Textbooks? No! Blended CALL for EFL Conversation Classes Bob Gettings Hokusei Gakuen University Junior College ２００７ Sapporo Gakuin University CALL Workshop

Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the textbooks? I’ve been experimenting for the last five years with teaching conversation classes based on student surveys, short topical reports, longer presentations, online video self-analysis and peer-analysis of presentation skills, English karaoke, diary writing that blend the use of in class speaking activities backed up by web-based study or support. This presentation will take a “my share” approach to explaining some class activities, web based activities and class management approaches that allow the teacher to become a coach and let students learn at their own pace.

Throw away the textbooks? I’ve been experimenting for the last five years with teaching conversation classes based on student surveys, short topical reports, longer presentations, online video self-analysis and peer-analysis of presentation skills, English karaoke, diary writing that blend the use of in class speaking activities backed up by web-based study or support. This presentation will take a “my share” approach to explaining some class activities, web based activities and class management approaches that allow the teacher to become a coach and let students learn at their own pace.

My General Goals for English Conversation (or History) Classes Warm, supportive human environment Each S can study at her own pace but must find partners to complete tasks Mix students as partners to prevent cliques & rote completion of tasks Class content: Ss share their lives & interests with classmates Teacher as coach not lecturer KISS

Warm, supportive human environment

Each S can study at her own pace but must find partners to complete tasks

Mix students as partners to prevent cliques & rote completion of tasks

Class content: Ss share their lives & interests with classmates

Teacher as coach not lecturer

KISS

My Goals for CALL = learning management Class homepage Outline of syllabus Ss can follow outline at own pace Clearly see steps of a project Asynchronous - anytime is OK Can pick and choose modules for extra credit

Class homepage

Outline of syllabus

Ss can follow outline at own pace

Clearly see steps of a project

Asynchronous - anytime is OK

Can pick and choose modules for extra credit

My Goals for CALL = Documentation of Ss work Assignments, grades, feedback, class info all in one place Dialogue with + feedback for Ss online Makeup work/ Prep can be done outside of class Ss upload videos of speaking tasks for documentation or peer evaluation.

Assignments, grades, feedback, class info all in one place

Dialogue with + feedback for Ss online

Makeup work/ Prep can be done outside of class

Ss upload videos of speaking tasks for documentation or peer evaluation.

My Goals for CALL = Communication Teacher / Ss dialogues Peer evaluation Ss can check grades and progress online Ss can catch teacher’s mistakes Ss can share their production with others Wikis, ppt, links, etc.

Teacher / Ss dialogues

Peer evaluation

Ss can check grades and progress online

Ss can catch teacher’s mistakes

Ss can share their production with others

Wikis, ppt, links, etc.

Classroom Management Where do we do blended learning? CALL Lab Computer Lab Ordinary classroom with mobile lab.

CALL Lab

Computer Lab

Ordinary classroom with mobile lab.

Online Content English karaoke (YouTube) Free Writing Assignments Listening, etc. movietrailers.com

English karaoke (YouTube)

Free Writing Assignments

Listening, etc. movietrailers.com

Cyclic Projects? Imagine --> design - test - peer feedback redesign - test - peer feedback redesign - test - peer feedback … The more you practice or perform a task the higher your grade Ss repeat the same process (interview or presentation) over and over but with fresh content

Imagine -->

design - test - peer feedback

redesign - test - peer feedback

redesign - test - peer feedback …

The more you practice or perform a task the higher your grade

Ss repeat the same process (interview or presentation) over and over but with fresh content

Types of projects Short Topical Reports (presentations) Survey + longer, group presentations Video self-analysis Diary writing: Four skills management Media links and extra practice Cyclic, self-paced projects Cyclic class management

Short Topical Reports (presentations)

Survey + longer, group presentations

Video self-analysis

Diary writing: Four skills management

Media links and extra practice

Cyclic, self-paced projects

Cyclic class management

Short Topical Reports Topic connected with a textbook lesson? Self-introduction My room Part time job Disney? Johnny Depp? Make a short slideshow (PowerPoint) or an A4 - A3 poster (Word or pencil) Present to small group + verbal peer evaluation – re-present + peer evaluation + again and again

Topic connected with a textbook lesson?

