วันพุธที่ 31 ตุลาคม พ.ศ. 2561
Week9
✨Corpus-based Activities and Ideas for Material Design written
Elementary student : Collocations: make/do💖
Verb pairing game
The teacher highlights some collocations to the students then students divided into two groups. Group 1 will have corpus-derived sentences without the verb make and do. Group 2 will have the verb make and do
Student stand in lines facing each other the ones carrying verb will take turns trying to pair their verb with the sentence to other group.
Computer cloze activity
Examples : The little boy, Zohair, was sent to______coffee.
-Screen shot analysis
Intermediate students: Modal verbs
-Contextual Analysis
-Cloze activities
-Spot the error activity
-Multiple-choices
Upper intermediate students: Phrasal verbs
-Cloze activity
Advanced students: Idiomatic Expression
-Concordance Analysis
-Pragmatics: Situation analysis
Week8
Main proposes of CAI:
🌹 To attract the students’ attraction and stimulate the students to learn computer-assisted instruction be a good example of education instruction in face-to-face.
🌹To help students interact and get feedback.
🌹To assess and check the understanding of the students anytime they want.
Types of CAI
1. Tutorial Instruction
2. Drills and Practice
3. Simulation
4. Instructional Games
5. Discovery
6. Problem-solving
7. Tests
Advantage of CAI
- Students can learn anything according to their ability.
- We can add pictures, sound, definition to increase the interest.
- It helps to save time and save money for learn.
- Students can learn every time and everywhere.
Disadvantage of CAI
- There are limit number and scope in designing Computer-Assisted Instruction.
- It takes much time to design the lesson.
- It can’t develop the creative skill of students.
Week7
🎈Corpus-based Activities and Ideas for Material Design🎈
Elementary student : Collocations: make/do💕
- Verb pairing game
The teacher highlights some collocations to the students then students divided into two groups. Group 1 will have corpus-derived sentences without the verb make anddo. Group 2 will have the verb make and do
Student stand in lines facing each other the ones carrying verb will take turns trying to pair their verb with the sentence to other group.
-Computer cloze activity
Intermediate students: Modal verbs💕
-Contextual Analysis
-Cloze activities
-Spot the error activity
-Multiple-choices
Upper intermediate students: Phrasal verbs💕
-Cloze activity
Advanced students: Idiomatic Expression💕
-Concordance Analysis
-Pragmatics: Situation analysis
Certain point of designing corpus-based tasks include the ability level of the students, cultural and educational backgrounds. In class a specialized corpus is needed, EFL instructors and researchers need to make sure it is available at their institutions.
Week6
Modal Auxiliary in British English : A Corpus-Based Study of Modality through British National Corpus
A Corpus-Based Study of Modality through British National Corpus
BNCweb is a useful device to explore practical usage in English language. Besides common grammatical knowledge, collocates can give new insight and broaden our point of view.
Modal verbs must', "have to" and "should" have been explained in theoretical usage in many textbooks and sometimes each one has been exemplified by unrealistic examples.
Through application of BNCweb, collocates can elucidate unforeseen patterns that co-occur with each modal verb and this will assist, at least, English teachers to give realistic examples to students from the top list of collocates.
However, the top list of collocates is flexible due to, firstly, a span of words in left and right position and, secondly, statistical methods. These two factors are subject to results of collocations if either the span or other statistical methods were to change to other values.
Although the difference might be diminutive, other investigation is still appealing as it may enrich our point of view in modalities.
Week5
CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding. Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. CAI uses a combination of text, graphics, sound and video in enhancing the learning process. The computer has many purposes in the classroom, and it can be utilized to help a student in all areas of the curriculum. CAI refers to the use of the computer as a tool to facilitate and improve instruction. CAI programs use tutorials, drill and practice, simulation, and problem solving approaches to present topics, and they test the student's understanding.
Typical CAI provides
1. text or multimedia content
2. multiple-choice questions
3. problems
4. immediate feedback
5. notes on incorrect responses
6. summarizes students' performance
7. exercises for practice
8. Worksheets and tests.
Types of Computer Assisted Instruction
1. Drill-and-practice Drill and practice provide opportunities or students to repeatedly practice the skills that have previously been presented and that further practice is necessary for mastery.
2. Tutorial Tutorial activity includes both the presentation of information and its extension
3. Games Game software often creates a contest to achieve the highest score and either beat others or beat the computer.
4. Simulation Simulation software can provide an approximation of reality that does not require the expense of real life or its risks.
5. Discovery Discovery approach provides a large database of information specific to a course or content area and challenges the learner to analyze, compare, infer and evaluate based on their explorations of the data.
6. Problem Solving This approach helps children develop specific problem solving skills and strategies.
Advantages of CAI
• great motivator• one-to-one-interection
• freedom to experiment with different options
• instantaneous response/immediate feedback to the answers elicited
• Self pacing - allow students to proceed at their own pace
• Helps teacher can devote more time to individual students
• Privacy helps the shy and slow learner to learns
• Individual attention
• learn more and more rapidly
• multimedia helps to understand difficult concepts through multi sensory approach
• self directed learning – students can decide when, where, and what to learn
Limitations of CAI
• may feel overwhelmed by the information and resources available
• over use of multimedia may divert the attention from the content
• learning becomes too mechanical
• non availability of good CAI packages
• lack of infrastructure
• may feel overwhelmed by the information and resources available
• over use of multimedia may divert the attention from the content
• learning becomes too mechanical
• non availability of good CAI packages
• lack of infrastructure
วันพุธที่ 19 กันยายน พ.ศ. 2561
Week4
1.What are the problems struggling writers have in writing classes?
