This presentation was presented in RBL Materials Development class as a group project. The topics covered in this presentation are Individualization, Self-Access and Learning Training as well as Observing the Language Classroom. Each topic consists of several sub-topics which are featured with brief explanation.

1. 1. INDIVIDUALIZATION, SELF-ACCESS
AND LEARNER TRAINING
Dyta Maykasari 16716251021
Angrayni Dian N 16716251030
Dewi Nurul L.M. 16716251033
2. OBSERVING THE LANGUAGE
CLASSROOM
Group 8
Resource-Based Learning
Materials Development

2. OUTLINE
Individualization, Self-access And Learner Training
 Introduction
 Individualization: Some Issues
 Implementation Inside and Outside the Classroom
 Focus on the Learner through Diary Studies
 Learner Training
Observing the Language Classroom
 Introduction & Why Focus on the Classroom
 What to Observe
 Different Approaches to Classroom Observation
 Devising Classroom Observation Tasks
 Applying the Tasks to Classroom Data

3. Introduction
1. History
Individualization started in 1970s and promoted by CRAPEL (Centre de
rescherches et d’applications pedagogiques en langues) at Nancy
University, France.
CRAPEL begins to propose adults to learn foreign language in research
center which free from teacher guidance.
CRAPEL creates various kinds of supporting action through counceling
and training to promote autonomization process.
(McDonough, Shaw, & Masuhara, 2013, p.245-246)

4. 2. The beliefs of learner center
 Catering for individual differences such as needs, purpose,
learning styles and timing for learning.
 The innate capabilities of the learners to self direct of their own
learning.
 The importance to provide the materials for autonomous learner
(supportes the resouce based learning/ self access training)
 The use of IT as supporting material for learners autonomy
(multimedia, integrated virtual learning environment, E-
learning and M-learning)
 Developing the learner training through individualization
(McDonough, Shaw, & Masuhara, 2013, p.246)

5. Why individualize classroom
Some reason to promote self directed learning, individual learning:
 Adds flexibility
 Extends and enhances classroom learning
 Encourages and develops key transferable skills that could enhance
future learning and eventual employability
 Leads to learner autonomy
McDonough, Shaw, and Masuhara (2013, p.48)

6. Some issues of Individuals learning
 There are some problems in language learning:
a. Limited time
b. Larger classes
c. Pressure improving standards
d. Meeting the demand of learning preference, and Multimedia
preference
e. Expectation of the parents
 To overcome this situation the teacher can apply the individualization.
McDonough, Shaw, and Masuhara (2013, p.249)

7.  Trim in McDonough, Shaw, and Masuhara (2013, p. 250) stated that
“teacher is possible to pursue individualization with highly
authotarian framework. Teacher looks at the individual problem, but
decides her self how the different types individual should be
treated”.
Individualization
Totally externally
directed for learner
by the teacher by
teacher
Totally self directed
by the learner

8. Individualization
 The basic principles in the definition of individualization that the learners will
assume some responsibility for their own learning as some stages in the process.
 Individualization does not neccesarily mean that the students always working
their own.
 Individualization is not as a method but possibility to reorganize the resource and
classroom management.
 The teacher role as guide, facilitator, or even helper
 Matsuhara et al (2008) in McDonough, Shaw, and Masuhara (2013) note a trend
of global coursebook to offer multicomponent extras on top of traditional paper
coursebook and web resource.
McDonough, Shaw, and Masuhara (2013, p.251)

9. Implementation Inside and Outside
classroom
 Miller et.al (2007) in McDonough, Shaw, and Masuhara (2013, 252)
mention the three approaches in autonomous learning.
1. SALL (Self Access Language Learning)
2. SALL via project work
3. SAC (Self Acces Centre)
 Individualized learning can be flexibly incorporated depend on the
context and decision made by the participants

10. Self Access Language Learning
 The learners can work in some area that they prefer and where they want to
enhance their performance.
 Self access might be offered integrated in a course or in a suplementary mode
in a resource
McDonough, Shaw, and Masuhara (2013, p.253)