Self-introduction

My room

Part time job

Disney? Johnny Depp?

Make a short slideshow (PowerPoint) or an A4 - A3 poster (Word or pencil)

Present to small group + verbal peer evaluation – re-present + peer evaluation + again and again

Short Reports Classroom Management Choose a topic: Do it in the last 15 minutes of class? Task : Choose a topic and check with teacher If the topic is OK (manageable, not too broad, interesting, etc. ） Write on the board Ss can leave class early Ss will choose a topic more quickly if they have a shorter time + the bonus of leaving early

Task :

Choose a topic and check with teacher

If the topic is OK (manageable, not too broad, interesting, etc. ）

Write on the board

Ss can leave class early

Ss will choose a topic more quickly if they have a shorter time + the bonus of leaving early

Short Reports Classroom Management Practice topic in Japanese first Why? Students are never ready to start. This practice puts the pressure on Ss to come up with ideas . This is a kind of verbal, on-your-feet adlib or brainstorm Ss’ current English vocab can be a block to their creativity. Encourage them to create the ideas and then to find the English words to express them. Peer evaluation Presentation Practice in Japanese (Re)design

Why? Students are never ready to start. This practice puts the pressure on Ss to come up with ideas .

This is a kind of verbal, on-your-feet adlib or brainstorm

Ss’ current English vocab can be a block to their creativity.

Encourage them to create the ideas and then to find the English words to express them.

Short Reports Classroom Management Speed -Practice the Presentation Keep it lite and lively Timed practice = 2 minutes per student (never give them enough time) Groups of three – one speaks, two give feedback S gives 2 min speech and listeners give feedback Next, next, next, next, next! S should repeat in the same group more than once to see if there is improvement Start in Japanese and after a few times around switch to English Peer evaluation 2 - 5 Minute Adlib Presentation (Re)design

Keep it lite and lively

Timed practice = 2 minutes per student (never give them enough time)

Groups of three – one speaks, two give feedback

S gives 2 min speech and listeners give feedback

Next, next, next, next, next!

S should repeat in the same group more than once to see if there is improvement

Start in Japanese and after a few times around switch to English

Short Reports Classroom Management Do free writing before starting Last 20 -30 minutes of class Write 100 words on topic I use Moodle’s assignment module so I can give feedback immediately. Ss can find the words for topic at own pace. Ss can check the T’s online comments The free writing becomes the raw stuff of the speech

Last 20 -30 minutes of class

Write 100 words on topic

I use Moodle’s assignment module so I can give feedback immediately.

Ss can find the words for topic at own pace.

Ss can check the T’s online comments

The free writing becomes the raw stuff of the speech

Presentation & Classroom Management Evaluating Data Only one criterion Is it interesting?

Only one criterion

Is it interesting?

Presentation & Classroom Management Evaluating Data How long should it be? Long enough to be interesting!

How long should it be?

Long enough to be interesting!

Presentation & Classroom Management Evaluating Data How many slides? Enough to be interesting!

How many slides?

Enough to be interesting!

Task: Survey & Presentations Ss choose a topic and after interviewing their classmates and finding information on the internet, make a presentation After peer evaluation, they decide what they could improve and present again, and again. . . Peer evaluation Presentation (Re)design Topic selection, Interviews & Presentation design

Ss choose a topic and after interviewing their classmates and finding information on the internet, make a presentation

After peer evaluation, they decide what they could improve and present again, and again. . .

Presentation & Classroom Management Getting Presentations started Humans are universally slow at starting Same as for topical reports Choose topic Small group practice starting with Japanese and going to English Speed practice

Humans are universally slow at starting

Same as for topical reports

Choose topic

Small group practice starting with Japanese and going to English

Speed practice

Presentations = Practice As the Ss are interviewing, making the presentation, presenting and evaluating, the T acts as a coach Ss will do their presentation three to five times Never need to do a full class presentation (unless for a contest?)

