Technology to practice speaking English


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A presentation outlining principles and actions for practicing speaking English with technology. Also, the recommended websites.

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Technology to practice speaking English

  1. 1. Getting Your Students Speaking <ul><li>From </li></ul><ul><li>Input </li></ul><ul><li>To </li></ul><ul><li>Uptake </li></ul>Harnessing the power of blended learning and new technologies Giving Students A Voice
  2. 2. Online Resources
  3. 3. What’s On Tap <ul><li>Potential </li></ul><ul><li>Why get students speaking online? </li></ul><ul><li>Types of delivery options </li></ul><ul><li>Best practices </li></ul><ul><li>Blended ideas / activities </li></ul><ul><li>Websites / Tools </li></ul><ul><li>Q and A </li></ul>Overview
  4. 4. New Possibilities <ul><li>What </li></ul><ul><li>If? </li></ul>
  5. 5. Why? <ul><li>Rationale </li></ul>Why the need for students to speak online?
  6. 6. <ul><li>Rationale </li></ul><ul><li>Output reinforces fluency by </li></ul><ul><li>Practice </li></ul><ul><li>Noticing + CF </li></ul><ul><li>Hypothesizing </li></ul><ul><li>Habituation </li></ul>Merrill Swain
  7. 7. <ul><li>Rationale </li></ul>More Reasons Motivation Repetition Feedback / Monitoring Evaluation Self Directed Learning Efficacy / Fairness Low Affective Filter
  8. 8. What options are available? <ul><li>Options </li></ul>What types of blended learning can teachers implement ?
  9. 9. What options are available? <ul><li>Options </li></ul>Synchronous Asynchronous
  10. 10. What options are available? <ul><li>Options </li></ul>Websites Devices Audio / Video Video only Audio only Lab / Class / Home
  11. 11. Standards <ul><li>Best </li></ul><ul><li>Practices </li></ul>What is the Gold standard?
  12. 12. Standards <ul><li>Best </li></ul><ul><li>Practices </li></ul>Make it official Give Ss choice Demo in class Provide a model Hardware Set standards
  13. 13. Lesson Planning <ul><li>Activities </li></ul><ul><li>& </li></ul><ul><li>Ideas </li></ul>How can teachers make this part of their online learning?
  14. 14. Lesson Planning <ul><li>Activities </li></ul><ul><li>& </li></ul><ul><li>Ideas </li></ul>Performances / Role plays Record the Textbook Reading for the class Picture Prompts / Response Mimicking | Singing Skype in the Classroom Opinions / Presentations Student Feedback
  15. 15. Online Resources
  16. 16. EnglishCentral <ul><li>Top 3 </li></ul>
  17. 17. Voicethread <ul><li>Top 3 </li></ul>
  18. 18. Voxopop <ul><li>Top 3 </li></ul>
  19. 19. Bubblejoy <ul><li>Video </li></ul><ul><li>Postcards </li></ul>
  20. 20. Eyejot <ul><li>Video </li></ul><ul><li>email </li></ul>
  21. 21. Audioboo <ul><li>Audio </li></ul><ul><li>Only </li></ul>
  22. 22. Chirbit <ul><li>Audio </li></ul><ul><li>Sharing </li></ul>
  23. 23. Evoca <ul><li>Audio </li></ul><ul><li>Drop Box </li></ul>
  24. 24. Vocaroo <ul><li>No Frills </li></ul><ul><li>Audio </li></ul>
  25. 25. Fotobabble <ul><li>Speaking </li></ul><ul><li>Photos </li></ul>
  26. 26. Mailvu <ul><li>Video </li></ul><ul><li>Email </li></ul>
  27. 27. Intervue <ul><li>Video </li></ul><ul><li>Convo </li></ul>
  28. 28. Lingt <ul><li>LMS </li></ul><ul><li>Courses </li></ul>
  29. 29. <ul><li>Flipped </li></ul><ul><li>Curriculum </li></ul>
  30. 30. Screenr <ul><li>Website </li></ul>
  31. 31. SingSnap <ul><li>Songs </li></ul><ul><li>Singing </li></ul>
  32. 32. Woices <ul><li>Location </li></ul><ul><li>Based </li></ul>
  33. 33. Wetoku <ul><li>Duo </li></ul><ul><li>Interviews </li></ul>
  34. 34. Scribblar <ul><li>Real Time </li></ul><ul><li>Whiteboard </li></ul>
  35. 35. Skype in the Classroom <ul><li>Real Time </li></ul><ul><li>Convo </li></ul>Record!
  36. 36. Tutorials <ul><li>PD </li></ul>
  37. 37. Further Thoughts <ul><li>Let’s </li></ul><ul><li>Talk </li></ul>Discussion Q and A on technology
  38. 38. <ul><li>Contact </li></ul><ul><li>More.... </li></ul>[email_address]
  39. 39. Further Reading <ul><li>Research </li></ul>Brown, Jeremy, Noticing: Is it a valid concept? TESL-EJ, 2002 Heift, Trude, Corrective Feedback and learner uptake in CALL , Cambridge Univ. Press, 2004. Long, M.H., Problems in SLA, 2006 Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63–90. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners’ interaction: How does it address the input, output, and feedback needs of language learners? TESOL Quarterly, 30, 59–84. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Rowley, MA: Newbury House.
  40. 40. Further Reading <ul><li>References </li></ul>Schmidt, R. (1983). Interaction, acculturation, and the acquisition of communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics and language acquisition (pp. 137-174). Rowley, MA: Newbury House. Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press. Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). New York: Routledge. Swain, M., & Lapkin, S. (1995). Problems in output and cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371–391. Taddarth, Assma, Recasts, Uptakes and Learning: Effects and Relationships . 2010