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English attack and out of-classroom learning v3

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English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to …

English Attack! is a revolutionary way of improving your students' English; it is the first online platform for learning English specifically designed to the "digital generation". It uses short (1 to 3 minute) clips from movies, TV series, music videos, visual thematic dictionaries, online games and social networking to increase exposure to English.

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  • The interest and enthusiasm seems to stop, however, as soon as the learner leaves the classroom. I think it’s fair to say that, for some reason, EdTech related to the subject of EFL Homework…. Is NOT sexy. We’re actually sort of afraid of it. We wish it would simply go away.
  • But ignoring the subject of homework can’t be right. As teaching professionals, we can’t ignore the fact that learners actually spend 98% of their time OUTSIDE the classroom. And we know that DIGITAL NATIVES are increasingly using the web, smartphones and iPads for every aspect of their lives, including education.
  • To research this talk, I of course started by Googling “EFL Homework” and similar terms; I scoured the few academic papers I could find on the subject; I wrote a blog post asking my PLN for their thoughts and experiences on the subject; and I cruised all the ESL and EFL groups on LinkedIn, asking for the same. All in all, I think I came up with about a dozen useful nuggets of information. Why is there so little material on this topic?
  • Let’s start by investigating the obstacles….WHY homework doesn’t play the role it should in EFL.
  • A first obstacle, I believe, has been the fact that until now, the state of technology hasn’t really allowed an evolved approach to homework. If you know autonomy is an objective, and only have linear print materials on hand, you can’t even start to address the opportunity to use homework strategically.
  • Another obstacle has historically been the fundamental schism between those who see homework as a “consolidating” tactic for what has been previously taught in class; and those who see homework as “something else,” i.e. complementary to the classroom experience but with its own unique role in the language learning process.
  • Third, homework is tricky for teachers because it’s unpopular, or, as you might hear it more frequently put by younger learners, “because it sucks.”
  • Also, for teachers wanting to create individualized homework, there has until now been a heavy price to pay: the additional workload,and the labor-intensive follow-up that it requires in terms of monitoring whether it has been done and providing feedback on the completed work.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • The internet allows us to concentrate the most teacher-intensive time during the classroom hours, and amplify the time dedicated to exposure, input and even repetition by allowing it to happen outside the classoom, on the learner’s home PC or even on their mobile phone. This is something I’ve been working on for the past two years, and I’d like to show you at this point what we have created.
  • My main point today is that it’s HIGH TIME we put these 4 things together --- (1) an understanding of the teenage brain; (2) advances in Language Pedagogy; (3) a better understanding of Learner Motivation; and (4) the infinite possibilities of the web – TOGETHER to come up with a more effective way of motivating THE LEARNING OF ENGLISH for teens and young adults.
  • Transcript

