Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Project 'Write' for General English Intermediate


Published on

Presentation of my final project for the course on ICT in ELT, run by Evelyn Izquierdo. July, 2014, Caracas-Venezuela.

Published in: Education
  • Be the first to comment

  • Be the first to like this

Project 'Write' for General English Intermediate

  1. 1. Universidad Central de Venezuela Maestría en Inglés como Lengua Extranjera ICT in ELT 2014 Diana C. Goncalves M. The British Council Venezuela Project ‘Write’ For General English Intermediate
  2. 2. THE PROJECT  Kenneth Beare (N/A) - learning to write fluently in English is much more challenging than learning to speak fluently for most learners: o written communication is more formal = expectations are much higher. o spoken communication allows for more 'mistakes‘ = less reflection goes into spoken English than written English.  In 1994, Leuf and Cunningham proposed Wiki-co-editing as a high-speed platform in which students would be able to create and build web content.  Richard Lanham - highlighted the importance of incorporating computer technology into writing. Most students nowadays live in a world of electronic text, spending most of their time reading and writing on computers (Mimi Li, 2012)  Writing assignments have been the most common pedagogical application of Wikis in education (Parker & Chao, 2007)
  3. 3.  Constructivism - Wikis promote reflective learning (Parker and Chao, 2007):  They allow you to monitor your progress  because of their collaborative nature they foster knowledge building ‘with and for others’  focused on the community rather than on individual learners.  Collaborative/Cooperative paradigm - Students who work collaboratively as a community ‘achieve higher levels of thought and retain information longer than students who do their work individually’ (Parker & Chao, 2007)  Achterman - the structure of Wikis provide meaningful interaction among students, content and teachers; students feel part of a community, learning how to work with others (Lin & Yang, 2011).  ‘The integration of Wiki technology and peer feedback is an innovative writing practice allowing for online construction of a piece as it progresses through a cycle or writing, peer feedback and rewriting’ (Lin & Yang, 2011).  Schaffert, Bischof et al. - collaborative creative writing - the Wiki as an interactive writing book which allows students to write an essay or story collaboratively (Parker & Chao, 2007).
  4. 4. OBJECTIVE  This study is essentially descriptive, intending to describe the experience of using a Wiki as a platform for activities and tasks that aim to develop the students’ writing skills, as well as their digital competences.  I have these punctual objectives: o Provide the students of general English courses with a learner- centred environment to develop their writing skills. o Foster collaborative learning, as well as the development of my learners’ digital competences. o Raise learners’ awareness of the importance of storing, keeping track and revising their written work. o Collect information about how practical the tool is for the students and whether they consider that it can help them to improve their writing skills. o Gather the students’ opinion regarding collaborative writing, teacher/peer feedback and teacher/peer assessment.
  5. 5. AUDIENCE  The project is directed mainly to the participants (General English Intermediate level students) and the teacher.  Content will be open to external public after class number eight. Steps • The learners will have a series of tasks to complete every week. • Every week, they will have to access the Wiki, read the page of the correspondent week and follow the instructions for each task. • Apart from completing the task, learners have to give peer feedback to their peers’ writings and comments and encourage more writing. • The learners will work on an essay as their final project, strictly following the steps recommended by the instructor. • At the end of the course, the learners will complete a survey regarding their experience using Wikis and all its implication (e.g. collaborative writing, peer feedback)
  6. 6. SCHEDULE WEEK TASKS Week 1 Write a short biography of yourself (About us / personal e-portfolios) Week 2 Write about a person you really admire (personal e-portfolios) Discuss the meaning of the song ‘Working class hero’ performed by Green Day (Week 2 discussion) Week 3 1st step final project: start thinking of what to write about and share it (Final Project Step by Step discussion) Write a CV (personal e-portfolios) Week 4 2nd step final project: structure information (mental map – team’s final project page) Write a cover letter (personal e-portfolios) Week 5 3rd step final project: useful vocabulary and phrases/1st draft (team’s final project page) Write about your favourite band or musician (personal e-portfolios) Comment on a radio show about why we listen to music (Week 5 discussion) Week 6 4th step final projects: essays peer revision (personal e-portfolios) Read about The Story Behind the Guy Fawkes Mask (Week 6 discussion) Week 7 5th step final project: final revision of essays (teams’ final project page) Write a short film review (personal e-portfolios)
  7. 7. EVALUATION  The assessment would be formative rather than summative.  ‘Focuses on judgments about the quality of students’ work, and emphasizes the extent to which something has been done or is being done’ (Babaee & Tikodaua, 2013),  Process-based assessment - promotes the application of strategies such as gathering information about the topics, drafting, revising and editing.  Rubric: o The extent to which learners grasp the subject matter. o Portfolio content o Reflective thinking o The content richness and difficulty. o Organization and presentation. Learners will be evaluated, not only based on their e-portfolios content, but also taking into account their commitment and reflective process shown through feedback given to their peers.
  8. 8. REFERENCES  Babaee, B. & Tikoduadua, M. (2013) ‘E-Portfolio: A New Trend in Formative Writing Assessment’. International Journal of Modern Education Forum (IJMEF), 2(2), pp. 49-56. Retrieved July 2014 from  Kenneth Beare (N/A) Why Is Writing More Difficult Than Speaking?, in – English as 2nd Language. [HTML Document] URL  Lee, L. (2010) ‘Exploring Wiki Mediated Collaborative Writing: A Case Study in an Elementary Spanish Course’. CALICO Journal, 27(2), pp. 260-276. Retrieved July 2014 from  Li, M. (2012) ‘Use of Wikis in Second/Foreign Language Classes: A Literature Review’. Computer-Assisted Language Learning - Electronic Journal (CALL-EJ), 13(1) pp. 17-35. Retrieved July 2014 from  Lin, W & Yang, S.C. (2011) ‘Exploring Students’ Perceptions of Integrating Wiki Technology and Peer Feedback into English Writing Courses’. English Teaching Practice and Critique, 10(2), pp. 88-103. Retrived June 2014 from  Parker, K & Chao, J. (2007) ‘Wiki as a Teaching Tool’. Interdisciplinary Journal of Knowledge and Learning Objects, 3, pp. 58-72. Retrieved June 2014 from  Scrivener, J. (2005) Learning Teaching, second edition. MacMillan Books for Teachers: city.
  10. 10. DIANA GONCALVES My e-portfolio: My e-mail address: My skype ID: diana.goncalves.m88 My twitter ID: @dianagmendes