Textbooks? No!  Blended CALL for EFL Conversation Classes Bob Gettings Hokusei Gakuen University Junior College 2007  Sapp...
Textbooks? No! Blended CALL for EFL Conversation Classes! <ul><li>Throw away the textbooks?  I’ve been experimenting for t...
My General Goals for English Conversation (or History) Classes <ul><li>Warm, supportive human environment </li></ul><ul><l...
My Goals for CALL = learning management <ul><li>Class homepage </li></ul><ul><ul><li>Outline of syllabus </li></ul></ul><u...
My Goals for CALL = Documentation of Ss work <ul><li>Assignments, grades, feedback, class info all in one place </li></ul>...
My Goals for CALL = Communication <ul><li>Teacher / Ss dialogues </li></ul><ul><li>Peer evaluation </li></ul><ul><li>Ss ca...
Classroom Management Where do we do blended learning? <ul><li>CALL Lab </li></ul><ul><li>Computer Lab </li></ul><ul><li>Or...
Online Content <ul><li>English karaoke (YouTube) </li></ul><ul><li>Free Writing Assignments </li></ul><ul><li>Listening, e...
Cyclic Projects? <ul><li>Imagine -->  </li></ul><ul><ul><li>design - test - peer feedback  </li></ul></ul><ul><ul><li>rede...
Types of projects <ul><li>Short Topical Reports (presentations) </li></ul><ul><li>Survey + longer, group presentations </l...
Short Topical Reports <ul><li>Topic connected with a textbook lesson? </li></ul><ul><ul><li>Self-introduction </li></ul></...
Short Reports Classroom Management Choose a topic: Do it in the last 15 minutes of class? <ul><ul><li>Task : </li></ul></u...
Short Reports Classroom Management Practice topic in Japanese first <ul><li>Why? Students are never ready to start. This p...
Short Reports Classroom Management Speed -Practice the Presentation <ul><li>Keep it lite and lively </li></ul><ul><li>Time...
Short Reports Classroom Management Do free writing before starting <ul><li>Last 20 -30 minutes of class  </li></ul><ul><li...
Presentation & Classroom Management Evaluating Data <ul><li>Only one criterion </li></ul><ul><li>Is it interesting? </li><...
Presentation & Classroom Management Evaluating Data <ul><li>How long should it be? </li></ul><ul><li>Long enough to be int...
Presentation & Classroom Management Evaluating Data <ul><li>How many slides? </li></ul><ul><li>Enough to be interesting! <...
Task: Survey & Presentations <ul><li>Ss choose a topic and after interviewing their classmates and finding information on ...
Presentation & Classroom Management Getting Presentations started <ul><li>Humans are universally slow at starting </li></u...
Presentations = Practice <ul><li>As the Ss are interviewing, making the presentation, presenting and evaluating, the T act...
Presentation & Classroom Management Designing Questionnaire <ul><li>Three types of questions </li></ul><ul><ul><li>Yes/No ...
Presentation & Classroom Management Survey Time: Interpersonal Dynamics <ul><li>Ss find a partner and ask survey questions...
Presentation & Classroom Management Survey Time: Physical Dynamics <ul><li>Divide the room into two sections </li></ul><ul...
Presentation & Classroom Management Evaluating Data <ul><li>Only one criterion </li></ul><ul><li>Is it interesting? </li><...
Presentation & Classroom Management Evaluating Data <ul><li>How long should it be? </li></ul><ul><li>Long enough to be int...
Presentation & Classroom Management Evaluating Data <ul><li>How many slides? </li></ul><ul><li>Enough to be interesting! <...
Presentation & Classroom Management Evaluating Data <ul><li>Do I need more info? </li></ul><ul><li>Is the info you have no...
Presentation & Classroom Management Is it Interesting? <ul><li>Look at Ss’ questionnaire papers, check the data and ask th...
Presentation & Classroom Management Evaluating Data & Designing Slides <ul><li>If responses are not interesting </li></ul>...
Presentation & Classroom Management   Presentation - Evaluation - Redesign  <ul><li>Presentation - Evaluation - Redesign  ...
