Wednesday, March 7, 2007
Friday, February 23, 2007
ASSIGNMENT 1
"If you poison the environment, the environment will poison you. "-- Tony Follari
"One touch of nature makes the whole world kin. "-- William Shakespeare
ASSIGNMENT 1
CAI : Computer-Assisted Instruction
CAL : Computer Assisted Learning
CALI : Computer-Assisted Language Instruction
CALT: Computer-assisted Language Teaching
CALT : Computer-Assisted Language Testing
CAT : Computer-Activated Task
CBT : Computer Based Learning
CMC : Computer-Mediated Communication
CMCD : Computer Mediated Classroom Discussion
NBC : Network-Based Communication
NBL : Network-Based Learning
CMI : Computer-Managed Instruction
TELL : Technology Enhanced Language Learning
WELL : Web Enhance Language Learning
Authentic Use of Language
Communicative CALL emerged in the 1970’s and 1980’s as a reaction to the behaviorist approach to language learning. However, communicative CALL led the teacher to be distant and students left to work independently and this undermined collaborative demand of language learning. According to Warshaeur (1996), the dissatisfaction with the communicative approach led many of the language practitioners to another approach which is known as the integrative or socio-cognitive approach.
Socio-cognitive approach aims to integrate the various skills of language learning such as listening, speaking, writing and reading and also to integrate technology into the language learning process. Also in this approach, real language which is used in a meaningful and authentic context is being emphasized whereby students are given authentic reading materials like from the World Wide Web (WWW). The World Wide Web becomes the source of learning authentic language as it provides authentic text and multimedia materials such as online newspapers, magazines, advertisements, brochures, radio broadcast, e-books and so on. The expansion of technological advancements such as the internet and multimedia technology which includes sound, graphics, image, animation, and video, helps learners understand authentic use of language better. For example, talking e-dictionary, song clips and video clips of native speakers’ conversation can improve learners’ pronunciation. In the integrative approach also, the authentic use of the language can be divided into task-based, content-based and project-based methods.
First and foremost, the use of task-based activities in the classroom is an excellent way to encourage students to use a language. Tasks may involve solving a word problem, creating a crossword puzzle, making a video, preparing a presentation, or drawing up a plan. In these classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. For example, students work in pairs, and each is given half of a map, grid, or list needed to complete a task. According to The National Capital Language Resource Centre, Washington DC (2004), by working in groups, students can collaborate to develop a work plan, which will enhance their proficiency in the language in a variety of ways because they learn from each other.
Secondly, content-based method suggests that the optimal language learning occurs when language is used as a medium for studying subject matter. For example, the use of English as the medium of instruction in non-English community can make learners learn English at the same time in their attempts to understand what is being taught and studied. Karet and Ward (1996) state that the strength of the content-based method is that language learning is contextualized and purposeful. For example, it provides the learner with purposeful tasks and opportunities for meaningful communication. This approach is to increase students’ procedural knowledge by providing them the right tools (linguistic or internet) that they need to master their academic tasks. It focuses on learning the content subject and thus, the World Wide Web (WWW) provides comprehensible input such as graphics, audio and video to aid students’ understanding of the content. Besides, other features in the internet which facilitate learning are the applications of CU-SeeMe and Internet Relay Chat (IRC) which provides an authentic environment and real audiences for students. CU-SeeMe is an audio and video conferencing program that engages foreign language students in voice conversation. Students can talk directly to as well as see or be seen by the person, who can be the native speaker that they are addressing. While IRC enables synchronous conversation among users around the world via “channels” (such as “music”, “love”, “university” etc) by exchanging typed messages. Each channel is dedicated to a specific topic of discussion that learners maybe able to discuss it with the native speakers, thus making language learning occurs simultaneously with content understanding. Therefore, this method makes language learning more exciting as well as learning a subject more enjoyable.
