participate in the web from a critical perspective. We have made a conscious effort to develop tasks that enhance the development of digital competence while respecting the communicative approach underpinnings. The focus is on using the language rather than the analysis of it, teaching language implicitly. It also allows for originality and flexibility in student output of language.

The role of the teacher in this lesson plan, which displays a strong integration of CALL, changes radically since instead of being directly involved in students’ construction of the language, the teacher interacts with students primarily to facilitate difficulties in using the target language (grammar, vocabulary, skills, etc.) and use the language to interact with the computer and/or other people. We would like to highlight the importance of the teacher’s familiarity with the resources to be used to anticipate technical problems and limitations. Besides, students need the reassuring and motivating presence of the teacher who invites them to carry out tasks of the type proposed in this sample lesson plan.

In addition, the role of students also has to change as students need to adjust their expectations of their participation in the class in order to use the CALL activities effectively. Rather than passively absorbing information, learners must negotiate meaning and assimilate new information through interaction and collaboration with someone other than the teacher, be that person a classmate or someone outside of the classroom entirely.

Last but not least, it is worth pointing out that we have tried to integrate the use of technology in the sample in a way that provides direction and coherence to the tasks in the plan rather than using technology in an ad hoc and disconnected manner for more marginal teaching.

“For most people, computers were a Friday afternoon extra- providing some added entertainment but hardly a central part of the course. But everything has changed. Suddenly new technology is widely available, much cheaper, at schools, in people’s homes and in their pockets…You need to get fluent enough with the technology so that you can start to think how to really exploit it rather than just use it. It is still down to what you do with the tools” (Scrivener, 2011:334-335)

The context

This lesson plan has already been proven with a class of young adult students who are learning in-company in an international company in Buenos Aires Province, Argentina.

Their language level spans within the mid-intermediate and upper intermediate range of English proficiency. Most students have a good receptive knowledge of the language rules but fail to communicate at ease either in speech or writing.

Some considerations to be taken into account:

• Age & socio-cultural background: Young adults between 25-35 years old. This class is made up of junior and semi senior young professionals who are well educated and who have a lot of potential at work.
• Attitudes to learn: the group displays a positive attitude to learn, they are very cooperative, they are aware of the perk their company is giving them and try to make the best of it. They also find the class to be a break from their daily routines at work, so they enjoy our meetings
• Motivation: they are motivated to come to the classes to put their English to the test. They enjoy interacting and using the language (even if they are not fluent or accurate!). They get bored with language rules quite easily.
• Resources available: a big office/classroom, a laptop, an overhead projector, whiteboard, CD player and photocopier. WI FI internet connection available.
• Time available for the programme: 3 hours per week divided into two classes within working hours. The following lesson plan has been conceived to be used over the course of 1.5 weeks.

The Lesson plan

Lead in

1. The Band: Snow Patrol

1.1. Activate students’ knowledge of the band or raise curiosity by asking them to do the online quiz. www.surveymonkey.com/s/GXQKGKL
You can take the results of the survey to the class to discuss their answers.

1.2. Afterwards, you can invite students to visit the band’s official web page to check their answers: www.snowpatrol.com. Ask them whether they feel curious or surprised by the band, etc.

Ask students to discuss/share their findings with a partner/the rest of the group.

1.3. Invite students to create a YouTube playlist. They can include songs and videos. Encourage them to listen to music in English outside the classroom.
http://support.google.com/youtube/bin/answer.py?hl=en&answer=57792

To see student’s worksheet turn to appendix A

On the go

2. The Video

Students watch the video and predict what the song is about by answering simple questions and ticking the words they hear. The first activity is a guessing activity with the sound off. The following ones are to be done with the sound on.

www.youtube.com/watch?v=fk1Q9y6VVy0&feature=fvst

To see student’s worksheet turn to appendix A

3. The Lyrics

Students listen to the song and order the lines. Then listen and complete the missing words.

To see student’s worksheet turn to appendix A

Follow-up

4. What do you think?

Invite students to discuss their ideas and interpretation of the song. There’s no correct answer.
Students then share their ideas in the class blog.

To see student’s worksheet turn to appendix A 5. Role-play

5.1. Students are given some time to get into their roles and to refer to the useful language at the back of the plan. This should be as spontaneous as possible.

5.2. Students record their performances using any portable device (mobile phone, webcam, tablet, etc.) and upload their final version to the class blog.

History & culture

6.1. Students are directed to https://snowpatrol-openyoureyes.wikispaces.com/ to complete a quiz about Ireland. They are encouraged to add any other interesting information / pictures / links about Ireland. Students are also invited to use all the tools in the wiki, namely the discussions. (This activity can be set as homework, to give students the chance to do some basic research.)

6.2. In class and collaboratively, students create a poster summarizing all the information they have found about Ireland. They can use http://www.glogster.com/. The final product can be uploaded to the class blog.

Note: To see student’s worksheet turn to appendix A

Writing

7. Students should do a writing using their http://foliofor.me/ accounts (free e-portfolio software). While the teacher will have access to the drafts, the final versions will be published in the class blog. Direct students to the useful language section at the end of the worksheet (appendix B).

To see student’s worksheet turn to appendix A

How the lesson plan was evaluated

The kit holds Rea-Dickins and Germaine’s (1992:30) three phases in the evaluation of materials: i) materials as workplan ii) materials in process iii) outcomes from materials.

The proposal for the evaluation of the kit as materials in process has followed Ellis’s suggestion for a micro-evaluation of materials in use. The dimensions which have been covered considered i) a responsive approach (how the tasks work for the target learning scenario) ii) a purpose aiming at developing curriculum and teacher’s strategies iii) a dual focus of how effective the material was in meeting the learners’ needs and how efficient it was in comparison with other materials iv) a formative evaluation (while the materials are being used) and a summative evaluation (after using the kit).