🔺Struggling writers is often less motivated to write and fails to bganize their idea
-The learners usually have poor handwriting and writing slowly or illegibly -They have problems in expressing their idea through composition and sometimes have trouble communicating and understanding .
-Struggling writers are likely to develop negative attitudes toward writing and often have low motivation to write.
2. What does 'digital writing' refer to -Digital writing refer to the term of digital writing is used to deine a chan environment where writing is produced on the computer mobile phone, and tablet, and dlistributed via internet networks.
3.What are the three digital writing tools?Give brief descriptions? -Blogs A blog is a discussion, informational article or personal journal, published on the World Wide Web, which is often frequently updated. The entries (also called posts) are usually displayed in reverse chronological order (the most recent entry appearing first). Blogs typi "Like" features to increase user interactivity ically include many features such as comments, archives, hyperlinks. -Instant Messaging (IM) - MSN, Line, Twitter, Skype, chat-room As a type of synchronous communication, Instant Messaging (IM) is a form of Internet-based, real time text communication between users on the same system. Normally, IM allows one-on-one communication, although the users can invite a third or fourth person to join an already active conversation. Presently, IM appears on many websites, online services, and applications, some of which combine the text as well as voice communication.
- Social Network sites: A social network site (SNS) is a website or an online service platfrom in which people share interest create a publish or semi-public profile, and interact with other users.
2. What does 'digital writing' refer to -Digital writing refer to the term of digital writing is used to deine a chan environment where writing is produced on the computer mobile phone, and tablet, and dlistributed via internet networks.
3.What are the three digital writing tools?Give brief descriptions? -Blogs A blog is a discussion, informational article or personal journal, published on the World Wide Web, which is often frequently updated. The entries (also called posts) are usually displayed in reverse chronological order (the most recent entry appearing first). Blogs typi "Like" features to increase user interactivity ically include many features such as comments, archives, hyperlinks. -Instant Messaging (IM) - MSN, Line, Twitter, Skype, chat-room As a type of synchronous communication, Instant Messaging (IM) is a form of Internet-based, real time text communication between users on the same system. Normally, IM allows one-on-one communication, although the users can invite a third or fourth person to join an already active conversation. Presently, IM appears on many websites, online services, and applications, some of which combine the text as well as voice communication.
- Social Network sites: A social network site (SNS) is a website or an online service platfrom in which people share interest create a publish or semi-public profile, and interact with other users.
4. How has digital writing enhanced the teaching of writing?
First, many digital writing applications offer an anonymity feature. They provide opportunities for users to use nicknames or pseudonyms. This anonymous identity results in less anxiety and more pleasant classrooms. A digital-integrated writing class has the potential to be an avenue for nurturing writing skills. Synchronous computer-assisted class discussion reduces anxiety and enhances interlanguage communication. Moreover, digital writing, especially SNSs namely Facebook, creates a state of anxiety-free relaxation with the sense of anonymous communication
Second, in digital writing, learners actually type out what they want to communicate to the group or readers. This emulated real-time communication is perceived as advantageous since learners can see what their partners intend to communicate through the typed text. Moreover, they can view their language messages as they produce them, they are more likely to “monitor” and self-repair or edit their messages; hence, they tend to produce more structured language.Thus, this may be beneficial for struggling learners or those who have problems with spelling and low command of vocabulary since being able to see what they would like to communicate to a conversation partner allows learners an opportunity to ponder and recheck their ideas before transmitting their response.
Third, digital writing promotes learners’ equity in terms of interaction. All users are able to see everyone’s messages and respond to those messages in real-time.All users have an equal opportunity to type their messages and respond to other people’s messages. This feature reduces teachers’
authority, increases student-centered learning, promotes student participation and fosters negotiation of meaning. And this feature encourages collaborative which has a positive effect on students’ writing proficiency, especially with struggling writers and students who are shy and passive learners.
Next, instructors are able to keep track of learners’ interaction records through the history logs with no intervention to learners while actively writing. Learners, on the other hand, are willing to write more freely without the sense of submitting their writing to the teachers.
More importantly, digital writing offers language environments. The blog as a place to use language to engage in authentic communication instead of a place where they can learn and improve their language.
Finally, this multimedia writing environment can capture learners’ attention and interest and suits learners’ different learning styles.
5. What are the things that you should take into consideration to employ digital writing for teaching academic writing?
Many English teachers are still concerned that its specific register such as shorthand and emoticons may yield negative impact to many teen users. In particular, digital writing discourse is an informal, speaking style of language which is full of shorthand, abbreviations, and emotions. It can harm young Generation M learns’ academic discourse.
6. Which activity do you like most? Why?
I like Guess Who because student will try to gather information from his/her IM chat partner as much as possible. Students can interview their peers about future plans, interests, hobbies, favorite food, travel plans, things they usually do at school, and/or opinions on a specific topic. Later, the students guess who their partners are.