    • 1. Augusto Rocha
      Country Manager
      English Attack and Out-of-the-Classroom Learning
      The Final Frontier
      BRAZ TESOL Curitiba
      20 June 2011
    • 2.
    • 3.
    • 4. EdTechApplied to EFL
      Ohura
      The past 10 years or so have seen an explosion of interest in the use of technology in the EFL classroom: from Blogs to Twitter, Podcast, Moodle, and Mobile. EdTech in the EFL classroom, in short, is sexy.
    • 5. EdTechApplied
      to EFL
      EdTechApplied to
      EFL Homework
      Ohura
      Klingon
      Sexy
      Not sexy
      When it comes to topic of homework in EFL, however, the enthusiasm fades. No one seems interested. It’s just not sexy.
    • 6. Yet surely there is a disconnect here. We know that learners spend 98% of their time outside of the classroom. We also know that learners are integrating technology into virtually every aspect of their lives, from communication to entertainment, to, yes, education.
    • 7. Trying to find useful pedagogical theory, academic work, or case studies on the subject of EFL Homework turns up very little information.
    • 8. LEARNER AUTONOMY
      INDIVIDUALIZED LEARNING
      MOTIVATION!
    • 9. The Obstacles
      Let’s start by investigating the obstacles….WHY homework doesn’t play the role it should in EFL.
    • 10. First: technology, or the lack of it until now. Very difficult to foster autonomy, exploration and motivation with linear and mostly uninspiring materials like textbooks and workbooks.
    • 11. No, no, it’s an opportunity for exploration and self-learning!
      I’m telling you, the only purpose can be to consolidate what is learned in class.
      Secondly, there has long been a schism between those who see homework as a “consolidating” tactic for classroom lessons; and those who see homework as “something else,” i.e. complementary to the classroom experience but with its own unique role in the language learning process.
    • 12. Third, homework is tricky for teachers because it’s unpopularwith learners.
    • 13. By its very nature, assigned homework is at a huge disadvantage compared to what is is competing with in the home: relax time, television, and, especially for teens and young adults: internet, music and mobile texting.
      ,
    • 14. Fourth, until now the creation, monitoring and marking of homework has implied significantly adding to the teacher’s workload.
    • 15. Other problems that we have to face teaching English:
    • 16. Insufficient Input
      In most cases, because exposure to English only happens in class, learners are simply not exposed to enough input for effective language learning.
      Also, unguided input can prove discouraging for learners if it results in a frustrating, partial comprehension experience.
    • 17. Insufficient Input
      Limited class time is never enough
      to cover all of the following:
      Input
      Presentation
      Content Exercises
      Skills Exercises
      Production
      Drills
      Error Correction
    • Dull e-Learning Platforms
      • Most “E-Learning Platforms” are seen by teens as dull, and an extension of their classroom obligation
      • 24. Highly structured “course / level” orientations can clash with school’s curriculum and turns off learners looking for more casual exposure
      • 25. Most do not address teen / young adult interests and tastes
      • 26. Online material is often unauthentic and dated
    • 27. Optimal Solution
      An online, self-study resource complementary to the school curriculum, but sufficiently different to it to avoid feeling like extra coursework.
    • 28. Optimal Solution
      Created by independent entertainment and pedagogy experts specifically for teens and young adults, incorporating the latest learning concepts from cognitive neuroscience and learning games.
    • 29. Optimal Solution
      In tune with the interests, learning styles, and motivational requirements of this age demographic
    • 30. Optimal Solution
      Consistent with the latest EFL pedagogical thinking (Lexical & Communicative approaches; grammaticalized lexis; authentic materials)
    • 31. Introducing
      Designed specifically for teens and adults, English Attack! uses a wide range of online entertainment formats – from video to games to social networking – to help people improve their English in a fun, friendly and highly accessible Web 2.0 environment.
      Photo Vocab
      visual dictionaries
      Video Booster
      interactive videos
      Global community of
      Learners of English
      Practice Games
    • 32. Pedagogyinspired by
      cognitive neuroscience
      English Attack!
      Video Boosters based on authentic input
      All vocabulary & grammar is contextual
      Learners can choose exercises based on their favorite hobbies, artists, movies, …
      Community and social networking features play a key role
      Activity-driven score and continuous rewards
      Repetition is key, but make it fun: Practice Games
      NO grammar terminology; show usage logic, inductively
      Key Brain Behaviors
      Contextual Meaning is more important than abstract information
      Emotion is the gatekeeper to learning
      Intelligence is a function of experience (learn by doing)
      The brain is Social
      Learning is enhanced by challenge and inhibited by stress
      The more stimulation, the more likely long-term memory is created
      The brain DOES NOT obey rules
    • 33. Motivation through
      discovery & autonomy
      “The simplest way to ensure that people value what they are doing is to maximise their free choice and autonomy”
      - Good & Brophy, 2004
    • 34. Motivation through content relevant
      to the lives of teens
      & young adults
    • 35. Videogame-like ecosystem for
      enhanced self-motivation
      Pervasive
      Motivational
      Feedback
      Rewards,
      not Grades
      Incentivation of
      Effort rather than Ability
      Points scored based
      on activity, not proficiency level
      Interstitial feedback
      Is always positive and
      encouraging, like in a
      Casual videogame
      Badges, levels, and contributions displayed on personal profile page
    • 36. Let’s check more details about how English Attack! Works withourfriend Booster
    • 37. Main Page
    • 38. Video Booster
    • 39. Video Booster
    • 40. Video Booster
    • 41. Video Booster – Survival Test
    • 42. Video Booster – Listening Lab
    • 43. Video Booster – Incentive Messages
    • 44. Video Booster – Quiz Challenge
    • 45. Video Booster – Vocab Academy
    • 46. Video Booster – Grammar Jungle
    • 47. Video Booster – Games
    • 48. Photo Vocab – Visual Dictionary
    • 49. Games
    • 50. Games
    • 51. Games
    • 52. The Social Network… and other motivational features!
    • 53. The Social Network… and other motivational features!
    • 54. The Social Network… and other motivational features!
    • 55. What is coming next?The TEFLtube Teacher Platform
    • 56. TEFLtube: Teacher Platform
      TEFLtubeallows teachers to assign specific content units as
      classwork, homework or group work; to monitor if the work
      has been done; and to see what the performance was.
      Select or Create Content
      & Assign it to a Class
      Monitor assignment compliance and see class + individual student performance per skill
      Create and Manage Classes
    • 57. Commercial Ratecard
    • 58. You instantly benefit from the significant difference between the perceived value to the individual learner (the retail price, €10/month) and the lower cost to you of providing that value.
      Multi-user License Fee Package Includes:
      Access to TEFLtube teacher platform
      One free Teacher user account per 20 students signed up
      For schools with 100+ students, co-branding of site
    • 59. In Conclusion:Advantages
    • 60. Purpose-specific design
      English Attack! has been specifically designed to increase EFL input and motivation for teens and young adults
    • 61. A flexible, stand-alone resource
      No “integration” with school curriculum required. Instead, an autonomous, complementary resource promoting discovery and self-motivation.
    • 62. Allows optimization of
      precious classroom time
      • English Attack! helps increase exposure / input and repetition outsidethe classroom;
      • 63. Allows focus of precious classroom timeon:
      • 64. discussion
      • 65. interaction
      • 66. group work
      • 67. tasks requiring teacher supervision
      • 68. face-to-face intelligent error correction
    • A complementary,
      100% content-focused approach
      All-content approach; no lessons or “courses” which need to be integrated with your curriculum.
    • 69. Be part of our team in Brazil!
    • 70. For more information
      Augusto Rocha
      Business Partner - Brazil
      LinkedIn Profile: Augusto Rocha
      E-mail: augusto@english-attack.com
      Phone: +55 11 7889-3624
      @englishattack
      For more on our pedagogical principles:
      Entertainment English Blog:
      http://blog.english-attack.com