11. Cont.
 Setting up the classroom into mini SAC
 Use various parts of classroom to be used for different activities.
(reading corner, listening with CDs, Computer Assisted Language
learning)
 Teacher have to prepare the materials for the lesson and gives feedback
to the learnes.
 Doing self access project
In pair the students build up a ‘small bank’ or self access material.
McDonough, Shaw, and Masuhara (2013, p.253)

12. Cont.
 Reading is the one that provides activities for Self Access
 Teacher designs of self acces boxes which consist reading
material of English
 Teacher-generated text as possible material if there is limited
sources or there is no suitable material (Malley as cited in
McDonough, Shaw, and Masuhara (2013).
 Extensive Reading activities
Teacher designs the activities which can attract the students to
read individually or in small group and discuss the content (tell
the extract or use the audio book).
McDonough, Shaw, and Masuhara (2013, p.259)

13. Cont.
 Ciel Language support Network (2000) in McDonough, Shaw, and
Masuhara (2013) mention six components of successful SALL
implementation:
1. Policymaking
2. Management
3. Staff Development
4. Learner Development
5. Learning resources
6. Curriculum Design and Assessment (p.257)

14. Self Acces Center
 It is educational facilities designed for students learning at least partially, or if
not fully self directed.
 The typical materials in SAC
 Authentic material
 Graded reader
 Language learning software/web based resource
 Drama-based language materials
 Coursebooks
 Text specific skills
 Examination preparation text
Cooker (2008) as cited in McDonough, Shaw, and Masuhara (2013, p.257)

15. 1. Exposure to English in
authentic use
2. Meaningfull English
3. Interest
4. Achievable challenge
5. Affective engagement
6. Cognitive egagement
7. Opportunities for dicovery
about how English is used
8. Opportunities for meaningful
use of English
9. Feedback on the effectiveness
of use of English
10. Positive impact
11. Navigability
12. Learner training
13. attractiveness
Cooker (2008) as cited in McDonough, Shaw, and Masuhara (2013, p.257)
The criteria for evaluating self access materials:

16. Advantages and Shortcomings
 Advantages
 Offering various materials and possibility of becoming autonomous
learner.
 Understanding their needs and learning preference .
 Shortcoming
 Being stressfull to set up the self access systems, especially for the
teaching staff
 There is a danger in providing materials related to the school works
because no exploration of new things.
(McDonough, Shaw, & Masuhara, 2013, p.259)

17.  Diary can be used to establish and effective communication
between teacher and students
 Teacher can focus on the learner as an individual with needs
 Teacher can used diary as their observation
Focus on the Learner
through Diary Studies

18. The process works as follows :
 The Teacher enters into an individual ‘contract’ with each learner in
the class
 The learner keep a daily record of events that happen to them
 The teacher will discuss contents of the diary in private with learner
 The teacher will discuss contents of the diary in private with learners,
who are free to develop the diary in whatever ways they wish
 No limit to the amount the learner can write, but it is suggest that
learner spend at least 20 minutes a day on the diary
 All diary entries will be treat confidentially

19. Mcdonough et al (2013) suggested to input this following information into
the learner’s diary :
 Date/lesson followed
 How you think you performed
 What difficulties you had
 How you think that you might overcome these difficulties
 What you found most enjoyable/least useful
 What you feel about a specifi lesson/the course/group/teacher/yourself
 What you did in your spare time to practice your English
 Any other thoughts, feelings and experiences relevant to your personal
progress on the course

20.  The diaries will not be graded or strictly
corrected, but frequent and important language
errors will be pointed out.
 The diary can be as an exercise in writing
fluently

