5. The number of distance courses is
growing and an increasing number of
institutions are introducing online courses
or blending more conventional courses
with online elements. (Hampel, 2010, p.
150)
6. Language as a subject to be talked about?
Active, productive use of the new
language
Language learning as dialogic with
authentic language in use as the primary
mediating tool for learning
Directly comprehending and responding
appropriately to language – conversation –
is central to all developmental processes.
7. When ELLs have access to online
tools, they are motivated to practice
English outside the classroom
(Aydin, 2007; Colombo &
Colombo, 2007; Son, 2007).
The online tools improve the listening and
speaking skills of young learners.
8. Convenience
Connectivity
Membership
Authentic audience
Tailored audiences
Strategies to compensate for lack of
non-verbal info
9. Richness of information
(links, multimedia)
Time to focus and review
Time to compose, resources to compose
Time and opportunity to reflect
Opportunity to witness and track
learning
Opportunity to demonstrate learning
10. Providing sufficient comprehensible input
to “trigger” acquisitional processes
Involved in real communication
Paying attention to linguistic form
11.
12. Approach:
› theories about the nature of language
learning
› the possibilities that the technology affords
Design
› Syllabus
› Types of tasks
› Learner and teacher roles
Procedure: the actual implementation of
the tasks
13. Cognitive SLA: input, interaction, and
output
Sociocultural theories
› Mediation: through
interaction, language, tasks, or technology
› scaffolding
14. Goal: e.g. developing writing skills with
Forums
Task type: Individual tasks (e.g.
information gathering online) feed into
interactive tasks (e.g. discussion of
information in a forum)
Input: verbal and visual modalities
› Links to websites
› Preset discussion questions in forums
› Student contribution
15.
16. http://www.voxopop.com/
A voice-based e-learning tool
E.g., What’s your favorite …?
(http://www.voxopop.com/topic/baf4d
a6d-ff57-4c40-9550-0386d216a841)
17. http://voicethread.com/
E.g., Our Alphabet Book
(http://voicethread.com/?#q+children+
english.b856240.i4560642)
E.g. reader’s theater
(http://youtu.be/5dTZI1MEH3I)
20. Calling attention to forms
Calling attention to lexis
Corralling
Saturating
Using linguistic traps
Modeling
Providing explicit feedback
Providing implicit feedback
21. Task-level attention to form
› a role paly activity in which students are
asked to practice, then record and post a
conversation.
› The teacher can review the recordings, insert
audio comments and corrections, and leave
written comments and questions.
22. Incidental attention to forms
› addressing meaning, pronunciation, or
intonation
› Technology: Voxopop
› E.g. What is your favorite car? Why?
23. Based on the textbook, you come up
with an example that supports “calling
attention to forms.”
24. Task-level attention to lexis
› Using intonation to draw learners’ attention
to a new lexical item
› T: It’s too chilly to go swimming.
› Using both visual and voice emphases
› Technology: Voicethread
› Visual and voice: SUNNY and IT’S SUNNY.
25. Incidental attention to lexis
› Repeating the word five or ten times, use it in
a sentence, then use it in a question.
› Focusing on lexical items with the help of
both voice and text.
› E.g. playing a question and answer game on
Voxopop
26. Based on the textbook, you come up
with an example that supports “calling
attention to lexis.”
27. Task-level corralling
› Using an audio dubbing assignment to
corrall learners into using a focal form or
lexical item
› Posting audio post assignment of a direction
asking and giving role paly
› Tell the story about this picture using your
own voice (Voicethread)
28. Incidental corralling
The use of voice and intonation
E.g. T: You turn right at ? / So, you turn
right at mmmm Street?
29. Based on the textbook, you come up
with an example that supports
“corralling.”
30. Oral repetition
E.g. Yes, you can’t depend on a bus
schedule, Bus schedules are almost
always wrong. I have a bus schedule
that I can’t depend on to come to class.
31. Based on the textbook, you come up
with an example that supports
“saturating.”
32. T: What is the girl doing?
The girl is skiing.
33. Based on the textbook, you come up
with an example that supports “using
linguistic trap.”
34. Visual modeling
› Video 1: My apologies.
› Video 2: I am very sorry.
› Video 3: Pardon me.
› Video 4: Please forgive me.
› E.g. It’s time for the bus.
(http://api.vizlingo.com:8080/vizings/17/7b/e
d/177bed13d094e0517c3c8b446d5ced67.m
p4)
35. Based on the textbook, you come up
with an example that supports
“modeling.”
36. Provided silently via visual markings and
cues
Select to attend to the kinds of explicit
feedback (aural, visual, textual, rules, or
examples)
E.g. adding a link to a grammar web
site, reference to video materials on the
Internet, reference to online exercises
37. Based on the textbook, you come up
with an example that supports
“providing explicit feedback.”
38. S: I drinked tea yesterday.
T: I drank coffee. I don’t like tea at all.
Did you drink coffee, too?
39. Based on the textbook, you come up
with an example that supports
“providing implicit feedback.”
41. Not only for making resources available
to learners but also for offering students
and teachers a choice of online
communication tools.
Video-based know-how tutorials
(http://www.teachertrainingvideos.com/
moodle1/index.html)
42. Instructions/guidelines/time
management
› Rules for synchronous participation
› Specify timescale for activities
› Signposts to key aspects of reading materials
› Clearly signalled closing stage
43. Forums and other tools
› Clear guidance on expected frequency of
participation
› Separate forums for each task
› Opportunities for individuals to individual
communication
› Easy access to instructions for use of less
familiar tools
› Opportunity to experiment with new tools
44. Collaboration and sense of community
› Self-introduction
› Group formation
› Common goals
› A sense of community
