WEEK 11

Thursday, march 30, 2017

WEEK 11: Using Mobile Phones in the Classroom

Rate: 5

My initial reaction to this article was curiosity about the activities it will present of the Usege of Mobile Phones in the Language Classroom. 

Somethings I learned from this article and that every teacher should know were some interesting ideas to implement in the classroom. Here are some examples to develop each of the English skills. 

Reading

Use mobile phone memory to distribute reading material: Teachers can share unlimited reading materials for their students. Students can easily download this material and start to read it wherever they want in their phones. To emphasis the task, teacher can ask their students to use the voice recorder to take notes about the books while they are reading. The books, along with students’ reflections, can then be discussed during the next class. Also, it is ideal to ask student to use blogs, twitter or any social networks to describe their routine along the day.

Speaking

Use the mobile phone for a language exchange: teachers could encourage reluctant student to start speaking by stablishing a language exchange with students who want to learn each other’s native language.  They may use skype or any other app to stablish contact with the other person such as imo, whatsapp, etc.

Writing

One interesting technique to motivate students to develop their writing skill is circular writing. Teachers should ask students to create a story together by contributing one text message at a time. Each student writes a sentence or two and then sends this on to the next student, who adds another message, and so on until the story is complete. The teacher is copied and has a record of the story as it emerges.  Other interesting activity is the use the Text Messaging feature for tandem learning. In this activity two students who wish to learn each other’s native language pair up and exchange text messages.

Listening

Use the Voice Memo Recorder feature to record language from media outlets: students are asked to collect language samples from TV or radio to analyze where they were collected, and provide feedback. And as the previous activity, teachers can ask students to interviews or conversations they engage in outside the classroom to periodically provide feedback in the classroom. Remember that the main objective of these activities is to get students to use the language as much as possible.

Vocabulary

To build a vocabulary lot in students while learning a second language, teachers have the option to take notes on the English they read or hear outside of school and either present the notes to the class or send them to you as a text message. Instead of giving regular homework, you can ask students to hunt for specific language forms (e.g., common nouns, the past perfect tense, formulaic expressions), and the student who collects the largest number of correct samples wins. Learners have a tendency to tune out when a classroom lesson is over; this activity helps circumvent that problem by breaking the boundary between class time and daily activities.

My favorite quote from the article was “phones are ideals tool to support learning, which states that learning is more likely to take place when information is contextually relevant and can be put to immediate use.” I consider this truly important because if students have access to relevant information for practicing a second language, they will find learning easy and interactive.

  

WEEK 10: ONLINE COLLABORATIVE WRITING

WEEK 10: ONLINE COLLABORATIVE WRITING  

Tuesday, March 21st, 2017

Rate: 3

This week I read about “Online Collaborative Writing Using Wikis” my initial reaction to this article was impression because I have never heard about wikis and I was really interested to know more about it.

Teachers, when trying to incorporate meaningful activities into the writing curriculum, use the internet to find an interactive alternative to motivate students to write, and research. Some of the software that allows people to connect, to communicate, and to collaborate online are blogs, wikis, and podcasts.

Something I want to remember from this article is the necessary elements for the writing pedagogy. The elements are: (1) a large amount of writing practice, (2) several varieties of texts and motivating tasks, (3) opportunities for revision and feedback, and (4) models of acceptable texts.

Moreover, wiki is a website where anyone can edit anything anytime they want. It is used for online collaborative writing activities. Teachers can use wiki to motive their students to work in collaborative online software by giving them easy task in which they can express their own ideas about any topic of interest (family, experiences or school life).

Something that surprised me in this article was that getting students to work in groups to express their ideas foster them to organize the ideas in a proficient way. Also, students obtain feedback from their classmate which is encouraged because they do not feel the pressure of being monitored by teachers. This also allows students to accept and deal with positive or negative criticisms. And, teachers, with or without knowledge about the use of wiki, can have free access to this website. By following the initial instructions, teachers can help their students to work with this tool.

What surprised me in this article was the fact that it is easy for teachers to be monitoring and supporting the process of their students’ writing as they have free access to this tool. To conclude using wikis writing projects is an effective tool to develop students’ writing skill. To conclude, wiki is a great too to help students to develop their writing skill and to teacher to be in touch with the new technology and renovate their teaching techniques. 

