The quotation at the beginning of this paper “Task-based learning is like an adventure-learners surprise you by coming up with all kinds of things..” is indeed true to many teachers in the classrooms. TBL when designed effectively can provide enriching learning experience for both learners and teachers.
Task, by a simple definition is a “goal-oriented” activity with clear learning objectives. Teachers can design the tasks into three parts: pre-task, task cycle and language focus-all of which will play parts in ensuring successful language acquisition for learners of varied types. During the pre-task stage, the learners are exposed to the target language through interactions and activation of schemata. The task cycle is where students get opportunities to practice what they know and have learned. The main goal at this stage is to motivate the learners to accomplish the set goals for learning the TL. In the language analysis section, the aim is to get learners to discover the language in terms of the structure and actual use for themselves.
Learners are required to exercise different levels of cognitive processes when completing any given task. TBL will enable learners to practice TL in more systematic, practical and effective ways, thus allowing them to gain competency in overall communication skills.
Showing posts with label Reflection Journal. Show all posts
Showing posts with label Reflection Journal. Show all posts
Sunday, June 10, 2007
Reflection Journal: A basic guideline for non-native EFL teachers to select authentic English from the Web
The importance of using authentic resources for language learning has been emphasized clearly over the years. With the development of World Wide Web, both learners and teachers have access to a wide variety of resources on the web. However, since not all English teachers are native speakers, the guideline as suggested in this study may be useful for non-native teachers.
The three main factors to consider when choosing ‘authentic’ materials are author, audience and time.
Just about anyone who wishes to publish materials online is able to do so these days, therefore checking the origin of the written resources. If the resources are from well-known organizations or people that are known to be native English speakers then can safely assume that the materials are authentic. Materials written to communicate with native speakers will be counted as being authentic. Teachers will find that English texts designed for language learning often lack the naturalness and practical functions of language. As in the case of dictionary updates from various publishers, English language changes in meaning, form, and frequency of use with time. Teachers should insist on using EFL resources that are current.
Even though EFL materials may not be authentic by nature, teachers should choose the appropriate resource materials for their students.
The three main factors to consider when choosing ‘authentic’ materials are author, audience and time.
Just about anyone who wishes to publish materials online is able to do so these days, therefore checking the origin of the written resources. If the resources are from well-known organizations or people that are known to be native English speakers then can safely assume that the materials are authentic. Materials written to communicate with native speakers will be counted as being authentic. Teachers will find that English texts designed for language learning often lack the naturalness and practical functions of language. As in the case of dictionary updates from various publishers, English language changes in meaning, form, and frequency of use with time. Teachers should insist on using EFL resources that are current.
Even though EFL materials may not be authentic by nature, teachers should choose the appropriate resource materials for their students.
Reflection Journal: A Taxonomy of Educational Chats for EFL/ESL
Synchronous communication, online chats have become an essential part of daily communication. Chats are used daily by people all around the world for various purposes: business, social interactions, language learning, etc. Synchronous modes of communication present numerous positive factors for language learners through which they are able to gain language, sociolinguistic and cultural competencies by interacting and communicating with people from various parts of the world. Though more traditional teachers may refrain from utilizing this technology, the beneficial factors of using this synchronous communication can no longer be underestimated.
The author, Dafine Gonzalez, through her research found that Chats enhanced discussions and collaborations among teachers and students. Chats enabled brainstorming of ideas, reflection on discussed materials, and further revision and reflection by using chatlogs. As it is pointed out in this study, I believe language learners would find conversations using chats compared to face-to-face (f2f) conversations easier as they are able to reread the written sentences before they respond. Computer mediated communication reduces the affective filter for language learners encouraging them to participate more actively with less burden of making errors and overall interactions. The advantages of chats are introduced through various hypothesis presented in past studies.
In order for the language learners to take a full advantage of this useful communication mode, the teachers need to train the students to manage some difficulties (keeping up with fast paced setting, common chat lingos, specific culture related issues) with solid lesson plans and preparations.
Chats will enable the learners to take on more learning autonomy whilst enjoying what and how they practice in the target language. Teachers will take on the role of moderators to encourage the students interact whilst making sure that carefully planned activities based on set framework of the course syllabus is available to the users.