Lastly, the project-based method is an approach that contextualizes learning by presenting learners with problems to solve or products to develop. This can give students the opportunity to create, discover, research, and learn. According to Moss and Van Duzer (1998), project-based method functions as a bridge between using English in class and using it in real life situation outside the class. This is because when learners work in pairs or in teams, they find they need skills to plan, organize and present their research or project. This also requires the students to think for themselves and involves student decision making. In doing all those things, students of different backgrounds and mother tongues need to talk to each other in order to get the project done. So, they of course have to use their second language, English to communicate even though they are not in class and this shows how they apply their language learning in real life situation. Thus, the collaborative nature of project work enhances the application of learners’ language skills which include reading, writing, listening and speaking skills.
References:Communicative CALL emerged in the 1970’s and 1980’s as a reaction to the behaviorist approach to language learning. However, communicative CALL led the teacher to be distant and students left to work independently and this undermined collaborative demand of language learning. According to Warshaeur (1996), the dissatisfaction with the communicative approach led many of the language practitioners to another approach which is known as the integrative or socio-cognitive approach.
Socio-cognitive approach aims to integrate the various skills of language learning such as listening, speaking, writing and reading and also to integrate technology into the language learning process. Also in this approach, real language which is used in a meaningful and authentic context is being emphasized whereby students are given authentic reading materials like from the World Wide Web (WWW). The World Wide Web becomes the source of learning authentic language as it provides authentic text and multimedia materials such as online newspapers, magazines, advertisements, brochures, radio broadcast, e-books and so on. The expansion of technological advancements such as the internet and multimedia technology which includes sound, graphics, image, animation, and video, helps learners understand authentic use of language better. For example, talking e-dictionary, song clips and video clips of native speakers’ conversation can improve learners’ pronunciation. In the integrative approach also, the authentic use of the language can be divided into task-based, content-based and project-based methods.
First and foremost, the use of task-based activities in the classroom is an excellent way to encourage students to use a language. Tasks may involve solving a word problem, creating a crossword puzzle, making a video, preparing a presentation, or drawing up a plan. In these classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. For example, students work in pairs, and each is given half of a map, grid, or list needed to complete a task. According to The National Capital Language Resource Centre, Washington DC (2004), by working in groups, students can collaborate to develop a work plan, which will enhance their proficiency in the language in a variety of ways because they learn from each other.
Secondly, content-based method suggests that the optimal language learning occurs when language is used as a medium for studying subject matter. For example, the use of English as the medium of instruction in non-English community can make learners learn English at the same time in their attempts to understand what is being taught and studied. Karet and Ward (1996) state that the strength of the content-based method is that language learning is contextualized and purposeful. For example, it provides the learner with purposeful tasks and opportunities for meaningful communication. This approach is to increase students’ procedural knowledge by providing them the right tools (linguistic or internet) that they need to master their academic tasks. It focuses on learning the content subject and thus, the World Wide Web (WWW) provides comprehensible input such as graphics, audio and video to aid students’ understanding of the content. Besides, other features in the internet which facilitate learning are the applications of CU-SeeMe and Internet Relay Chat (IRC) which provides an authentic environment and real audiences for students. CU-SeeMe is an audio and video conferencing program that engages foreign language students in voice conversation. Students can talk directly to as well as see or be seen by the person, who can be the native speaker that they are addressing. While IRC enables synchronous conversation among users around the world via “channels” (such as “music”, “love”, “university” etc) by exchanging typed messages. Each channel is dedicated to a specific topic of discussion that learners maybe able to discuss it with the native speakers, thus making language learning occurs simultaneously with content understanding. Therefore, this method makes language learning more exciting as well as learning a subject more enjoyable.
Lastly, the project-based method is an approach that contextualizes learning by presenting learners with problems to solve or products to develop. This can give students the opportunity to create, discover, research, and learn. According to Moss and Van Duzer (1998), project-based method functions as a bridge between using English in class and using it in real life situation outside the class. This is because when learners work in pairs or in teams, they find they need skills to plan, organize and present their research or project. This also requires the students to think for themselves and involves student decision making. In doing all those things, students of different backgrounds and mother tongues need to talk to each other in order to get the project done. So, they of course have to use their second language, English to communicate even though they are not in class and this shows how they apply their language learning in real life situation. Thus, the collaborative nature of project work enhances the application of learners’ language skills which include reading, writing, listening and speaking skills.