WEEK 8: HOW TO USE DICTIONARIES TO LEARN VOCABULARY IN A BETTER WAY

Tuesday, March 9^th, 2017

Rate: 4

This week I read the articles “Online English-English Learner Dictionaries Boost Word Learning and   Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension” in order to analyze the importance of integrating  online dictionaries in the classroom to make students to create their own vocabulary.

Something I want to remember from this article are some the suggestions this article offer teachers to help students to learn English.

1). Corpus-based dictionaries which means the content is based on real-world spoken and written discourse when words, definitions, and examples are selected and organized. In other words, it helps learners of English to focus first on frequent words and meanings by comparing the meaning from different resources to proceed to memorize more words and their meanings.  2). Word frequency. This refers to know how frequently words are used in overall written and spoken discourse. It is very helpful information to English learners so that their can verify what words should be learned first. 3). Collocations refers to words combinations that typically go together with the words.  Students easily can look for a word on whether online dictionaries or printed version to identify if that word can be together with others to make other meaning or going deeper and find colocation mistakes of that word.  

4). Authentic examples. Students can discover the meaning of words but it is essential to have a dictionary that provides how to use words in real context. With this extra effort students fully acquire those words, the meaning and its use in real context to be applied later. 5). Topical vocabulary indicates how the words relate semantically to different categories. Also students can have synonyms and semantic webs to indicate different word usages and to illustrate how a single word relates to different concepts.

My favorite quote from this article was “good readers have a rich vocabulary, and similarly, a rich vocabulary is one of the key elements that ensure reading proficiency” with the suggestions before, teachers can enhance students reading skills and at the same time teaching a useful technique to enrich their vocabulary in an efficiently way.

WEEK 7

WEEK 7:  INTEGRATING INTERNET IN THE WRITING SYLLABUS

Wednesday, March 1^st, 2017

Rate: 4

What surprised me in this article was how to incorporate this online component into the curriculum. Teachers should consider students´ level of English before giving them a lecture so that, they would not be struggling with the vocabulary and it will seem reachable. Also, Students should be instructed in the use computers before using it with an educational purpose. They should know how to operate the Internet browser, how to search for sites using a search engine, how to save sites or print them out, how to copy information and paste it into a word-processing program, and should have necessary typing skills.

Moreover, the role of the teacher in a wired classroom is essential.  Teachers should be extremely prepared. They should have examined the content of the sites that students are going to view. They should have some emergency lessons to do in case of a connection breakdown. And also they need to be monitoring students' work to verify if the viewing material students are accessing is appropriate or not for them. And to develop a proficient online lesson, there are some elements which are indispensable.  Teachers should have his disposal a computer lab with Internet access. The speed of the connection should be enough to be utilized by the whole class without having a connection breakdown.

Something that made me want to read more about the topic was how to incorporate writing to students without seems it as an assignment.  Assignment such as writing a letter to a friend can be meaningful for students. But, teachers firstly need to give necessary instruction   of the task, the time they will have to complete the activity.  Also, teacher should give students the information or phrases they can use to connect one idea with another. Writing a formal letter, as before, the instructions should be given before the activity and the resources they will use. Keep in mind that, teachers should give the necessary instruction of the task students are able to do. It might seem so difficult to engage students to  write because they think writing is boring, but  make them be part a discussion of an any current problem of the society or  let them give suggestions  of a topic they feel interested.

Something I learned from this article and that every teacher should know was that the most difficult part of constructing the reading hobby is the lack of practicing of the foreign language to develop the vocabulary   needed to rapid growth in English proficiency. Also frustration is the one of the major problem students face when reading because they are force to stop the lecture to look for the meaning of a word interrupting the continuity of reading.

Additionally, the reading material teachers decide to use in the classroom in pretty important to take into consideration. There exists a great amount of websites that offer a wide range of materials, topics, difficulty levels and sophisticated illustrations­­ sometimes accompanied by oral readings with animations. Even if one's EFL students don't have easy access to the Internet, it is possible for teachers with Internet access to download and print out materials for student use.