The author, Dafine Gonzalez, through her research found that Chats enhanced discussions and collaborations among teachers and students. Chats enabled brainstorming of ideas, reflection on discussed materials, and further revision and reflection by using chatlogs. As it is pointed out in this study, I believe language learners would find conversations using chats compared to face-to-face (f2f) conversations easier as they are able to reread the written sentences before they respond. Computer mediated communication reduces the affective filter for language learners encouraging them to participate more actively with less burden of making errors and overall interactions. The advantages of chats are introduced through various hypothesis presented in past studies.
In order for the language learners to take a full advantage of this useful communication mode, the teachers need to train the students to manage some difficulties (keeping up with fast paced setting, common chat lingos, specific culture related issues) with solid lesson plans and preparations.
Chats will enable the learners to take on more learning autonomy whilst enjoying what and how they practice in the target language. Teachers will take on the role of moderators to encourage the students interact whilst making sure that carefully planned activities based on set framework of the course syllabus is available to the users.
Reflection Journal: Eight Ways to Get Students More Engaged in On-line Conferences
As I read this article, I found myself agreeing strongly with what the author presented through out his study regarding the problem of student “lurkers” and how teachers should manage them effectively.
Online conferences provide students with new or more opportunities to become actively involved in discussions which also enable the teachers to identify problem areas of individual students. The author strongly pointed out that the teachers should not tolerate the problems of passivity of the learners.
In order to prevent the students from “lurking”, the author presents the following eight solutions;
1. learners of all ages need some pushing from the teachers. Participation should be mandatory to some extent-compulsory posting of writing on given topic related to final grades will ensure students to become engaged in the process.
2. instead of leaving learning responsibility upon each individual learner, organizing learning teams may enhance collaborative learning outside the classroom. Not only would the students learn to work in teams but they would also have stronger incentives to become more actively engaged.
3. teachers need to create materials that the learners would perceive to be interesting, valid, practical and important.
4. following the theory that the learners should always be pushed to thrive for more, they should be asked to produce more substantial input (opinions plus supporting details).
5. in addition to the third suggestion, teachers should provide well structured activities that are “academically meaningful” to students. Topics chosen for the tasks should correlate to the course objectives and should challenge the students to acquire the necessary skills and strategies for learning.
6. requiring students to “integrate, synthesize, and apply information” by submitting written assignment would allow them to experience each stage of writing process on top of participating in interactive idea/opinion sharing steps.
7. teachers should have clear set standard of course requirements and should intervene when necessary to guide students to reach the target goals. Teacher-participation is essential (for conferencing, providing feedback and encouragement, etc.) to ensure student-participation.
8. effectiveness of peer-grading seems to be split in the middle where for some this system may offer strong incentives to perform better but in some cases may cause some problems of biased grading.
Throughout my own experience of teaching, I encountered numerous cases where making tasks mandatory worked more effectively for overall learning procedures.
Online conferences provide students with new or more opportunities to become actively involved in discussions which also enable the teachers to identify problem areas of individual students. The author strongly pointed out that the teachers should not tolerate the problems of passivity of the learners.
In order to prevent the students from “lurking”, the author presents the following eight solutions;
1. learners of all ages need some pushing from the teachers. Participation should be mandatory to some extent-compulsory posting of writing on given topic related to final grades will ensure students to become engaged in the process.
2. instead of leaving learning responsibility upon each individual learner, organizing learning teams may enhance collaborative learning outside the classroom. Not only would the students learn to work in teams but they would also have stronger incentives to become more actively engaged.
3. teachers need to create materials that the learners would perceive to be interesting, valid, practical and important.
4. following the theory that the learners should always be pushed to thrive for more, they should be asked to produce more substantial input (opinions plus supporting details).
5. in addition to the third suggestion, teachers should provide well structured activities that are “academically meaningful” to students. Topics chosen for the tasks should correlate to the course objectives and should challenge the students to acquire the necessary skills and strategies for learning.
6. requiring students to “integrate, synthesize, and apply information” by submitting written assignment would allow them to experience each stage of writing process on top of participating in interactive idea/opinion sharing steps.
7. teachers should have clear set standard of course requirements and should intervene when necessary to guide students to reach the target goals. Teacher-participation is essential (for conferencing, providing feedback and encouragement, etc.) to ensure student-participation.
8. effectiveness of peer-grading seems to be split in the middle where for some this system may offer strong incentives to perform better but in some cases may cause some problems of biased grading.
Throughout my own experience of teaching, I encountered numerous cases where making tasks mandatory worked more effectively for overall learning procedures.
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