21. Learner Training
A good language learners :
 Are aware of their own attitudes and feelings towards LL and to themselves as
language learners
 Realize the language works as an organized system and is a means of
communication and interaction
 Assess and monitor their progress regularly
 Realize that LL involves hard work and time and set themselves realistic short-term
goals
 Involve themselves in L2 and learn to take ‘risks’ in it
 Willing to experiment with different learning strategies and practice activities that
suit them best
 Organize time an materials in a personally suitable way and fully exploit all
resources available
Naiman et al. (1975) ) as cited in McDonough, Shaw, and Masuhara (2013)

22. ‘Good Language Learner’
Learner
Variables
Learning
Variables
-Motivation
- age
-Gender
-Personality
-aptitude
- Linguistic content
(vocabulary, grammar,
functions)
- Skills
- Methodology
- Error correction
Griffiths (2008a) as cited in
McDonough, Shaw, & Masuhara
(2013)

23. The implications of all these studies on
teaching
 Teacher must understand the crucial roots of LL such as age, gender, personality,
and aptitude
 Teacher must understand that there is no good language learner model, no single
perfect instructional method or error correction technique that works for all
students in all settings
 motivation is like a fire that creates action, so teachers need to tend the fire to
build their intrinsic motivation.
 Teachers must realize they can provide strategy instruction that empowers and
strengthens their students.
Oxford and Lee (2008: 312-31) ) as cited in McDonough, Shaw, & Masuhara (2013)

24. “as a teacher I see my role as being
twofold. One is, yes, I am Teaching the
language, but I feel my other very
important role is to assist the learners to
take a growing responsibility for the
management of their own learning. Within
our programme, learners are with us for
only a relatively – a short time, and we
have to prepare them so that their learning
can continue outside, erm, the length or
their course”
THE FOLLOWING QUOTATION FROM AN
EFL TEACHER BEING INTERVIEWED BY
NUNAN (1991: 185) as cited in
McDonough, Shaw, & Masuhara (2013)

26. WHY FOCUS ON THE CLASSROOM?
 The classroom setting involves everyone (teacher and students) in
managing many things at the same time.
 For teachers, it is important to observe the interaction within the
classroom
 What they learn or not, is the result of the manner in which the syllabus
is “translated” into the classroom environment.

27. Two kinds of
observation
Lawson (2011) as cited in
McDonough et al (2013)
Observatio
n as
inspection
Observation as
CPD (i.e.
Continuing
Professional
Development
Seem to lead to
positive results
(Lawson, 2011)
Peer coaching reduces
the stress compared
with Observation as
Inspection

28. WHAT TO OBSERVE
 The amount of teacher talking time (TTT) contrasted with student talking time (STT)
during the course of a particular class
 The type of teacher talk that takes place in a given class and where it occurs in the
lesson
 The teacher’s questioning/elicitation techniques
 How the teacher gives feedback to learners
 How the teacher handles ‘digressions’ in the classroom
 The different roles a teacher takes on during the class (‘manager’, ‘facilitator’, etc.)
 The teacher’s use of encouragement and praise with learners
 The technical aids and materials a teacher uses to create learning contexts, and how the
teacher involves the learners in these activities
 How ‘tightly’ a particular teacher corrects the learner’s work.

29. Teachers
• Why do students feel that
they have to know all the
vocabulary in order to
understand a text
• Why do students use so little
English in group work?
• Do students work better in
small groups or pairs?
• What do students really
want to learn from our
lessons ?
Learners
• Nobody ever explains the
purpose of the exercise
• I don’t understand why I don’t
understand English.
• We try to understand the words
not the lessons teacher expect
us to remember what we did in
the last lesson but we don’t
operate like this
• Why does a teacher only ask
me a question when I don’t
know the answer ?
Allwright (1992) as cited in McDonough, Shaw, & Masuhara (2013)

30. Different approaches to classroom
observation
Three main approaches proposed by Allwright and Bailey (1991)
1. Experimental Observation
- a.k.a Scientific Approach
- usually top-down approach to classroom observation
Madrid (2000) adds that in this approach two groups (experimental and
control group) can be presumed to be virtually identical in all respects.

