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TPCK: Use of ICT to teach/improve the speaking of English

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TPCK: Use of ICT to teach/improve the speaking of English

  1. 1. Use of ICT to teach/improve the speaking of English Dr Paula Hodgson
  2. 2. Intended learning outcomes <ul><li>Develop skills in designing English speaking tasks for blended learning through the use of ICT; </li></ul><ul><li>Develop a global perspective when connected using ICT, particularly identifying appropriate learning opportunities to practise speaking English with native and non-native speakers ; </li></ul><ul><li>Develop critical thinking and reflective thinking skills when discussing and debating innovative practices with technology integration for language learning and teaching. </li></ul>
  3. 3. Building speaking competence <ul><li>Your experience in school </li></ul>
  4. 4. L2 English speaking <ul><li>Communicating with L1 & L2 speakers </li></ul><ul><ul><li>Chat </li></ul></ul><ul><ul><li>Conversation </li></ul></ul><ul><ul><li>Discussion/debate </li></ul></ul><ul><ul><li>Formal speech </li></ul></ul><ul><li>Use appropriate register (formal or informal) in conversations* </li></ul><ul><li>Use appropriate interaction skills and conversational strategies </li></ul><ul><li>( English Language Curriculum and Assessment Guide for secondary 4 ─ 6, 2007) </li></ul>
  5. 5. Effective oral communication <ul><li>Accuracy : the skill of using pronunciation (which covers speech sounds, stress, rhythm and intonation), grammar and vocabulary correctly to communicate ideas and express feelings; </li></ul><ul><li>Fluency : the skill of linking what one says together and producing it at a reasonably “normal” speed; </li></ul><ul><li>Appropriateness : the skill of using the right sort of language (e.g. formal or informal language) to suit particular situations; </li></ul><ul><li>Cohesion : the skill of producing spoken utterances which “hang together” grammatically; </li></ul><ul><li>Coherence : the skill of producing spoken utterances that “hang together” semantically and logically; and </li></ul><ul><li>Interaction strategies , such as seeking further information, asking for clarification, negotiating meaning, and taking turns appropriately at relevant points in an oral interaction. </li></ul>( English Language Curriculum and Assessment Guide for Secondary 4 ─ 6, 2007)
  6. 6. Perceived usefulness of speaking activities NET teacher Discussion with peers In-class discussion Social interactions Computerized exercise
  7. 7. Developing/improving L2 English speaking competence <ul><li>Authentic approach </li></ul><ul><ul><li>Doing projects/conducting research with English oral activities, e.g. conducting interviews, reporting findings </li></ul></ul><ul><ul><li>Having activities with non-local students </li></ul></ul><ul><li>Creative approach </li></ul><ul><ul><li>Performing in an English drama </li></ul></ul><ul><ul><li>Composing lyrics and participating in English singing activities </li></ul></ul><ul><ul><li>Running a campus radio programme </li></ul></ul><ul><li>Functional approach </li></ul><ul><ul><li>Making a debate </li></ul></ul><ul><ul><li>Having a group discussion in English </li></ul></ul><ul><ul><li>Doing role play in a scenario-based learning context </li></ul></ul><ul><li>Reflective approach </li></ul><ul><ul><li>Reporting on, reflecting on or reviewing events/activities </li></ul></ul><ul><ul><li>Logging oral journals </li></ul></ul>
  8. 8. Speaking activities in class <ul><li>Provide opportunity for creativity oral practice/presentations </li></ul><ul><ul><li>Students using their words to describe the places after viewing the movie Myst III: Exile </li></ul></ul><ul><ul><li>http://www.youtube.com/watch?v=XDOhNb5lO0k&NR=1 </li></ul></ul><ul><ul><li>Students practise making requests in unscripted role play </li></ul></ul><ul><ul><li>http://www.youtube.com/watch?v=yWGpU4WqcTE </li></ul></ul>
  9. 9. Technology-mediated speaking activities (1) <ul><li>Group activities : </li></ul><ul><li>Having synchronous voice conferencing (teleconferencing: small group) </li></ul><ul><li>Having group video conferencing </li></ul><ul><li>(pair, trio, multi-party) </li></ul><ul><li>Technical : How to set up a conference call in Google </li></ul><ul><ul><ul><li>http://www.youtube.com/watch?v=JFGJRfoK9xQ&feature=channel </li></ul></ul></ul><ul><ul><ul><li>Technical: How to set up a group conference call in Skype </li></ul></ul></ul><ul><ul><ul><li>http://www.youtube.com/watch?v=MIYN_R2YtaY&feature=related </li></ul></ul></ul><ul><li>Presenting project with multimodality in blog </li></ul><ul><ul><ul><li>http://vimeo.com/16955389 </li></ul></ul></ul>
  10. 10. <ul><li>Individual activities: </li></ul><ul><li>Practising/rehearsing with web-based audio clips (practising pronunciation, stress, tones) </li></ul><ul><li>Recording and reviewing recorded speech/discussion (fine-tuning pronunciation, reflection on communication skills) </li></ul><ul><li>Publishing digitized record and editing with Audacity for podcasting/iTunes (fine-tuning pronunciation, accuracy ) </li></ul><ul><li>Building a voice blog (narrative stories) </li></ul><ul><ul><ul><li>http://thestory.org/special-features/ahmed-s-diary </li></ul></ul></ul><ul><li>Building a voice journal (songs) </li></ul><ul><ul><ul><li>http://www.myspace.com/audiojournal </li></ul></ul></ul><ul><ul><li>Online tutor (synchronous real-time conversation) </li></ul></ul>Technology-mediated speaking activities (2)
  11. 11. TPCK: developing/improving competence in L2 speaking in-class and after class activities (blended learning) Key stage 3: F.1~3 Key stage 4: F.4~6 Content knowledge Pedagogical knowledge Technological knowledge
  12. 12. References <ul><li>Ducate, L. and Lomicka, L. (2009). Podcasting: an effective tool for honing language students’ pronunciation. Language Learning & Technology , 13(3), 66-86. </li></ul><ul><li>Kukulska-Hulme, A. and Shield, L. (2007). An overview of mobile assisted language learning: can mobile devices support collaborative practice in speaking and listening? ReCALL , 19(7), 1-20 . </li></ul><ul><li>Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22 (2), 212-27. </li></ul><ul><li>Sun, Y. (2009). Voice blog: an exploratory study of language learning. Language Learning & Technology , 13(2), 88–103 . </li></ul>
  13. 13. Web reference <ul><li>English Language Curriculum and Assessment Guide (Secondary 4 - 6) </li></ul><ul><ul><li>334.edb.hkedcity.net/doc/eng/eng_lang_final.pdf </li></ul></ul><ul><li>Gmail voice and video chat </li></ul><ul><ul><li>http://www.youtube.com/watch?v=JFGJRfoK9xQ&feature=channel </li></ul></ul><ul><ul><li>How to set up a conference call in Google </li></ul></ul><ul><ul><li>http://www.youtube.com/watch?v=JFGJRfoK9xQ&feature=channel </li></ul></ul><ul><ul><li>How to set up a group conference call in Skype </li></ul></ul><ul><ul><li>http://www.youtube.com/watch?v=MIYN_R2YtaY&feature=related </li></ul></ul><ul><ul><li>VuRoom: Enable multiparty video conferencing from Skype (15-day free trial) </li></ul></ul><ul><ul><li>http://www.youtube.com/watch?v=h95jTcZJ5LI </li></ul></ul>

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