Presentation & Classroom Management Physical Classroom Management <ul><li>Students can only be doing three things </li></u...
Presentation & Classroom Management Online  Evaluation
Presentation & Classroom Management   Several presentations at same time  <ul><li>Four corners of room </li></ul><ul><li>W...
Online Video Self-analysis Practice changing one thing in your classes. Upload and analyze video on web. Find good &  bad ...
Making the movie <ul><li>Sony Xacti + small tripod </li></ul><ul><li>3 cameras - 3 groups of four students </li></ul><ul><...
Cameras? <ul><li>Sanyo Xacti with SD card </li></ul><ul><li>Cheap usb movie camera </li></ul><ul><li>One Laptop per Child ...
Uploading the video <ul><li>SD card -> computer -> Net (Moodle) + School file server </li></ul><ul><li>Size 17 - 150 MB </...
Good + bad top page <ul><li>What was better or worse than in your usual conversation practice? </li></ul><ul><li>Describe ...
<ul><li>View the video </li></ul><ul><li>Then write about 200+ words about some of your presentation's good and bad points...
Good + bad teacher response
One month’s practice: 16 classes <ul><li>At beginning of class: focus on the plan. </li></ul><ul><li>Before each practice ...
In 2008? <ul><li>2006 </li></ul><ul><ul><li>Reduced time used for explaining the action plan. </li></ul></ul><ul><ul><li>C...
Summary <ul><li>Conversation classes are based on face to face communication. </li></ul><ul><li>Online components can help...
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the textbooks?
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the textbooks?
Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the textbooks?
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Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the textbooks?

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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.

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  • Textbooks? No! Blended CALL for EFL Conversation Classes! Throw away the textbooks?

    1. 1. Textbooks? No! Blended CALL for EFL Conversation Classes Bob Gettings Hokusei Gakuen University Junior College 2007 Sapporo Gakuin University CALL Workshop
    2. 2. Textbooks? No! Blended CALL for EFL Conversation Classes! <ul><li>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. </li></ul>
    3. 3. My General Goals for English Conversation (or History) Classes <ul><li>Warm, supportive human environment </li></ul><ul><li>Each S can study at her own pace but must find partners to complete tasks </li></ul><ul><li>Mix students as partners to prevent cliques & rote completion of tasks </li></ul><ul><li>Class content: Ss share their lives & interests with classmates </li></ul><ul><li>Teacher as coach not lecturer </li></ul><ul><li>KISS </li></ul>
    4. 4. My Goals for CALL = learning management <ul><li>Class homepage </li></ul><ul><ul><li>Outline of syllabus </li></ul></ul><ul><ul><li>Ss can follow outline at own pace </li></ul></ul><ul><ul><li>Clearly see steps of a project </li></ul></ul><ul><ul><li>Asynchronous - anytime is OK </li></ul></ul><ul><ul><li>Can pick and choose modules for extra credit </li></ul></ul>
    5. 5. My Goals for CALL = Documentation of Ss work <ul><li>Assignments, grades, feedback, class info all in one place </li></ul><ul><li>Dialogue with + feedback for Ss online </li></ul><ul><li>Makeup work/ Prep can be done outside of class </li></ul><ul><li>Ss upload videos of speaking tasks for documentation or peer evaluation. </li></ul>
    6. 6. My Goals for CALL = Communication <ul><li>Teacher / Ss dialogues </li></ul><ul><li>Peer evaluation </li></ul><ul><li>Ss can check grades and progress online </li></ul><ul><li>Ss can catch teacher’s mistakes </li></ul><ul><li>Ss can share their production with others </li></ul><ul><ul><li>Wikis, ppt, links, etc. </li></ul></ul>
    7. 7. Classroom Management Where do we do blended learning? <ul><li>CALL Lab </li></ul><ul><li>Computer Lab </li></ul><ul><li>Ordinary classroom with mobile lab. </li></ul>