Karet, J., & Ward, D. (1996). Content-Based Approach to Internet Literacy. Retrieved December 17th, 2006 from http://www.content-based/ Approach to Internet Literacy.htm
Moss, D., & Van Duzer, C. (1998). Project-Based for Adult English Language Learners. Retrieved December 17th, 2006 from National ClearingHouse for ESL Literacy Education Washington DC. Website: http://www.utpjournals.com/product/cmlr/553/content3.html
The National Capital Language Resource Centre, Washington DC. (2004). Teaching Goals and Methods Guidelines for Communicative. Retrieved December 17th, 2006 from http://www.nclr.org/essentials/goalsmethods/guidlines.htm
REFLECTIONS ON ASSIGNMENT 1
Reflections on Assignment 1.
- When we were given a list of abbreviations that we needed to define or find their acronyms, this task really made us realize how the simple abbreviation, CALL can include many other complicated terms, meaning the scope of CALL is so wide. It is like the words, CAI, CAL, CALI, CAT etc are under the same, huge umbrella of CALL.
- It is quite fun but confusing at the same time when we searched for the acronyms of those abbreviations as we came across with other acronyms which have the same abbreviation with those we were working on but have nothing to do with CALL. In order not to be on the wrong track, we narrowed down our finding in the search engine by specifically typing the abbreviations along with the words, Computer-assisted in Language Learning (CALL).
- The second task was to discuss or explain about one concept out of six given and relate it to CALL/ CALS. We chose to do on authentic learning of language. To be frank, we were not really sure of the definition of the word, “authentic” even though we as BENL students are always thought by people as walking dictionaries. So, we first looked at the meaning of the word before we went through the next stage of doing the assignment which was material reading process. We read a lot for this assignment and gratefully, all our hard works were paid off.
- This topic was the most challenging according to out beloved lecturer, Dr. Rozina. However, we managed to dig up information about it and come up with a good paper (this is also according to her).
- This first assignment made us a little lost and confused at first as we are not specializing in computer like those ICT students and never cared to know what CALL was and its related terms. The computer jargons were enough to give us headache, not to mention their functions in CALL. Nevertheless, it was fun actually to pretend like ICT students and discuss about those terms loudly in front of other people.
- Overall, we liked and enjoyed so much doing the assignment as it represented the learner-centered approach that developed our independent learning.
ASSIGNMENT 2
ASSIGNMENT 2
Lesson Plan
To Teach Argumentative Essay
Lesson : Argumentative Essay
Level : 3 (Intermediate) in secondary school
Number of student : 25
Time : 2 periods (1 hour 20 minutes)
Objectives :
1) To expose students with the use of word processing software.
2) To make the students familiar with the use of Spelling Checker, Thesaurus and Word Counter in writing.
3) To give students practice with making skeletal outline of an argumentative essay.
4) To make the students brainstorm for ideas.
5) To make students produce one argument from the topic given.
Skills : Writing argumentative essay, using Microsoft Word processor
Techniques : Brainstorming and clustering
Materials : Computer for each student, Microsoft Word, Internet
Expectations :
1) Students at this level are already quite familiar with using Microsoft Word.
2) Students already know what constituteS argumentative essay as they have been taught about it in the previous lesson.
Procedures:
1) Warm-up (15 minutes):
- Ask students to open Microsoft Word.
- Give some general information about Microsoft Word and how it can help students in writing.
2) Using Microsoft Word (25 minutes):
- TASK 1: “Check my spelling, please.” (8 minutes)
• Type wrongly spelled words (“writting”, “agumentative”, “jugement”) and see red underlines squiggles represent spelling errors.
- TASK 2: “Enhance vocabulary with thesaurus.” (8 minutes)
• Type “destroy”, “disaster”, “similar” and see thesaurus.
