Basic strategies for using a computer effectively in an ESL class setting. Computers should be used as a language learning tool Computers as a Language Learning Tool

1. Computer Use in the ESL Classroom

2.  Basic strategies for using a computer effectively in an
ESL class setting.
 Computers should be used as a language learning tool

3. Computers as a Language Learning Tool
 For some tasks, computers can provide distinct advantages
over more traditional approaches.
 The use of a computer for listening exercises often
provides not only sound, but also visual input providing
students with more contextual clues.
 Students interacting with a computer are also using motor
skills as well, which can have a strong reinforcing effect on
the learning process by connecting physical actions
(clicking, typing) with desired results.

4.  Students are also allowed more control over their own
learning process as they make the decisions when to
repeat questions, exercises and sequences based on
their own progress.
 Probably the strongest argument for the use of the
computer in the classroom environment is that of
student self-pacing.
 Especially in the field of pronunciation, students can
employ a computer to record themselves to compare
their pronunciation to a target pronunciation.

5.  This can be repeated endlessly until a student is
satisfied with his/her result.
 These pronunciation exercises are often combined
with visual aids (such as intonation graphs) to help the
student recognize how his/her pronunciation
compares to the target pronunciation.
 Common tools such as spell checking can also provide
the student with valuable self-analysis instruction.
 Finally, with the aid of the Internet and CD-Rom based
materials, teachers can quickly access documents
addressing individual student needs.

6.  This is especially effective when teaching English for
Specific Purposes such as Business English.
 An example would be white papers put up on a
company web-site discussing certain technologies in
English that students are currently employing.
 Another example is glossaries provided for specific
business sectors (port, banking, insurance, etc.).
 Using these materials, the teacher can often provide
content addressing specific student needs, thereby
improving motivation and effectiveness.

7. Making the student comfortable with the technology
 Admittedly, the computer can be an overwhelming and
imposing instrument to students and teachers.
 The complexity of the computer - not to mention the
overwhelming choice of possibilities - can put students
and teachers off as they lose time grappling with how
to use the computer.
 There are a few basic principles that should be
followed in order to help the student (and teacher) feel
more at home using the computer.

8.  The computer should always be turned on, booted, and the
program loaded (preferably the exercise chosen) before the
class begins.
 In this manner, students focus on doing the task at hand
rather than getting to the point where they can do the task.
 Students who are not comfortable using computers should
be placed with students who are.
 These students should not be forced to use the mouse or
type at the keyboard.
 As they become more familiar with the technology, they
will often begin to play a more active role - even if they
don't, the ability to use the computer is not the issue.

9.  Students more comfortable with the computer should
be strongly discouraged from using other resources
available in the program itself, or in other programs.
 These students should be encouraged to explore these
resources on their own by taking advantage of self-
access programs.
 Use of the computer should be phased in; instead of
introducing a complex series of exercises to be done
for a lesson, teachers should begin by doing a limited
amount of work with the computer
 (i.e. one listening exercise followed by an interactive
quiz).

10. Example Lesson
 Programme: Accent Coach by Language Connect
 Level: Intermediate to Upper Intermediate
 The purpose of the lesson is to focus on how
intonation affects understanding and production.
 A typical lesson could begin by asking students
various questions using different intonations to receive
various responses based on a sentence written on the
board.

11. Example:
 When did Tom drink five cups of coffee?
Tom drank five cups of coffee this morning.
 Who drank five cups of coffee this morning?
Tom drank five cups of coffee this morning.
 How many cups of coffee did Tom drink this morning?
Tom drank five cups of coffee this morning.

12.  Students inductively learn the importance of
intonation in this exercise.
 This can be followed by a discussion of the importance
of intonation and the difference it can make in
understanding.
 At this point the computers (which have been turned
on, program loaded and starting point chosen) can be
employed to practice this by using the any one of a
number of intonation lessons provided by Accent
Coach by Language Connect.

13.  As a follow up to this exercise, students can be given a
standard response and a variety of questions to be
asked for that response. Students can practice
responding with the correct intonation. The teacher
can walk about the room controlling the students'
responses.
 This exercise can be further improved by adding the
recording element provided by the computer. By
recording the voice students can compare their
pronunciation with a target pronunciation.

14.  EnglishClub
 helps you learn or teach English
 FOR LEARNERS
Fun lessons with quizzes and games for
learning grammar. Tests and tips on reading and
fun topicslike sports, movies and music for
building vocabulary. ESL podcasts
for listening plus spelling and pronunciation rules and
games. Writing and speaking tips, idioms and slang refe
rences and so much more. All for fun and all for free!!
 FOR TEACHERS
Free resources including lesson plans, printable ESL
worksheets, grammar and

15.  English for Work
 These are pages for people working in industries or
organizations where it is often necessary to speak
English. Many of these pages have audio for you to
listen to sample conversations and quizzes for you to
test your comprehension.
English for Airline Staff

English for Tour Guides

16. English for Hotel Staff

17. Hotel Vocabulary Quiz
 This quiz is based on our hotel vocabulary page, part of the
EnglishClub English for Workseries.
 Top of Form
 (You can also print this quiz on paper.)
 1. If you've never been to this city, you should take a look at our
.
 2. Sorry, we don't have a service. You'll have to park your car
yourself.
 3. The room has a pull- couch, so it will sleep an extra person.