31. 2. Naturalistic Enquiry
 Observers as participants
 Using video/digital recordings
Advantages
+ Easy to set up
+ Useful to focus on a single issue & can be replayed back and forth
+ Can be motivating
+ Can be usefully discussed
Disadvantage
- Cannot capture the whole class/only over partial view of the classroom
- Hard to get as balanced a perspective as possible

32. 3. Action Research
 Performed by teachers themselves from within the classroom.
 Observation may include some naturalistic observation.
 Bottom-up that teachers decide which areas to investigate
“that of the individual teacher in his/her classroom carrying out
investigations into teaching and learning in very specific contexts with
very specific groups of learners” (Madrid, 2000, p. 15).

33. Devising Classroom Observation Tasks
Aspect to observe: the appropriateness and quantity of teacher talk (TT).
Factors to consider in assessing the TTT proposed by Nunan (1991) as
cited in McDonough, Shaw, and Masuhara (2013):
1. The point at which the talking occurs.
2. Whether it is planned or spontaneous.
3. The value of the teacher talk.

34. General Observation Task Sheet
A general observation task sheet
Focus on the Learner
a. Group dynamics.
b. How well do they
appear to relate to and
interact with the
teacher?
c. Is the students’
apparent interest in
learning sustained or
enhanced?
Focus on the Teacher
a. Context of teaching
b. Teacher’s role?
c. The amount of TTT
d. Clarity of the explanation
e. Emotional support
f. Use of aids/materials
g. Activity given to the students
h. Classroom management
i. Correction/Feedback
j. Motivation
Overall
Comments

35. Applying the Tasks to Classroom Data
 The application to actual classroom practice of some of the observation
tasks.
 Analyzing materials and transcripts of different language classes in
order to gain an overview of what is occurring in each of the classes.
 It would be useful to have access to the video material, but the
transcripts also show a lot of detail.

36. Discussion
The following transcripts are from a primary school in Lebanon where
English is taught as the first foreign language.
The 1st transcript is of an English class using a communicatively-oriented,
content-integrated, world-wide marketed ESL course.
The second transcript is also from an equivalent primary school classroom
but the material they are using is an American literature-based reading
anthology.
What are the differences from the two transcripts in terms of: teacher-
students interaction, learner engagement and atmosphere in the class?

37. Transcript 1 Transcript 2
S1 : Do your parents give you pocket money?
S2 : My dad gives me pocket money.
S1 : How much do they
T : He said his dad gives him
S1 : How much he
T : How much does he
S1 : How much does he give you?
S2 : He gives me three pounds
T : Don’t read what Rick’s dad gives him!
Say how much your dad gives you.
S2 : ((I don’t get pocket money.)) (in a quiet
voice, blushing, looking down)
(giggles from some students)
T : Oh, OK. Pretend that he gives you, say,
five thousands pounds.
T : (reads) “I’ve made some cookies for tea,”
said Ma
S1 : The lady she the mother ((not the maid
like Hadia said))!
T : Right, she is Sam’s and Victoria’s mother.
See the cookies she has made (points to the
illustration). Mmm! That’s a big plate of
cookies.
(Several children lick their lips and make
“mmm” sounds.)
S1 : Miss! Me, my mother she make cookies
((very tasty)).
T : Uhhuh! Your mother makes delicious
cookies too! Did you hear that?
Ruba’s mother also makes delicious cookies,
like Sam’s and Victoria’s mother.

38. Conclusion
Classroom observation provides a bunch of benefits for educational
practitioners. As teachers, we can use the data from the observation to
identify the strengths as well as weaknesses from our teaching and
learning in the classroom.
By finding out which parts to improve, teachers can decide to modify
those parts to increase the quality of the teaching and learning in the
classroom.

39. References
Madrid, D. (2000). Observation and research in the classroom: Teaching
English as a Foreign Language. Barcelona: The Australian
Institute. pp. 1-28
McDonough,J., Shaw,C. & Masuhara, H.(2013). Materials and methods
in ELT: a teacher’s guide (3rd ed.). UK: Wiley-Blackwell.