- TASK 3: “Count my words, please.” (9 minutes)
• Type any sentence, for example, “They are many writing tools available within Microsoft Word that can enhance a student’s ability to write” and see word counter.
Lesson Plan
To Teach Argumentative Essay
Lesson : Argumentative Essay
Level : 3 (Intermediate) in secondary school
Number of student : 25
Time : 2 periods (1 hour 20 minutes)
Objectives :
1) To expose students with the use of word processing software.
2) To make the students familiar with the use of Spelling Checker, Thesaurus and Word Counter in writing.
3) To give students practice with making skeletal outline of an argumentative essay.
4) To make the students brainstorm for ideas.
5) To make students produce one argument from the topic given.
Skills : Writing argumentative essay, using Microsoft Word processor
Techniques : Brainstorming and clustering
Materials : Computer for each student, Microsoft Word, Internet
Expectations :
1) Students at this level are already quite familiar with using Microsoft Word.
2) Students already know what constituteS argumentative essay as they have been taught about it in the previous lesson.
Procedures:
1) Warm-up (15 minutes):
- Ask students to open Microsoft Word.
- Give some general information about Microsoft Word and how it can help students in writing.
2) Using Microsoft Word (25 minutes):
- TASK 1: “Check my spelling, please.” (8 minutes)
• Type wrongly spelled words (“writting”, “agumentative”, “jugement”) and see red underlines squiggles represent spelling errors.
- TASK 2: “Enhance vocabulary with thesaurus.” (8 minutes)
• Type “destroy”, “disaster”, “similar” and see thesaurus.
- TASK 3: “Count my words, please.” (9 minutes)
• Type any sentence, for example, “They are many writing tools available within Microsoft Word that can enhance a student’s ability to write” and see word counter.
3) In-class assignment: Argumentative essay (35 minutes):
- Ask them to be in groups of five members each.
- Give topic for group discussion: “Media violence can result in children’s aggressiveness.”
- Ask students to brainstorm and discuss with their group members about the topic given. (15 minutes) • The students can choose whether to oppose or agree with the topic.
- Ask students to form a skeletal outline of argumentative essay for the topic and come up with one argument typed in one paragraph of about 100 words. (15 minutes)
- Ask students to print what they have typed and submit it to the teacher.
- Ask them to be in groups of five members each.
- Give topic for group discussion: “Media violence can result in children’s aggressiveness.”
- Ask students to brainstorm and discuss with their group members about the topic given. (15 minutes) • The students can choose whether to oppose or agree with the topic.
- Ask students to form a skeletal outline of argumentative essay for the topic and come up with one argument typed in one paragraph of about 100 words. (15 minutes)
- Ask students to print what they have typed and submit it to the teacher.
4) Self-searching for further information (5 minutes)
- Give the students websites to log on for their further information about argumentative essay.
http://www2.blogger.com/The%20Argumentative%20Essay.htm
http://www.essaytoday.com/argumentative_essay.shtml
http://www.eslplanet.com/
teachertools/argueweb/Frntpage.htm
Beside websites, give students teacher’s email address for students to send their argumentative essays (self- practice) or to ask questions.- norsyadila@yahoo.com
Reflection :
1) Students at this level find it easy to use word processor.
2) Students already know what argumentative essay is as they have learnt it in the previous lesson.
3) However, students find it quite difficult to zoom in into one argument of the topic given even though there are five students in a group.
4) Students are given enough time to complete all the tasks.
- Give the students websites to log on for their further information about argumentative essay.
http://www2.blogger.com/The%20Argumentative%20Essay.htm
http://www.essaytoday.com/argumentative_essay.shtml
http://www.eslplanet.com/
teachertools/argueweb/Frntpage.htm
Beside websites, give students teacher’s email address for students to send their argumentative essays (self- practice) or to ask questions.- norsyadila@yahoo.com
Reflection :
1) Students at this level find it easy to use word processor.
2) Students already know what argumentative essay is as they have learnt it in the previous lesson.
3) However, students find it quite difficult to zoom in into one argument of the topic given even though there are five students in a group.