Furthermore, this set of lesson plans can work as a sort of electronic portfolio as students are required to contribute to a class blog, which can serve to keep a record of their contributions and learning. Moreover, with the use of an e-portfolio, the teacher can evaluate the students as they upload or add information to the blog, and the students can see their work over the process of completing these activities as well as at the end of the programme. As mentioned before, this allows for both formative and summative development.

The teacher, and also the student, can see the work posted to the blog to see the learning changes made over time, and when lessons are finished, both groups can see if the learning outcomes have been achieved. For instance, when the students upload a role-play they have done, both groups can see how well the students are able to communicate and use the language they have been practising. Additionally, once every task has been included in the class blog, it is possible to see what the students have learned and the improvements they have made. As Barrett (2000) writes, this kind of work is a “…reflective tool that demonstrates growth over time.” That is what these lesson plans are meant to accomplish.

Bibliography

Barrett, H. (2000). Create Your Own Electronic Portfolio. Last accessed May 29, 2013, from:
http://electronicportfolios.com/portfolios/iste2k.html

Rea-Dickins, P. & Germaine, K. (1992). Evaluation. Oxford University Press. Oxford.

Scrivener, J. (2011). Learning Teaching 3rd Ed, Macmillan.

Appendices

Appendix A: Students Workshet

Lead in

2. The Band: Snow Patrol

1.1 Click on the following link to answer some questions about Snow Patrol. www.surveymonkey.com/s/GXQKGKL

2.2. Now visit www.snowpatrol.com to check your answers

1.3. Share your findings with the rest of the group

1.3. Create a YouTube playlist, including the Snow Patrol songs that the class mentioned in question 5 of the survey.

On the go

2. The Video

2.1. Sound off

www.youtube.com/watch?v=fk1Q9y6VVy0&feature=fvst

Watch the video with the sound off for around 1 minute. Answer:

• What time of the day is it? Why do you think so?
• What sounds do you usually hear at that time?
• What feelings do you get from the images? Why?
• If you were waiting for the driver in the video clip, what would you be eating or drinking? Why? How does it taste? How does it feel to touch?

2.2. Sound on

Watch the video with sound on and/or listen to the complete song. Tick the words and/or phrases you hear in the box below.

2.3. Predict

Use the words you ticked and any extra ones which you could understand and predict what the song is about.

3. The Lyrics

3.1. Put in order. Listen and order the lines in every paragraph represented by the 5 boxes below (the lines are incomplete, you’ll complete them later).

"Open Your Eyes"

Follow-up

4. What do you think?
4.1. Discuss your interpretation of the song. Jot down your ideas and share them with the class.
4.2. What would you advise the singer to do?
4.3. Share your ideas in exercises 4.1 and 4.3 in the class blog

5. Role-play 5.1 Read the role-play cards and get ready to act out the following telephone conversation.

For more information about telephone language, see Appendix B.1

You may well want to have a look at the language we use to agree, disagree and show interest in a conversation see Appendix B.2

5.2. Act-out and record the conversation using your mobile phone, web cam or any other gadget. Upload it to the class blog.

History and culture

6.1 Quiz: Ireland

Go to https://snowpatrol-openyoureyes.wikispaces.com/ to complete a quiz about Ireland. Add any other interesting information / pictures / links about Ireland.

6.2 Poster

Work in groups to create a poster summarizing all the information you have found about Ireland. Use www.glogster.com/. Uploaded the final product to the class blog.

Writing

7.1 Write an e-mail to a friend giving him/her advice:

Remember to include:

• an appropriate greeting (Hiya! / Hi!/Hello there…),
• an introduction: refer to your friend’s problem shortly showing understanding and interest (I know how you feel, I can help you, etc),
• a main body: give advice and explain how each suggestion might help (a good idea is to.../how about, so, this may help you to...),
• conclusion: finish the email with set phrases (hope this helps, talk to you soon…),
• an appropriate ending (love, cheers…)

For more information about the structure and the language of a transactional letter/e-mail, see Appendix B.3. Use your http://foliofor.me/ account to keep a register of the drafts and progress of the writing. Share the drafts with your teacher.

Export the final version from foliofor.me to the class blog.

Appendix B: Useful Language Bank

B.1. Telephone Language

B.2. Showing agreement, disagreement, getting more information, defending your view

B.3. Writing an email to a friend (giving advice)

1. Use an appropriate greeting: Hi! / Hello! / Dear + first name
2. Introduction: refer to your friend’s problem shortly showing understanding and interest:
   
   I’ve read your e-mail and I understand your problem
   I know how you feel and I think I can help
3. Main body: Give advice and explain how each suggestion will help.
   
   A good idea is to….. This way you could…..
   You should/shouldn’t/t……. if you want to…
   How about + gerund…….? This will/may help you…
   Or you could…… so as to….
   If I were you, I would………. in order to…
4. Don’t forget to use linking words: First, Second, Also, At last, So, As a result, etc
5. Start a new paragraph to write about a new topic/idea
6. Conclusion: Finish the email with set phrases like:
   Talk to you soon
   See you soon
   Keep in touch
   Write soon
   Hope this helps
7. Use an appropriate ending: Love, Best wishes, kisses + your first name

Please check the Methodology & Language for Secondary Teachers course at Pilgrims website.
Please check the Teaching Advanced Students course at Pilgrims website.
Please check the Creative Methodology for the Classroom course at Pilgrims website.
Please check the Teaching Languages Using Technologies course at Pilgrims website.