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Integrating Tutors And Call In Efl
 

Integrating Tutors And Call In Efl

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    Integrating Tutors And Call In Efl Integrating Tutors And Call In Efl Presentation Transcript

    • Integrating tutors and CALL in EFL Bob Gettings Hokusei Gakuen University Junior College Sapporo, Japan [email_address] bgettings.com
    • The Program
      • Since 2005
      • Junior college English majors
      • Academic Advising & Study Skills
      • Conversation tutors in Oral English Classes
      • English Lunch Program
      • Writing tutors
      • How can CALL be used to enhance EFL classes and the tutor program?
    • Academic Advising & Study Skills
      • Interview each student 2 or 3 times a semester
      • Focus on how study meets life & short term goals
      • Identify areas where students would like to improve language skills
      • Students create an individual study plan
      • Re-evaluate the plan and create a new one at the next interview
      • Video
    • Problems ・ Solutions・ CALL
      • Time consuming for staff
      • Too much focus on TOEFL, TOEIC & STEP Test?
      • Students forget appointments or can’t change times
      • Students come unprepared
      • Goals are soon forgotten.
      • Created Studies Skills “class”
      • Tests???
      • Used Moodle’s Schedule module to sign up, check or change appointments
      • Used the Assignment or Database Module to have students do a guided reflection about their goals.
      • Online evaluations of goals between Academic Advising visits.
    • Moodle’s Schedule Module
    • Moodle’s Database Module
    • Tutors in Conversation Classes
      • Emphasis on World Englishes
      • Tutors from Europe, Asia & Africa
      • Graduate students (or spouses) from a local university
      • Some were EFL teachers in their home countries
      • 4 x 45 minutes a week
      • Teacher and 12 – 18 students
      • Three conversation tutors one class a week
      • Video
    • Goals for Tutors in the Curriculum
      • Give students immediate feedback individually or during small group and pair work
      • Increase affective level of engagement in conversation & writing tasks
      • Multi-cultural engagement (conversation content, etc.)
      • Many Englishes listening - responding
      • Act as EFL learner models
      • See Maune, J. (to be published online). International Tutors for Conversation Classes , and Morikoshi, K. Establishing and Managing an English Writing Center in Japan in the JALT2007 Conference Proceedings.
    • Student Response Conversation Tutors
      • 81 – 1 st 106 – 2 nd
      • Successful?
      • Should be continued?
    • Student Response Conversation Tutors
      • Interesting?
      • When they are in class do you want to talk?
      • Does your speaking ability improve?
    • Student Response Conversation Tutors
      • Successful ?
      • Equal chance to talk with them?
      • Tutors’ English easy to understand?
    • Student Response Conversation Tutors
      • What communication strategies do you use when you can’t understand the tutors?
    • Problems ・ Solutions・ CALL
      • Teachers underutilize tutors (during lecture style explanations, student writing or preparation for activities?)
      • Tutors too directive in activities with students
      • Scheduling and absences of tutors or teachers
      • Cut explanations short or put them online.
      • Self-paced online guided tasks or projects that require face to face interactions with tutors.
      • Program wide:
      • Talking with teachers or tutors individually about problems.
      • Future:
        • Tutor & teacher training
    • English Lunch
      • Voluntary participation?
      • One teacher & 3 – 30 students
      • One or two tutors
      • Bring cafeteria lunches to a room with an all-English rule
      • Video
    • Student Response English Lunch
      • How many times have you participated?
      • Has it helped improve your English ability?
      • Should the program be continued?
    • English Lunch Problems ・ Solutions・ CALL
      • Student attendance too low
      • Teacher/student ratio
      • Required students to come but then attendance was too high
      • Added tutors to program
    • Writing Lab & Writing Tutors
      • Native speakers of English
      • Available 9 – 5 weekdays
      • Students sign up for 30 minute conferences about a writing task
      • Can also use a tutor’s open time for conversation practice
      • Video
    • Student Response Writing Tutors
      • Visited the Lab?
        • Conversation
        • Writing help
        • No
      • Program successful?
      • Should the program be continued?
    • Student Response Writing Tutors
      • Tutors helped improve your writing skill?
      • How many times did you visit?
    • Problems ・ Solutions・ CALL
      • Most students don’t use the tutors’ services unless they are forced to.
      • Paper scheduling & missed appointments
      • Tutors don’t know the teacher’s goals.
      • Sometimes very busy – sometimes no students come
      • Include a tutor check as part of the grade for assignments.
        • Asked tutors to fill out an online questionnaire for each of my History or Composition students that they see.
      • Future:
        • Use Schedule module?
        • Develop more paperwork (online) form for teachers to request tutors’ specific guidance
        • Training
    • First Year English Composition Paragraph Check List
      • 1st 2nd 3rd 4th
      • Student number_________ class_____ Date checked ____ ____ ____ ____
      • Student name ____________________ Checkers name ____ ____ ____ ____
      • Is your writing in paragraph style? □ □ □ □
      • ( 段落はパラグラフの形式をとっていますか )
      • Does the paragraph have a topic sentence? □ □ □ □
      • ( その段落にはトピック・センテンスは含まれていますか )
      • Do all the sentences relate to the topic sentence? □ □ □ □
      • ( 全ての文章はトピック・センテンスに関連していますか )
      • Is there more than one supporting sentence? □ □ □ □
      • ( サポート・センテンスは含まれていますか )
      • Is there a concluding sentence? □ □ □ □
      • ( 結論づける文章はありますか )
      • Are there some complex sentences? □ □ □ □
      • Did you check your punctuation, capitals, and plurals? □ □ □ □
      • ( 句読点、大文字・小文字、複数形など、間違いがないか確認しましたか )