4) Students are given enough time to complete all the tasks.
REFLECTIONS ON ASSIGNMENT 2
Love nature and everything in it.... Nature is the source of serenity and knowledge... Love nature as you love yourself
Reflections on Assignment 2.
- For the second assignment, we were required to select one skill in CALL. Then, needed to include the skill we had chosen in our lesson plan and make it the skill we want out students to acquire or improve.
- Our group was interested in writing skill and so we chose it. Doing this assignment was like putting us in the shoes of teachers as we needed to come up with a lesson plan for a specific class, level of student, school/university, time etc. It was great to plan for our “students” what we want them to learn and in doing this, many aspects had to be considered. It was also interesting to see our classmates came up with brilliant ideas for their classes and how they involved the use of computer and technology in helping their “students” develop the skills they chose.
- To make our lesson plan, we first looked at the samples of lesson plans from the internet. In making a lesson plan, we realized that time was the most important thing to consider. We have to make sure that everything we want to do in the class can fit the time. This is why we chose to concentrate our lesson plan on making a skeletal outline and producing only one argument of an argumentative essay.
- We think it is not easy actually to plan a lesson for a class even though it is just a class of a couple of minutes. It takes longer time to prepare materials for a class than utilizing the things in the class.
- After we were given the task, we started to observe the way our lecturers run their classes as well as recall how our school teachers used to teach us. We went through course outlines as they are more or less like lesson plans but with less details and not precise.
- We thought it would be easier for us to plan our lesson for intermediate school students rather than students of higher levels or of university. The higher the level of students, the more complicated the lesson would be, and the more difficult it would be for us to make a lesson plan.
- Through this assignment, we know that a good lesson plan must be well-prepared and well-planed for a successful outcome. This assignment has developed our planning and organizing skills.
ASSIGNMENT 3 (Nurul Adilah)
1) Individual Assignment- Nurul Adilah Bt Hamdan- 0327692 (Student Perceptions of Asynchronous Computer-Mediated Communication in Face-to-Face Courses)
Abstract
While there are many distance education studies of student satisfaction or perceptions of CMC, studies on residential student perceptions of CMC are rare. A paper survey was administered to 105 residential graduate and undergraduate students at a midwestern U.S. university. Results indicated that the majority of students preferred face-to-face discussion over CMC for most tasks; however, CMC was preferred overall for simple learning tasks. Content analyses of student responses to open-ended questions revealed that some students perceived face-to-face discussion to be faster, easier, and more convenient, while others perceived that CMC saves time and is more convenient. A discriminant analysis revealed several important factors that predicted those who preferred CMC for discussion. Students further commented that they would learn better from CMC if their instructors were more involved with and enthusiastic about CMC. Speed and convenience appear to be more important to students than whether discussion is face-to-face or CMC.
REFERENCE
http://jcmc.indiana.edu/vol12/issue2/cassidy.html
REFLECTIONS ON ASSIGNMENT 3 (Nurul Adilah)
The more we exploit nature, The more our options are reduced, until we have only one: to fight for survival. -Morris K. UdallReflections on Assignment 3 (Nurul Adilah)
- For the individual assignment, each of us was required to find a research-based article related to CMC and write a 3-5 page essay containing the summary of the research plus our own reflection.
- There are tones of online journal related to CMC. I chose the website www.jcmc.indiana.edu because it provides a lot of information about CMC including its scope, historical background and future prospects which are very helpful in understanding this topic. This site also contains the latest researches in CMC.
- I chose a journal entitled “Online News Credibility: An Examination of the Perceptions of Newspaper Journalists” and it was approved by Dr. Rozina. However, after marking my paper, she found out that my journal is not relevant for the assignment. I felt quiet upset but thanks to our beloved lecturer for her consideration in giving me another chance to redo the assignment in one week.
- I selected another journal from jcmc.indiana.edu entitled “Student Perceptions of Asynchronous Computer-Mediated Communication in Face-to-Face Courses”. I am still working on this assignment and for the reflection in our group website, I included the abstract of this research.
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