The 6th English Education Research Institute Annual Symposium Teacher Trainingin a Blended Listening Course Lee, Sung-Hee (Chongshin University) Park, Sun-Mih (Chung-Ang University) December 7th, 2012
POP QUIZ! What does TED stand for? Technology, Entertainment and Design
PURPOSE OF THE STUDY • Giving Korean senior students who major in English education a practical opportunity to select and reconstruct listening materials as pre-service teachers – Pre-service teachers have a very short period of time for teaching practice in the field. • Exploring Korean pre-service teachers’ perceptions about the use of the TED website for designing listening tasks or test items to make a better teacher training course
ABOUT THE COURSE: TEACHING ENGLISH LISTENING • Participants: 36 senior students majoring in English education at a teacher’s college in Seoul • Duration of the project: a semester (from March to July, 2012) • The course consisted of three main parts; 1) offline lectures, chapter presentations and discussions based on the theories and pedagogy in the field of teaching second language listening, 2) microteaching for middle or high school English listening classes to practice what the students have learned, and 3) individual online project to design creative listening tasks or test items weekly using TED Talks.
“BLENDED LEARNING” • bringing together the positive attributes of online and offline education, including instructional modalities, delivery methods, learning tools, etc., in relation to language teaching and learning approaches and methods in order to reinforce learning process, to bring about the optimal learner achievement, and to enhance the quality of teaching and learning (Yoon & Lee, 2010)
“BLENDED LEARNING” • An approach with mixes face to face with computer based learning of some kind (Hubbard, 2011) • In the case of established courses, this often means replacing part of the time preciously spent in the classroom with time spent interacting with materials or other learners in technology mediated settings outside of the classroom – at home, in institutional computer clusters or labs, or anywhere through mobile devices (Hubbard, 2011).
GUIDELINE FOR WEEKLYASSIGNMENT: TED PROJECT 1. Go to www.ted.com. 2. Select a fun, interesting, and educational TED Talk. - Be an autonomous learner first, then be a prepared teacher! 3. Write a two-page report including: 1) the reason why you selected this TED Talk; 2) educational features of the TED Talk (content, vocabulary, grammar, etc.) and 3) creative listening tasks or test items for middle/high school students.
GUIDELINE FOR WEEKLYASSIGNMENT: TED PROJECT4. Upload the file on “Homework” board of E-Class.http://portal.cau.ac.kr/E-Classteacher/Pages/E-Class.aspx5. Share your works with other classmates.
EVALUATION FOR TED PROJECT • Keep deadlines. • Describe your ideas clearly and fully (target students – age/proficiency level, purpose of the task/test items, etc.). • Suggest possible answers for your listening tasks/test items. • Be creative!
TED PROJECTEXAMPLE #1:TARGET STUDENTS DESCRIPTION
RESULTS OF SURVEY QUESTIONNAIRE1. What did you consider when you selected a TED Talk to design yourlistening tasks? For STUDENTS For TEACHERS • Content of the material • Convenience for - Interesting reconstructing the listening - Informative materials - Educational • Creative listening activities • Duration of the listening time • Relevance to the topics or • Level of difficulty goals of textbook - Vocabulary (i.e., jargon) - Speech rate - Pronunciation - Accent (NS vs. NNS)
RESULTS Survey QuestionnaireResults of OF SURVEY QUESTIONNAIRE2. Did you have any difficulties during the project? • Limit of creativity – It was hard to make new types of listening tasks every time. • Selecting proper materials for target students - Limited target students’ age, interest, etc. - The length of listening materials
RESULTS Survey QuestionnaireResults of OF SURVEY QUESTIONNAIRE3. Any suggestions to make our TED project better? • More efficient feedback – Online peer feedback : Not only from the instructor but also from the classmates • Sharing good examples in offline classroom – The instructor could choose “TED project of the week” and introduce it to the class.
RESULTS OF SURVEY QUESTIONNAIRE4. What did you like the most during the TED project? • I could get specific, practical, and various ideas from other classmates’ assignments. • I could build up my own archive for listening lessons which will be used in the teaching practice or my future classes. • I could enhance my English listening and presentation skills including gesture, useful expressions, intonations, or ability to summarize. • I could get an opportunity to THINK in students’ stance, not just teachers’ – “How can I make my students to participate in active listening?”
RESULTS OF SURVEY QUESTIONNAIRE4. What did you like the most during the TED project? • I could develop my ability as a teacher to select a proper listening material not only from the textbook but also from authentic materials – preparing the ground for establishing teachers’ professionalism. • I learned a lesson that I will keep studying even after I become a teacher in the future. • I could know that there are so many kinds of approaches and strategies that I can use in listening classroom. • I could reflect myself about the practical criteria for selecting listening materials from a perspective of a teacher.
RESULTS OF SURVEY QUESTIONNAIRE4. What did you like the most during the TED project? • I could realize and analyze my own teaching style and preferred activities. • I could utilize listening theories and pedagogies that I’ve learned from the coursebook into actual teaching practices. • I could practice planning different listening lessons for different target students. • I could get chances to describe and explain about my listening lessons logically.
RESULTS OF SURVEY QUESTIONNAIRE4. What did you like the most during the TED project? • I also could develop my English writing skills to accomplish this weekly TED assignments as I put my thoughts into words.
ReferencesHubbard, P. (2011). Facilitating learner autonomy in blended learning environments. Proceedings of the Korea Association of Multimedia-Assisted Language Learning, 15, 21-27.Yoon, S. Y., & Lee, C. H. (2010). The perspectives and effectiveness of blended learning in L2 writing of Korean university students. Multimedia-Assisted Language Learning, 13(2), 177-204.