This document compares the concordancing of patterns and words (PIC and KWIC) for English language learners. It presents a study that tested the PIC approach, which retrieves patterns in context, versus the traditional KWIC approach, which shows keywords in context, on 18 intermediate ESL students. The study found that PIC was more efficient in terms of time spent but less engaging for students based on query numbers. It also found that PIC provided more benefits for grammar knowledge while KWIC was mostly helpful for vocabulary. Overall, the document concludes that PIC shows some potential advantages but not significantly more than KWIC.
Learning English reading in a mobile-assisted extensive reading program怡娟 黃
As mobile devices rapidly developed, many language teachers tend to conduct extensive reading program through mobile devices to increase learners' motivation.
Learning English reading in a mobile-assisted extensive reading program怡娟 黃
As mobile devices rapidly developed, many language teachers tend to conduct extensive reading program through mobile devices to increase learners' motivation.
The main idea of an action research project that seeks to prove that educational technology implemented on a 1:1 device to learner ration is effective in increasing passing rates on a state mandated reading test.
Experiences in assessing early learning achievement in international contexts...sadafsh
Jindani, F., & Shallwani, S. (May, 2011). Experiences in assessing early learning achievement in international contexts: adapting an ‘international’ tool or ‘locally’ developing a new one? Paper presented at the Annual Conference of the Comparative and International Education Society, Montreal.
Abstract: In recent decades, countries around the world have aimed to increase primary school enrolment rates (Filmer, Hasan, & Pritchett, 2006). However, school quality varies widely and many children in school are not learning effectively. For example, a learning achievement study in India found that almost half of fifth grade children were unable to read at second grade proficiency levels (Pratham, 2007). If children do not establish basic literacy skills in the first few years of education, they are at a severe disadvantage for the remainder of their schooling and lives. In order to understand and improve the quality of education and students’ learning, it is necessary to have indicators and standards for early learning achievement, literacy in particular, at both local and global levels.
Some researchers and evaluators have aimed to develop and adapt standard international indicators for use in various contexts around the world. However, others, coming from a social-constructivist perspective, have argued that such tools are products of the Western world and inappropriate for diverse contexts of the world. In this paper, we compare and contrast the two perspectives with literature and research evidence, as well as our own experiences in developing indicators of learning achievement in international contexts. We share the experience of adapting an ‘international’ tool (the Early Grades Reading Assessment) for the Cambodian context and the experience of developing a ‘local’ Learning Achievement Tool in Pakistan.
We also deconstruct notions of ‘international’ and ‘local’, and critically reflect on our role precisely as the international researchers in these contexts. We argue that standards must be established both at local and international levels through reflection and explicit discussion about contexts, social positions, values, and purpose (Myers, 2004), and that these standards must then be continuously reflected upon and subject to change over time and place.
Learning Gains through Play - what are we measuringJanet Thomson
Evaluating the learning gains through the use of play in Grade R and Grade 1 in South Africa. Focus on 4 literacies - Fine motor, Gross motor, oral and visual literacies, using the Xbox Kinect games and Android apps.
Trace Effects is a video game that teaches American English and culture in the context of a student entering a university setting for the first time. I conducted an informal evaluation of its program theory. I found the following major concepts behind the game: cognitivism, constructivism, the communicative approach to language acquisition, gaming as an instructional strategy, the TESOL 2008 Technology Standards Framework, and the US Department of State’s vision.
The main idea of an action research project that seeks to prove that educational technology implemented on a 1:1 device to learner ration is effective in increasing passing rates on a state mandated reading test.
Experiences in assessing early learning achievement in international contexts...sadafsh
Jindani, F., & Shallwani, S. (May, 2011). Experiences in assessing early learning achievement in international contexts: adapting an ‘international’ tool or ‘locally’ developing a new one? Paper presented at the Annual Conference of the Comparative and International Education Society, Montreal.
Abstract: In recent decades, countries around the world have aimed to increase primary school enrolment rates (Filmer, Hasan, & Pritchett, 2006). However, school quality varies widely and many children in school are not learning effectively. For example, a learning achievement study in India found that almost half of fifth grade children were unable to read at second grade proficiency levels (Pratham, 2007). If children do not establish basic literacy skills in the first few years of education, they are at a severe disadvantage for the remainder of their schooling and lives. In order to understand and improve the quality of education and students’ learning, it is necessary to have indicators and standards for early learning achievement, literacy in particular, at both local and global levels.
Some researchers and evaluators have aimed to develop and adapt standard international indicators for use in various contexts around the world. However, others, coming from a social-constructivist perspective, have argued that such tools are products of the Western world and inappropriate for diverse contexts of the world. In this paper, we compare and contrast the two perspectives with literature and research evidence, as well as our own experiences in developing indicators of learning achievement in international contexts. We share the experience of adapting an ‘international’ tool (the Early Grades Reading Assessment) for the Cambodian context and the experience of developing a ‘local’ Learning Achievement Tool in Pakistan.
We also deconstruct notions of ‘international’ and ‘local’, and critically reflect on our role precisely as the international researchers in these contexts. We argue that standards must be established both at local and international levels through reflection and explicit discussion about contexts, social positions, values, and purpose (Myers, 2004), and that these standards must then be continuously reflected upon and subject to change over time and place.