As the Ss are interviewing, making the presentation, presenting and evaluating, the T acts as a coach

Ss will do their presentation three to five times

Never need to do a full class presentation (unless for a contest?)

Presentation & Classroom Management Designing Questionnaire Three types of questions Yes/No Multiple choice Open ended Are my questions OK? Are they interesting? Focus on student self-evaluation

Three types of questions

Yes/No

Multiple choice

Open ended

Are my questions OK?

Are they interesting?

Focus on student self-evaluation

Presentation & Classroom Management Survey Time: Interpersonal Dynamics Ss find a partner and ask survey questions at their own pace. Focus on discussion not just Q & A How about you? Not just one person responding T check: Ask the questionee what the questioner’s answers were. Interviewer answers the same question + discussion Interviewee answers + “How about you?” Interviewer asks question

Ss find a partner and ask survey questions at their own pace.

Focus on discussion not just Q & A

How about you?

Not just one person responding

T check:

Ask the questionee what the questioner’s answers were.

Presentation & Classroom Management Survey Time: Physical Dynamics Divide the room into two sections Ss interview section Waiting for a partner section (Ss have free conversation as they wait/search for their next partner). Ss can only be doing two things Interviewing Waiting for their next interview partner (+ chatting while they wait) Spatial separation by task allows teacher to coach easily Interview Finished? Go to the Waiting for a Partner Section Of Room Move to Interview Section with a New Partner and Interview Wait for Partner (+ Free Conversation Find a Partner

Divide the room into two sections

Ss interview section

Waiting for a partner section (Ss have free conversation as they wait/search for their next partner).

Ss can only be doing two things

Interviewing

Waiting for their next interview partner (+ chatting while they wait)

Spatial separation by task allows teacher to coach easily

Presentation & Classroom Management Evaluating Data Only one criterion Is it interesting?

Only one criterion

Is it interesting?

Presentation & Classroom Management Evaluating Data How long should it be? Long enough to be interesting!

How long should it be?

Long enough to be interesting!

Presentation & Classroom Management Evaluating Data How many slides? Enough to be interesting!

How many slides?

Enough to be interesting!

Presentation & Classroom Management Evaluating Data Do I need more info? Is the info you have now interesting?

Do I need more info?

Is the info you have now interesting?

Presentation & Classroom Management Is it Interesting? Look at Ss’ questionnaire papers, check the data and ask them question by question: Is it interesting?

Look at Ss’ questionnaire papers, check the data and ask them question by question:

Is it interesting?

Presentation & Classroom Management Evaluating Data & Designing Slides If responses are not interesting Make new questions? Find info on internet Focusing Ss on content rather than design Practice: on A3 paper make your outline & make notes for speech? Paper folded 4 or more times to make small slides Or in PowerPoint first make slides with titles only – no content Use these for Practicing in Japanese and speed practice. Verbal peer evaluation & advice Show group your outline and try to make presentation (Re)design your outline

If responses are not interesting

Make new questions?

Find info on internet

Focusing Ss on content rather than design

Practice: on A3 paper make your outline & make notes for speech?

Paper folded 4 or more times to make small slides

Or in PowerPoint first make slides with titles only – no content

Use these for Practicing in Japanese and speed practice.

Presentation & Classroom Management Presentation - Evaluation - Redesign Presentation - Evaluation - Redesign Presentation - Evaluation - Redesign Presentation - Evaluation - Redesign Presentation - Evaluation - Redesign Presentation - Evaluation - Redesign Peer evaluation Presentation (Re)design

Presentation - Evaluation - Redesign

Presentation - Evaluation - Redesign

Presentation - Evaluation - Redesign

Presentation - Evaluation - Redesign

Presentation - Evaluation - Redesign

Presentation & Classroom Management Physical Classroom Management Students can only be doing three things Presenting (Standing at presentation station or waiting while standing) Listening (Sitting at presentation station or waiting there) Evaluating (Sitting at their computer typing in English) Teacher can coach according to the physical location of the Ss and what they are doing.

