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  • 1.  
  • 2. Keiko Sanderink
    • School : Catholic College Wodonga
    • カトリック・カレッジ・ワドンガ
    • Language : Japanese  日本語
    • Year Level : Year 10  十年生
  • 3. Investigation
    • How can I provide students with more opportunities to use the language they learn in an authentic communicative setting?
    • How can I provide students with a long-term opportunity to communicate with the user of the target language?
    • Would the students’ motivation and level of engagement be lifted by increased opportunities to use the language in authentic contexts?
  • 4. What did I do?
    • Skype Conference with a Japanese High School, Kokura Higashi High School.
    • Establish Wiki Space as a long- term communication place between students in both schools.
  • 5. Skype Conference Between Catholic College Wodonga Y10 class and Kokura Higashi High School Y10 class
    • We have carried out our first Skype conference on 16 July. This was a trial of exchange - getting to know each other. In a short 30 minutes we had a few items exchanged between the two schools.
    • - Teachers introduced each other.
    • - Japanese students sang their school song.
    • - Brass band students performed a Japanese popular song.
    • - Australian students introduced themselves individually.
    • - Australian students sang ‘Home among the gum tree’.
    • - Question and answer time about students and schools.
  • 6. Response - Skype
    • Students enjoyed a short exchange with Japanese students despite some technical difficulties.
    • Students believe that regular use of the Skype conference will be beneficial for their learning.
    • They like more individual interaction time with students, almost one to one talk situation.
    • The possibility of future Skype lessons - survey, discussion, debating, presentation etc.
    • With the text book we are currently using (Hai Ima) it is possible to use Skype conference opportunity to survey Japanese students - how much allowance (pocket money) students receive from parents each month, what they usually do in their spare time, what kind of high-tech products the Japanese students own. We can also discuss about animal horoscope, about school rules etc.
  • 7. Wiki Space http://ccwlote.wikispaces.com
    • Students and teachers from both schools were given a page on this Wiki to create their own page.
    • My students completed one’s page both in English and Japanese. This page aims not only to introduce oneself but also to inform Japanese students a little bit about Australia, Australian people and its culture.
    • This task was set as an assessment task. 30~50% of the content has to appear in Japanese. They need to include some photos on their page. Their work was assessed on the content, the language use, presentation and their effort.
  • 8. The first page on ccwlote wiki
  • 9. Keiko Sensei’s page
  • 10. Alyssa’s page
  • 11. Response - Wiki
    • Students enjoyed writing the profile on the Wiki. It was different, personal, involving, creative and students felt ownership of their own pages with a personal touch and customised layout.
    • As a writing task they also enjoyed being able to use Japanese typing system on a computer and they learnt to use other learning aid such as online dictionary.
    • Their written mistakes were corrected by me online. The students went back to the Wiki and they checked and wrote out their mistakes in their books. Individually I made some suggestion to change photos or a part of the content to better suit the purpose of the task.
    • Some student are strongly hoping to make friends with Japanese students through Wiki.
  • 12. Active use of ccwlote.wikispaces
    • As we do not have enough Japanese students signed up for the Wiki yet we have not seen active exchange between Australian students and Japanese students.
    • However, the potential of using Wiki space is HUGE!
    • Participants can go into an individual’s page and make a comment or ask questions about the content.
    • Photos, video clips and audios can be easily uploaded onto the page so that participants can share their ideas and initiate discussion or raise an issue/awareness of a particular topic.
    • Share their favourite music, movie, useful expressions etc.
    • Students work - poster, movie, writing piece can be posted to the site on students’ permission to share.
  • 13. Music - Japanese
  • 14. What did I learn?
    • Overall students showed strong interest to continue with both tasks to make the most of the opportunities to use the language in authentic settings.
    • Through the implementation of the tasks I have witnessed that students’ motivation and level of engagement lifted in general. It catered especially well for those who dislike text book learning.
    • Through the investigation I have learnt the importance of receiving written feedback (survey) from students. Some good suggestions were made for future usage of Skype Conference and Wiki page. It has been a very constructive process, working with students to implement something useful and meaningful for their learning. It also created opportunities to discuss language learning skills in the class.
    • Wiki space has a great potential to use in education setting.
  • 15. Where to now?
    • I would work with the Japanese school to plan the next Skype conference and provide support for the process of Japanese students signing up for Wiki.
    • I encourage regular use of ccwlote Wiki and monitor the progress, including regular update of the content.
    • I provide students with ongoing support for those who wish to take this opportunity further to extend their learning experience.
    • Implement regular use of Wiki space for other year levels where the need is identified.