    8. 8. Online Content <ul><li>English karaoke (YouTube) </li></ul><ul><li>Free Writing Assignments </li></ul><ul><li>Listening, etc. movietrailers.com </li></ul>
    9. 9. Cyclic Projects? <ul><li>Imagine --> </li></ul><ul><ul><li>design - test - peer feedback </li></ul></ul><ul><ul><li>redesign - test - peer feedback </li></ul></ul><ul><ul><li>redesign - test - peer feedback … </li></ul></ul><ul><li>The more you practice or perform a task the higher your grade </li></ul><ul><li>Ss repeat the same process (interview or presentation) over and over but with fresh content </li></ul>
    10. 10. Types of projects <ul><li>Short Topical Reports (presentations) </li></ul><ul><li>Survey + longer, group presentations </li></ul><ul><li>Video self-analysis </li></ul><ul><li>Diary writing: Four skills management </li></ul><ul><li>Media links and extra practice </li></ul><ul><li>Cyclic, self-paced projects </li></ul><ul><li>Cyclic class management </li></ul>
    11. 11. Short Topical Reports <ul><li>Topic connected with a textbook lesson? </li></ul><ul><ul><li>Self-introduction </li></ul></ul><ul><ul><li>My room </li></ul></ul><ul><ul><li>Part time job </li></ul></ul><ul><ul><li>Disney? Johnny Depp? </li></ul></ul><ul><li>Make a short slideshow (PowerPoint) or an A4 - A3 poster (Word or pencil) </li></ul><ul><li>Present to small group + verbal peer evaluation – re-present + peer evaluation + again and again </li></ul>
    12. 12. Short Reports Classroom Management Choose a topic: Do it in the last 15 minutes of class? <ul><ul><li>Task : </li></ul></ul><ul><ul><li>Choose a topic and check with teacher </li></ul></ul><ul><ul><li>If the topic is OK (manageable, not too broad, interesting, etc. ) </li></ul></ul><ul><ul><li>Write on the board </li></ul></ul><ul><ul><li>Ss can leave class early </li></ul></ul><ul><li>Ss will choose a topic more quickly if they have a shorter time + the bonus of leaving early </li></ul>
    13. 13. Short Reports Classroom Management Practice topic in Japanese first <ul><li>Why? Students are never ready to start. This practice puts the pressure on Ss to come up with ideas . </li></ul><ul><li>This is a kind of verbal, on-your-feet adlib or brainstorm </li></ul><ul><li>Ss’ current English vocab can be a block to their creativity. </li></ul><ul><li>Encourage them to create the ideas and then to find the English words to express them. </li></ul>Peer evaluation Presentation Practice in Japanese (Re)design
    14. 14. Short Reports Classroom Management Speed -Practice the Presentation <ul><li>Keep it lite and lively </li></ul><ul><li>Timed practice = 2 minutes per student (never give them enough time) </li></ul><ul><li>Groups of three – one speaks, two give feedback </li></ul><ul><li>S gives 2 min speech and listeners give feedback </li></ul><ul><li>Next, next, next, next, next! </li></ul><ul><li>S should repeat in the same group more than once to see if there is improvement </li></ul><ul><li>Start in Japanese and after a few times around switch to English </li></ul>Peer evaluation 2 - 5 Minute Adlib Presentation (Re)design
    15. 15. Short Reports Classroom Management Do free writing before starting <ul><li>Last 20 -30 minutes of class </li></ul><ul><li>Write 100 words on topic </li></ul><ul><li>I use Moodle’s assignment module so I can give feedback immediately. </li></ul><ul><li>Ss can find the words for topic at own pace. </li></ul><ul><li>Ss can check the T’s online comments </li></ul><ul><li>The free writing becomes the raw stuff of the speech </li></ul>
    16. 16. Presentation & Classroom Management Evaluating Data <ul><li>Only one criterion </li></ul><ul><li>Is it interesting? </li></ul>
    17. 17. Presentation & Classroom Management Evaluating Data <ul><li>How long should it be? </li></ul><ul><li>Long enough to be interesting! </li></ul>
    18. 18. Presentation & Classroom Management Evaluating Data <ul><li>How many slides? </li></ul><ul><li>Enough to be interesting! </li></ul>
    19. 19. Task: Survey & Presentations <ul><li>Ss choose a topic and after interviewing their classmates and finding information on the internet, make a presentation </li></ul><ul><li>After peer evaluation, they decide what they could improve and present again, and again. . . </li></ul>Peer evaluation Presentation (Re)design Topic selection, Interviews & Presentation design