18. Using a Smartphone in Class

19.  Smart phones are here to stay.
 For English teachers, that means we need to either ban
iPhones, Androids, Blackberries and whatever next flavor
arrives - or - we have to learn how to incorporate the use of
smart phones into our routine.
 It has been discovered that just ignoring their use in class
doesn't help. After all, I am an English teacher trying to
encourage my students to communicate in the English
language.
 Students who sit in class and use their iPhone or Android
are missing out.
 That's a simple fact.
 However, it's also true that students are going to use their
smart phones if they haven't been taken away.
 At least that's the way it is where I teach English.

20.  So, what's a dedicated English teacher to do?
 Here are ten tips on how to constructively allow the
use of smart phones in class.
 Admittedly, some of the exercises are just variations on
traditional classroom activities.
 However, encouraging students to use smart phones to
complete these activities will help them learn to use
these power-packed, hand-held computers to actively
improve their English skills.

21.  Finally, it's important to insist that smart phone or
tablet use is OK, but only as a tool during a specific
activity.
 In this way, students can continue with their obsessive,
addictive behavior.
 However, they won't be tempted to use their smart
phones for other, non-English learning tasks during
class.

22.  1. Use smart phones for vocabulary exercises with
Google image search.
 A picture is worth a thousand words. I like to use my
Smartphone, or have students use their smart phones
to look up specific nouns on Google images or another
search engine.
 You've all seen how a visual dictionary can greatly
improve vocabulary retention.
 With smart phones, we have visual dictionaries on
steroids.

23.  2. Use smart phones for translation, but only at a
specific time.
 I try to encourage students to read using three phases.
1) Read for gist - no stopping!
 2) Read for context - How can the words surrounding
unknown words help with understanding?
 3) Read for precision - explore new vocabulary using a
smart phone or dictionary.
 Only in the third phase do I allow Smartphone use.
 Students are pleased because they can look up words.
 However, they're developing good reading skills by
not immediately translating every word they do not
understand.

24.  3. Use smart phones for communicative activities
using apps.
 We all communicate with our smart phones in
different ways depending on different apps.
 In other words, texting with a messaging app is bound
to be different than writing an email on your computer.
 Take advantage of this and promote activities that are
specific to a given context.
 One example might be to have students text each
other to complete a given task.

25.  4. Use smart phones for help with pronunciation.
 This is one of my favorite uses of smart phones in class.
Model pronunciation for them.
 For example, focus on suggestions.
 Ask students to open a recording app.
 Read five different ways to make a suggestion aloud. Pause
between each suggestion.
 Have students go home and practice mimicking your
pronunciation in the pause between each suggestion.
There are many, many variations on this theme.

26.  5. Use smart phones instead of a thesaurus.
 Have students search on the phrase "words like ..." and a
host of online offerings will appear.
 Encourage students to use their smart phones during
writing class in this manner while focusing on developing a
wider range of vocabulary.
 For example, take a simple sentence such as "The people
spoke about politics.
 " Ask students to come up with a number of versions using
their smart phones to find substitutes for the verb "speak.”

27.  6. Use smart phones to play games.
 Yes, yes, I know.
 This is something we shouldn't encourage in class.
 However, you might encourage students to write down
phrases they experience while playing games to bring
into class to discuss in more detail.

 There are also a number of word games such as Scrabble
or word search puzzles that are actually instructive as
well as fun.
 You can make room for this in your class as a "reward"
for completing a task, just make sure to tie it to some
sort of report back to the class.

28.  7. Encourage students to use smart phones to
keep track of vocabulary.
 There are a wide variety of Mind Mapping apps
available, as well as a myriad of flash card apps.
 You can even create your own flash cards and have
students download your set of cards to practice in
class.

29.  8. Use smartphones for writing practice.
 Have students write emails to each other in order to
complete a specific task.
 Change up the tasks to practice different types of register.
 For example, one student might write a product inquiry
with another student replying to the inquiry with a follow-
up email.
 This is nothing new. However, just using their smartphones
can help motivate the students to complete the task.

30.  9. Use smart phones to create a narration.
 This is a variation on writing emails.

 Have students choose photos they have taken and
write a short story describing the photos they have
chosen.
 I find that by making in personal in this manner,
students engage more deeply with the task.

31.  9. Use smart phones to create a narration.
 This is a variation on writing emails.

 Have students choose photos they have taken and
write a short story describing the photos they have
chosen.
 I find that by making in personal in this manner,
students engage more deeply with the task.