Learning Gains through Play - what are we measuringJanet Thomson
Evaluating the learning gains through the use of play in Grade R and Grade 1 in South Africa. Focus on 4 literacies - Fine motor, Gross motor, oral and visual literacies, using the Xbox Kinect games and Android apps.
Trace Effects is a video game that teaches American English and culture in the context of a student entering a university setting for the first time. I conducted an informal evaluation of its program theory. I found the following major concepts behind the game: cognitivism, constructivism, the communicative approach to language acquisition, gaming as an instructional strategy, the TESOL 2008 Technology Standards Framework, and the US Department of State’s vision.
Hotel Brochure - Dolce Vita Hotel Feldhof****s, Naturns - SüdtirolDolcevita Hotels
Nehmen Sie sich eine Auszeit vom Alltagsstress, ob beim Nordic Walking, beim Radfahren, beim Golfen oder Tennis. Verwöhnen Sie sich im Feldhof mit erholsamen Saunagängen, Schwimmrunden, Massageeinheiten, Wellness- und Beautybehandlungen. Oder schlicht und einfach beim Faulenzen.
TIRF's panel presentation on mobile-assisted language learning at the 2014 TESOL Convention in Portland, Oregon. Panel presenters, Dr. Phil Hubbard, Stanford University, with Trustees Lorraine de Matos, Michael Carrier, Richard Boyum, and Marti Estell, the US State Department's Observer to the Board, discussed that a paradigm shift is well underway regarding the landscape of ELT and the impact of MALL.
Autonomous Learners' Communication in Practice: Single and Dual Language Virt...engedukamall
Hagley, E. (2014, September). Autonomous Learners' Communication in Practice: Single and Dual Language Virtual Exchange. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
There are many reasons people choose to learn a foreign language. Chief among
them is to communicate with people from other countries. The U.S in particular,
but also many other countries, are putting considerable effort into linking their
students with students in other countries so they can communicate using the
power of the Internet. By doing so they are breaking down cultural and social
barriers that impede communication and mutual understanding, which are the
building blocks of successful economic development and peace. The English
language, in particular, gives learners the opportunity to participate in online
exchanges, as it is the language which is generally spoken around the world.
However, autonomous learners often can't safely find others who want to practice
with them. Of course there are options available such as Facebook and Skype but
these can be problematic, with privacy and safety issues abounding. Language
teachers want to offer their students a safe and reliable place to use their English
in real world situations, not just with classmates, but with people from other
countries too. How can they do this? With the advent of the WWW it is much
easier to accomplish.
This presentation will outline two means of opening up the standard classroom to
the world and giving autonomous learners the ability to use the language they
are studying in a number of real world settings. The first method is via Single
Language Virtual Exchange (SLVE). This is where all students participating in the
exchange are English as a Foreign Language (EFL) students and thus learn English
only. They use it to interact with students in other countries who are also
studying EFL. Examples outlined in this presentation include students in Japan
collaborating with students in Vietnam and Colombia. The model used, the many
benefits, along with some problems and a number of outcomes of the exchanges,
will be presented and discussed.
The second means of Telecollaboration to be described is the Dual Language
Virtual Exchange (DLVE). EFL students in Japan work on projects with Japanese as a Foreign Language (JFL) students in the U.S and Australia. This type of exchange
could, of course, be used in the respective countries with Korean or Chinese as a
Foreign Language students too. As with SLVE, DLVE has both benefits and
limitations, which will also be discussed.
Creating Significant Learning Experiences in LibrariesSpencer Jardine
This presentation shares some of L. Dee Fink's ideas on creating significant learning. Since many librarians do not teach full, semester-long courses, this presentation discusses a few simple active-learning methods for creating more significant learning.
2. DDL (data-driven learning) may probably be the most
influential and inspiring model of using corpus data
directly in language teaching and learning.
Features:
concordancing – KWIC (key words in context)
great language exposure – enriched and enhanced input
active learner engagement – hands-on discovery learning
4. Grammar patterns are structured word combinations
phraseological in nature; both lexical and grammatical
PIC (patterns in context) retrieves patterns，or ‘to-the-
point’ instances of a specific structure
expected to extend the basic unit of concordancing from
individual words to multi-word patterns
Mobile PIC: searching patterns in your palm
6. Research question:
Does the PIC approach
offer any advantage over
the KWIC approach to ESL
(English as a second
language) students for
their academic writing?
Engagement
by query numbers
Efficiency
by time spend
Perceived effectiveness
by feedback
7. 2 cycles, each for 4 weeks
2 apps in 9 tablets (5 vs. 4)
18 intermediate-level learners from International House
9-million words over 9 disciplines, 52 academic core words
3 methods: passively captured logging data, exit
questionnaire and semi-structured interview
10. Demand for sort-out
1 AKWIC member
suggested to provide
“collocations and phrases”
of the target word;
APIC users “definitely”
enjoyed the sort-out in
advance
Benefits in grammar
AKWIC: mostly helpful for
vocabulary enlargement
APIC: enhancement of
“more grammar-based”
knowledge or general
language proficiency
11. A mixed picture:
PIC seems to be more efficient,
while less attractive;
It can provide more benefits for
learners, but the potential
advantage is not significant.