Students can only be doing three things

Presenting (Standing at presentation station or waiting while standing)

Listening (Sitting at presentation station or waiting there)

Evaluating (Sitting at their computer typing in English)

Teacher can coach according to the physical location of the Ss and what they are doing.

Presentation & Classroom Management Online Evaluation

Presentation & Classroom Management Several presentations at same time Four corners of room Write rotation of groups in each corner on the board First groups finish and second in line sets up their presentation When four Ss come to sit in front of them to listen start presentation freestyle

Four corners of room

Write rotation of groups in each corner on the board

First groups finish and second in line sets up their presentation

When four Ss come to sit in front of them to listen start presentation freestyle

Online Video Self-analysis Practice changing one thing in your classes. Upload and analyze video on web. Find good & bad points. Choose One thing to change. Make a conversation or presentation video

Making the movie Sony Xacti + small tripod 3 cameras - 3 groups of four students Two performers, one camera person, one timekeeper Three 45 minute periods How did it go? Fascination of technology Easy to use Being on stage (but students didn’t feel it too much) Technical glitches

Sony Xacti + small tripod

3 cameras - 3 groups of four students

Two performers, one camera person, one timekeeper

Three 45 minute periods

How did it go?

Fascination of technology

Easy to use

Being on stage (but students didn’t feel it too much)

Technical glitches

Cameras? Sanyo Xacti with SD card Cheap usb movie camera One Laptop per Child has built in camera Sound and easily uploadable

Sanyo Xacti with SD card

Cheap usb movie camera

One Laptop per Child has built in camera

Sound and easily uploadable

Uploading the video SD card -> computer -> Net (Moodle) + School file server Size 17 - 150 MB

SD card -> computer -> Net (Moodle) + School file server

Size 17 - 150 MB

Good + bad top page 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. List some things you would like to change. Pick one thing and concretely describe how you can practice to change it. (Student Action Plan)

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.

List some things you would like to change.

Pick one thing and concretely describe how you can practice to change it. (Student Action Plan)

View the video Then write about 200+ words about some of your presentation's good and bad points. Tell me three concrete ways that you will try to make your presentation better.

View the video

Then write about 200+ words about some of your presentation's good and bad points.

Tell me three concrete ways that you will try to make your presentation better.

Good + bad teacher response

One month’s practice: 16 classes At beginning of class: focus on the plan. Before each practice with a partner begins: share your plan Evaluate at end of class Adjust or change plan for the next class?

At beginning of class: focus on the plan.

Before each practice with a partner begins: share your plan

Evaluate at end of class

Adjust or change plan for the next class?

In 2008? 2006 Reduced time used for explaining the action plan. Created clearer task and more student autonomy. In the future (2008) Continue with new action plans after first is finished – expand the idea of action plans to other areas of Ss EFL study. After students can autonomously do action research using video, introduce some strategies for conversation that they might choose from.

2006

Reduced time used for explaining the action plan.

Created clearer task and more student autonomy.

In the future (2008)

Continue with new action plans after first is finished – expand the idea of action plans to other areas of Ss EFL study.

After students can autonomously do action research using video, introduce some strategies for conversation that they might choose from.

Summary Conversation classes are based on face to face communication. Online components can help to List steps so that students can follow the class at their own pace in class or for homework Automate the cycles of learning, especially through feedback and references to keep on task Allow students to submit work outside of class (video or recordings of assignments)

Conversation classes are based on face to face communication.

Online components can help to

List steps so that students can follow the class at their own pace in class or for homework

Automate the cycles of learning, especially through feedback and references to keep on task

Allow students to submit work outside of class (video or recordings of assignments)