    20. 20. Presentation & Classroom Management Getting Presentations started <ul><li>Humans are universally slow at starting </li></ul><ul><li>Same as for topical reports </li></ul><ul><ul><li>Choose topic </li></ul></ul><ul><ul><li>Small group practice starting with Japanese and going to English </li></ul></ul><ul><ul><li>Speed practice </li></ul></ul>
    21. 21. Presentations = Practice <ul><li>As the Ss are interviewing, making the presentation, presenting and evaluating, the T acts as a coach </li></ul><ul><li>Ss will do their presentation three to five times </li></ul><ul><li>Never need to do a full class presentation (unless for a contest?) </li></ul>
    22. 22. Presentation & Classroom Management Designing Questionnaire <ul><li>Three types of questions </li></ul><ul><ul><li>Yes/No </li></ul></ul><ul><ul><li>Multiple choice </li></ul></ul><ul><ul><li>Open ended </li></ul></ul><ul><li>Are my questions OK? </li></ul><ul><li>Are they interesting? </li></ul><ul><ul><li>Focus on student self-evaluation </li></ul></ul>
    23. 23. Presentation & Classroom Management Survey Time: Interpersonal Dynamics <ul><li>Ss find a partner and ask survey questions at their own pace. </li></ul><ul><li>Focus on discussion not just Q & A </li></ul><ul><ul><li>How about you? </li></ul></ul><ul><ul><li>Not just one person responding </li></ul></ul><ul><li>T check: </li></ul><ul><ul><li>Ask the questionee what the questioner’s answers were. </li></ul></ul>Interviewer answers the same question + discussion Interviewee answers + “How about you?” Interviewer asks question
    24. 24. Presentation & Classroom Management Survey Time: Physical Dynamics <ul><li>Divide the room into two sections </li></ul><ul><ul><li>Ss interview section </li></ul></ul><ul><ul><li>Waiting for a partner section (Ss have free conversation as they wait/search for their next partner). </li></ul></ul><ul><li>Ss can only be doing two things </li></ul><ul><ul><li>Interviewing </li></ul></ul><ul><ul><li>Waiting for their next interview partner (+ chatting while they wait) </li></ul></ul><ul><li>Spatial separation by task allows teacher to coach easily </li></ul>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
    25. 25. Presentation & Classroom Management Evaluating Data <ul><li>Only one criterion </li></ul><ul><li>Is it interesting? </li></ul>
    26. 26. Presentation & Classroom Management Evaluating Data <ul><li>How long should it be? </li></ul><ul><li>Long enough to be interesting! </li></ul>
    27. 27. Presentation & Classroom Management Evaluating Data <ul><li>How many slides? </li></ul><ul><li>Enough to be interesting! </li></ul>
    28. 28. Presentation & Classroom Management Evaluating Data <ul><li>Do I need more info? </li></ul><ul><li>Is the info you have now interesting? </li></ul>
    29. 29. Presentation & Classroom Management Is it Interesting? <ul><li>Look at Ss’ questionnaire papers, check the data and ask them question by question: </li></ul><ul><li>Is it interesting? </li></ul>
    30. 30. Presentation & Classroom Management Evaluating Data & Designing Slides <ul><li>If responses are not interesting </li></ul><ul><ul><li>Make new questions? </li></ul></ul><ul><ul><li>Find info on internet </li></ul></ul><ul><li>Focusing Ss on content rather than design </li></ul><ul><li>Practice: on A3 paper make your outline & make notes for speech? </li></ul><ul><ul><li>Paper folded 4 or more times to make small slides </li></ul></ul><ul><li>Or in PowerPoint first make slides with titles only – no content </li></ul><ul><li>Use these for Practicing in Japanese and speed practice. </li></ul>Verbal peer evaluation & advice Show group your outline and try to make presentation (Re)design your outline
    31. 31. Presentation & Classroom Management Presentation - Evaluation - Redesign <ul><li>Presentation - Evaluation - Redesign </li></ul><ul><li>Presentation - Evaluation - Redesign </li></ul><ul><li>Presentation - Evaluation - Redesign </li></ul><ul><li>Presentation - Evaluation - Redesign </li></ul><ul><li>Presentation - Evaluation - Redesign   </li></ul>Peer evaluation Presentation (Re)design
