This document discusses various aspects of online English language teaching and learning, including: 1) The benefits of online tools for improving English learners' listening and speaking skills by motivating practice outside the classroom. 2) Pedagogical strategies that can be used for online language instruction, such as providing comprehensible input, engaging learners in real communication, and drawing attention to linguistic forms. 3) Ways that technology allows various attention-getting techniques like modeling, corralling, and saturating to highlight target language forms and vocabulary.

2.  The significance of online English
teaching and learning
 Online task development
 Online technology
 Pedagogical strategies
 Reflection

4.  http://bits.blogs.nytimes.com/2009/08/19
/study-finds-that-online-education-beats-
the-classroom/

5.  The number of distance courses is
growing and an increasing number of
institutions are introducing online courses
or blending more conventional courses
with online elements. (Hampel, 2010, p.
150)

6.  Language as a subject to be talked about?
 Active, productive use of the new
language
 Language learning as dialogic with
authentic language in use as the primary
mediating tool for learning
 Directly comprehending and responding
appropriately to language – conversation –
is central to all developmental processes.

7.  When ELLs have access to online
tools, they are motivated to practice
English outside the classroom
(Aydin, 2007; Colombo &
Colombo, 2007; Son, 2007).
 The online tools improve the listening and
speaking skills of young learners.

8.  Convenience
 Connectivity
 Membership
 Authentic audience
 Tailored audiences
 Strategies to compensate for lack of
non-verbal info

9.  Richness of information
(links, multimedia)
 Time to focus and review
 Time to compose, resources to compose
 Time and opportunity to reflect
 Opportunity to witness and track
learning
 Opportunity to demonstrate learning

10.  Providing sufficient comprehensible input
to “trigger” acquisitional processes
 Involved in real communication
 Paying attention to linguistic form

12.  Approach:
› theories about the nature of language
learning
› the possibilities that the technology affords
 Design
› Syllabus
› Types of tasks
› Learner and teacher roles
 Procedure: the actual implementation of
the tasks

13.  Cognitive SLA: input, interaction, and
output
 Sociocultural theories
› Mediation: through
interaction, language, tasks, or technology
› scaffolding

14.  Goal: e.g. developing writing skills with
Forums
 Task type: Individual tasks (e.g.
information gathering online) feed into
interactive tasks (e.g. discussion of
information in a forum)
 Input: verbal and visual modalities
› Links to websites
› Preset discussion questions in forums
› Student contribution

16.  http://www.voxopop.com/
 A voice-based e-learning tool
 E.g., What’s your favorite …?
(http://www.voxopop.com/topic/baf4d
a6d-ff57-4c40-9550-0386d216a841)

17.  http://voicethread.com/
 E.g., Our Alphabet Book
(http://voicethread.com/?#q+children+
english.b856240.i4560642)
 E.g. reader’s theater
(http://youtu.be/5dTZI1MEH3I)

18.  http://www.teachertrainingvideos.com/

20.  Calling attention to forms
 Calling attention to lexis
 Corralling
 Saturating
 Using linguistic traps
 Modeling
 Providing explicit feedback
 Providing implicit feedback

21.  Task-level attention to form
› a role paly activity in which students are
asked to practice, then record and post a
conversation.
› The teacher can review the recordings, insert
audio comments and corrections, and leave
written comments and questions.

22.  Incidental attention to forms
› addressing meaning, pronunciation, or
intonation
› Technology: Voxopop
› E.g. What is your favorite car? Why?

23.  Based on the textbook, you come up
with an example that supports “calling
attention to forms.”

24.  Task-level attention to lexis
› Using intonation to draw learners’ attention
to a new lexical item
› T: It’s too chilly to go swimming.
› Using both visual and voice emphases
› Technology: Voicethread
› Visual and voice: SUNNY and IT’S SUNNY.

25.  Incidental attention to lexis
› Repeating the word five or ten times, use it in
a sentence, then use it in a question.
› Focusing on lexical items with the help of
both voice and text.
› E.g. playing a question and answer game on
Voxopop

26.  Based on the textbook, you come up
with an example that supports “calling
attention to lexis.”

27.  Task-level corralling
› Using an audio dubbing assignment to
corrall learners into using a focal form or
lexical item
› Posting audio post assignment of a direction
asking and giving role paly
› Tell the story about this picture using your
own voice (Voicethread)

28.  Incidental corralling
 The use of voice and intonation
 E.g. T: You turn right at ? / So, you turn
right at mmmm Street?

29.  Based on the textbook, you come up
with an example that supports
“corralling.”

30.  Oral repetition
 E.g. Yes, you can’t depend on a bus
schedule, Bus schedules are almost
always wrong. I have a bus schedule
that I can’t depend on to come to class.

31.  Based on the textbook, you come up
with an example that supports
“saturating.”

32.  T: What is the girl doing?
 The girl is skiing.

33.  Based on the textbook, you come up
with an example that supports “using
linguistic trap.”

34.  Visual modeling
› Video 1: My apologies.
› Video 2: I am very sorry.
› Video 3: Pardon me.
› Video 4: Please forgive me.
› E.g. It’s time for the bus.
(http://api.vizlingo.com:8080/vizings/17/7b/e
d/177bed13d094e0517c3c8b446d5ced67.m
p4)

35.  Based on the textbook, you come up
with an example that supports
“modeling.”

36.  Provided silently via visual markings and
cues
 Select to attend to the kinds of explicit
feedback (aural, visual, textual, rules, or
examples)
 E.g. adding a link to a grammar web
site, reference to video materials on the
Internet, reference to online exercises

37.  Based on the textbook, you come up
with an example that supports
“providing explicit feedback.”

38.  S: I drinked tea yesterday.
 T: I drank coffee. I don’t like tea at all.
Did you drink coffee, too?

39.  Based on the textbook, you come up
with an example that supports
“providing implicit feedback.”

40.  Topic:
 Duration:
 Skill focus:
 Overall instructional aims:
 Task structure:
› Task toolkit
› Roles for learners
› Setting the scene
› Action expectations
› Action monitoring instructional conversation
(feedback)
 Expected outcomes

41.  Not only for making resources available
to learners but also for offering students
and teachers a choice of online
communication tools.
 Video-based know-how tutorials
(http://www.teachertrainingvideos.com/
moodle1/index.html)

42.  Instructions/guidelines/time
management
› Rules for synchronous participation
› Specify timescale for activities
› Signposts to key aspects of reading materials
› Clearly signalled closing stage

43.  Forums and other tools
› Clear guidance on expected frequency of
participation
› Separate forums for each task
› Opportunities for individuals to individual
communication
› Easy access to instructions for use of less
familiar tools
› Opportunity to experiment with new tools

44.  Collaboration and sense of community
› Self-introduction
› Group formation
› Common goals
› A sense of community

45.  http://ellloblog.blogspot.com/

46.  What have you learned?
 Are you inspired?