      • Did you read your composition entirely in one sitting at least once? □ □ □ □
      • ( 最初から最後まで少なくとも一度は読みましたか )
      • Comments:
    • Personal Goals for my Classes & Tutors
      • Affective engagement
      • Lots of feedback
      • Coaching rather than a teacher fronted classroom
      • Facilitate student self-reflection & goal setting
    • CALL & Video Analysis Projects
      • Conversations
      • Presentations
      • Presentations + Audio (YouTube, etc.)
      • Podcasts
    • Format: Student Produced Video
      • Ss make a video of an oral production
      • Ss open the video online and analyze their strong and weak points
      • Work on one or two weak points over several classes
      • Make a second video and compare it to the first.
    • Student produced video
      • During small group work or presentation one student is the cameraperson
      • When finished, they give the teacher the SD card.
      • Teacher uploads the file to the net (Moodle) for analysis
    • Online Guided Analysis & Goal Setting
      • What was better or worse than in your usual conversation practice?
      • Describe one thing.
      • List 4 or 5 of your good or bad points.
      • List some of your partner’s good & bad points.
      • List some things you would like to change.
      • Pick one thing and concretely describe how you can practice to change it. (Student Action Plan)
    • Practice & Evaluation
      • Before each practice tell partners the focus
        • Conversation – “Giving longer answers to questions”
        • Presentations – “Eye contact”
        • Podcast – “Voice tone”
      • After practice, evaluate!
        • Informal discussion, paper or online
      • Ask students to summarize evaluations
    • Conversation Project
      • Two videos of 5 – 10 minute conversations (w/ student & tutor)
      • Discussion of strong & weak points
      • 4 – 6 week practice with many partners before final video
      Research Project begun in 2005 with Aki Nishihara See Textbooks? No! Blended CALL for EFL Conversation Classes or Web-based video self-analysis of conversation and presentations at bgettings.com
    • Conversation Problems ・Solutions
      • Students focused on visual rather than audio (language)
      • Students don’t have a concrete vision of strategies to improve
      • Goals too general
      • Use audio recording rather than video. (Emiko Izumi – g007)
      • Simpler & more focused guided analysis
      • Develop online communication strategies text & videos.
      • Blended (hybrid) approach with tutor-student guidance face to face
    • Simpler guided analysis
    • Some focus on strategies
      • After each interview question, how many other questions did you ask your partner?
    • Online description of task & training
      • PowerPoint explanations saved in movie format with voiceover
        • Captivate, iMovie, Windows Movie Maker 2
        • Upload to the web for Flash format
      • Short screenshot-based movie explanations of computer based tasks
        • Captivate, SnapzPro
      • Text or graphics based instruction
    • Presentation Project
      • Individual or group
      • Given to 3 – 5 listeners per time and repeated 3 – 7 times
      • Before and after videos
      • Formal feedback after each presentation
      • Focus on research and content
      • Writing tutor advice on script
      • Focus on interaction with audience and discussion
      • Can be recycled as podcasts for a wider audience
    •  
    • Presentations Problems ・Solutions
      • Time consuming
      • Students need to learn technical things not related to oral production goal.
      • Absence of one member of group
      • Coordination with Computer Literacy class
      • Presentations outside of class can be videoed and submitted
    • Presentations + Audio?
      • Recycle presentations adding voiceovers
      • Record with headset
        • Directly into PowerPoint on Macintosh
        • Save Ppt as graphics and make a slideshow movie with iMovie or Windows Movie Maker 2
        • Record with Audacity or IC recorder
      • Upload to YouTube, voicethread or another online sharing site
      See Sergio Mazzarelli’s abstract d-020 or http:// www.deepmoat.com/moodle
    • Presentations + Audio?
      • Focus on writing tutor reviewing the script
      • Focus on teacher or tutor as voice coach
      • Practice of clarity and dramatic reading
      • Begin with PowerPoint and text for practice with the final product being a recording
    • Presentations + Audio Expected Problems ・Solutions
      • Learning curve
      • Distribution & feedback
      • Make project extra-credit
      • Design technical instruction as a Computer Literacy class module
      • Class, not individual YouTube page
      • Link production to class BBS. Students must find 10 or more viewers to evaluate the slideshow
    • CALL: Student Self-reflection & Goal Setting Especially in Oral Production
      • Online description & training so that students can begin & complete task at own pace
      • Upload videos of student conversation practice or presentations for analysis.
      • Online questionnaires to guide observation & analysis of video.
      • Online dialog with teacher that leads to setting goals.
      • Upload of final video for self and peer evaluation of practice and improvement.
    • Practice – Feedback – Practice Loops & Tutors? CALL?
      • Not product but practice
        • e.g. Presentations 4 -7 times
        • Composition rewrites
        • Video or podcast script writing and editing
      • Feedback from
        • Self, Peers, Tutors, Teacher
      • Goals setting after feedback and analysis
      • Practice of new goals until satisfied
    • Both Tutors & CALL . . .
      • . . .increase the individualized feedback available to each student
      • . . . free the teacher from teacher fronting so that more coaching is possible
      • . . . provide scaffolding for task completion so that students can learn at own pace.
      • . . . can facilitate student self reflection, goal setting and autonomy
    • My Goals for 2008 - 2009
      • Develop online training videos for communicative strategies and presentation skills
      • Use EFL speakers who are also native speakers of Japanese as tutors
      • Pilot the Presentations + Audio and Podcasting Projects
    • bgettings.com [email_address]
      • Thanks!