    32. 32. Presentation & Classroom Management Physical Classroom Management <ul><li>Students can only be doing three things </li></ul><ul><ul><li>Presenting (Standing at presentation station or waiting while standing) </li></ul></ul><ul><ul><li>Listening (Sitting at presentation station or waiting there) </li></ul></ul><ul><ul><li>Evaluating (Sitting at their computer typing in English) </li></ul></ul><ul><li>Teacher can coach according to the physical location of the Ss and what they are doing. </li></ul>
    33. 33. Presentation & Classroom Management Online Evaluation
    34. 34. Presentation & Classroom Management Several presentations at same time <ul><li>Four corners of room </li></ul><ul><li>Write rotation of groups in each corner on the board </li></ul><ul><li>First groups finish and second in line sets up their presentation </li></ul><ul><li>When four Ss come to sit in front of them to listen start presentation freestyle </li></ul>
    35. 35. 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
    36. 36. Making the movie <ul><li>Sony Xacti + small tripod </li></ul><ul><li>3 cameras - 3 groups of four students </li></ul><ul><li>Two performers, one camera person, one timekeeper </li></ul><ul><li>Three 45 minute periods </li></ul><ul><li>How did it go? </li></ul><ul><ul><li>Fascination of technology </li></ul></ul><ul><ul><li>Easy to use </li></ul></ul><ul><ul><li>Being on stage (but students didn’t feel it too much) </li></ul></ul><ul><ul><li>Technical glitches </li></ul></ul>
    37. 37. Cameras? <ul><li>Sanyo Xacti with SD card </li></ul><ul><li>Cheap usb movie camera </li></ul><ul><li>One Laptop per Child has built in camera </li></ul><ul><li>Sound and easily uploadable </li></ul>
    38. 38. Uploading the video <ul><li>SD card -> computer -> Net (Moodle) + School file server </li></ul><ul><li>Size 17 - 150 MB </li></ul>
    39. 39. Good + bad top page <ul><li>What was better or worse than in your usual conversation practice? </li></ul><ul><li>Describe one thing. </li></ul><ul><li>List 4 or 5 of your good or bad points. </li></ul><ul><li>List some of your partner’s good & bad. </li></ul><ul><li>List some things you would like to change. </li></ul><ul><li>Pick one thing and concretely describe how you can practice to change it. (Student Action Plan) </li></ul>
    40. 40. <ul><li>View the video </li></ul><ul><li>Then write about 200+ words about some of your presentation's good and bad points. </li></ul><ul><li>Tell me three concrete ways that you will try to make your presentation better. </li></ul>
    41. 41. Good + bad teacher response
    42. 42. One month’s practice: 16 classes <ul><li>At beginning of class: focus on the plan. </li></ul><ul><li>Before each practice with a partner begins: share your plan </li></ul><ul><li>Evaluate at end of class </li></ul><ul><li>Adjust or change plan for the next class? </li></ul>
    43. 43. In 2008? <ul><li>2006 </li></ul><ul><ul><li>Reduced time used for explaining the action plan. </li></ul></ul><ul><ul><li>Created clearer task and more student autonomy. </li></ul></ul><ul><li>In the future (2008) </li></ul><ul><ul><li>Continue with new action plans after first is finished – expand the idea of action plans to other areas of Ss EFL study. </li></ul></ul><ul><ul><li>After students can autonomously do action research using video, introduce some strategies for conversation that they might choose from. </li></ul></ul>
    44. 44. Summary <ul><li>Conversation classes are based on face to face communication. </li></ul><ul><li>Online components can help to </li></ul><ul><ul><li>List steps so that students can follow the class at their own pace in class or for homework </li></ul></ul><ul><ul><li>Automate the cycles of learning, especially through feedback and references to keep on task </li></ul></ul><ul><ul><li>Allow students to submit work outside of class (video or recordings of assignments) </li></ul></ul>

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