Sharingstudents EFL experiences<br />School students communicate on the blog.<br />
Problem  description<br />School students are not properly led into particular and specific web sites in order to have the...
Developing communication skills through the web.<br />The main purpose of  implementing  diverse activities   on the blog ...
Language learning theoretical  background of the proposal.<br /><ul><li>  This proposal is supported on:
Language Learning Strategies – Rebecca L. Oxford   2000
A framework for Task-based learning  - Jane Willis  1996
Learner autonomy through Computer Mediated Communication(CMC)   RanjitKaur  A., Gurdial Singh. 2007   (PDF doc.)</li></li>...
Language Learning Skills (takenfromrebecca L. Oxford) <br />
Language Learning Skills  II(takenfromrebecca L. Oxford) <br />
Task-based language learning  (Jane Willis)<br />Stages<br />The following aspects have to be adapted to fit the new media...
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School students communicate on the blog

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This presentation describes general aspects of an EFL classroom project
supported on the use of web tools, e.g. blogs, in order to improve students' EFL learning and communication skills.

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School students communicate on the blog

  1. 1. Sharingstudents EFL experiences<br />School students communicate on the blog.<br />
  2. 2. Problem description<br />School students are not properly led into particular and specific web sites in order to have their tasks well done. Additionally, they can not share with their class partners what they do or consult as part of their English assignments. <br />
  3. 3. Developing communication skills through the web.<br />The main purpose of implementing diverse activities on the blog is to allow students explore and share communication options through writing and reading. <br />Beyond this, there are other possibilities of interaction offered by the different links on the entries of our blog. <br />
  4. 4. Language learning theoretical background of the proposal.<br /><ul><li> This proposal is supported on:
  5. 5. Language Learning Strategies – Rebecca L. Oxford 2000
  6. 6. A framework for Task-based learning - Jane Willis 1996
  7. 7. Learner autonomy through Computer Mediated Communication(CMC) RanjitKaur A., Gurdial Singh. 2007 (PDF doc.)</li></li></ul><li>Framework of the proposal<br />EFL learning and Communication<br />Language learning principles<br />Task-based<br />principles<br />Learner’sAutonomy<br />CMC<br />
  8. 8. Language Learning Skills (takenfromrebecca L. Oxford) <br />
  9. 9. Language Learning Skills II(takenfromrebecca L. Oxford) <br />
  10. 10. Task-based language learning (Jane Willis)<br />Stages<br />The following aspects have to be adapted to fit the new mediating tool, e.g. the blog. <br /><ul><li>Pre-task</li></ul>In the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, the teacher may prime the students with key vocabulary or grammatical constructs, although, in "pure" task-based learning lessons, these will be presented as suggestions and the students would be encouraged to use what they are comfortable with in order to complete the task. The instructor may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.<br /><ul><li>Task</li></ul>During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teacher's role is typically limited to one of an observer or counselor—thus the reason for it being a more student-centered methodology.<br /><ul><li>Planning</li></ul>Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students.<br />
  11. 11. Task-based language learning<br />Stages<br /><ul><li>Report</li></ul>The students then present this information to the rest of the class. Here the teacher may provide written (or oral) feedback as appropriate, and the students observing may do the same.<br /><ul><li>Analysis</li></ul>Here the focus returns to the teacher who reviews what happened in the task, in regards to language. It may include language forms that the students were using, problems that students had, and perhaps forms that need to be covered more or were not used enough.<br /><ul><li>Practice</li></ul>The practice stage may be used to cover material mentioned by the teacher in the analysis stage. It is an opportunity for the teacher to emphasize key language.<br />
  12. 12. Computer –mediated language learning learning and communication<br />This is a key concern which entails three main issues defining the actions to be developed, implemented and evaluated from the EFL classroom in terms of language use :<br /><ul><li>Teacher’s role
  13. 13. Student’s role
  14. 14. Internet role</li></ul>Additionally, they define the nature of the interactions: Intrapersonal, interpersonal, and hyperpersonal.<br />

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