This presentation examined the use of information and communication technologies (ICTs) to support English as a second language (ESL) learners. The presentation included sections on methods, findings, discussion, conclusions, implications, and limitations. Key findings were that ESL learners perceived improved literacy skills using ICTs, and their actual literacy skills did improve with ICT use according to assessments. The presentation concluded that ICTs can provide beneficial support for ESL learners' literacy development.
The document discusses student-selected grammar journals. It begins by outlining the presentation's topics, which include reviewing literature on grammar journals, explaining the process, showing student samples, providing feedback, discussing pros and cons, and extending the activity. Several sources are cited that provide evidence supporting explicit grammar instruction. The document then describes how grammar journals were implemented in the instructor's class, including assigning them regularly for students to summarize grammar points and write examples. Pros described are students choosing topics based on need and discovering information themselves.
Gemma Williamson - Reducing asymmetrical power relations in the language clas...gemmawilliamson
The document discusses using technology to empower learners and reduce asymmetrical power relations in an English language classroom in France with French and Chinese students. It proposes that technology can help equalize relationships between learners and teachers by providing additional opportunities for language practice. Some benefits include removing barriers like accents, allowing learners to create identities, and providing access to information. However, technology alone cannot change power imbalances and its use must consider attitudes, access, and cultural preferences to authority. If implemented correctly with learner input, technology has potential to balance classroom power dynamics.
Veronica Oliver has extensive experience teaching composition and related courses at the university level. She received her PhD in Rhetoric, Composition, and Linguistics from Arizona State University in 2015. Her dissertation focused on the Puente Movement's opposition to Senate Bill 1070. She has published two peer-reviewed articles and presented her work at several conferences. Oliver has over 10 years of experience teaching various composition and writing courses at the university level. She also has experience working in writing centers as both a tutor and administrator.
Revising materials for teaching languages for specific purposeH. R. Marasabessy
The document discusses materials for teaching languages for specific purposes (LSP). It notes that LSP materials should use authentic contexts, texts, and tasks from students' subject areas. Common categories of LSP textbooks include English for academic purposes, health professions, business, tourism, military, technical purposes, aviation, and computers. The internet provides a significant role in LSP materials by offering podcasts, videos, forums, blogs, dictionaries, and other online reference tools. When choosing materials, teachers should consider students' language needs and interests. Materials also need to balance language skills and content learning, and be easily accessible online or otherwise. The future of LSP materials may involve virtual learning simulations and greater use of web 2.0
Manuel Antonio Flores Parada presents his personal learning environment (PLE). He uses YouTube to watch videos with lyrics to improve his reading and listening skills in foreign languages. He also uses YouTube tutorials to clarify concepts. Facebook allows him to keep in contact with partners, friends, and classmates through groups where they can share documents and information. His Gmail account saves course information and documents, and allows interaction with friends and classmates.
Manuel Antonio Flores Parada presents his personal learning environment (PLE). His PLE includes YouTube, which he uses to watch videos with lyrics to improve his reading and listening skills. He also uses YouTube to watch tutorials. Facebook is used to keep in contact with partners, friends, and classmates through groups and sharing information. Gmail is used to save course information and interact with friends and classmates.
The grammar-translation method focuses on grammar and vocabulary, with an emphasis on memorization and translation between the native and target languages. Students play a passive role, following the teacher's instructions to translate texts, learn rules deductively, and do fill-in-the-blank exercises. There is no speaking or listening practice in the target language.
This presentation examined the use of information and communication technologies (ICTs) to support English as a second language (ESL) learners. The presentation included sections on methods, findings, discussion, conclusions, implications, and limitations. Key findings were that ESL learners perceived improved literacy skills using ICTs, and their actual literacy skills did improve with ICT use according to assessments. The presentation concluded that ICTs can provide beneficial support for ESL learners' literacy development.
The document discusses student-selected grammar journals. It begins by outlining the presentation's topics, which include reviewing literature on grammar journals, explaining the process, showing student samples, providing feedback, discussing pros and cons, and extending the activity. Several sources are cited that provide evidence supporting explicit grammar instruction. The document then describes how grammar journals were implemented in the instructor's class, including assigning them regularly for students to summarize grammar points and write examples. Pros described are students choosing topics based on need and discovering information themselves.
Gemma Williamson - Reducing asymmetrical power relations in the language clas...gemmawilliamson
The document discusses using technology to empower learners and reduce asymmetrical power relations in an English language classroom in France with French and Chinese students. It proposes that technology can help equalize relationships between learners and teachers by providing additional opportunities for language practice. Some benefits include removing barriers like accents, allowing learners to create identities, and providing access to information. However, technology alone cannot change power imbalances and its use must consider attitudes, access, and cultural preferences to authority. If implemented correctly with learner input, technology has potential to balance classroom power dynamics.
Veronica Oliver has extensive experience teaching composition and related courses at the university level. She received her PhD in Rhetoric, Composition, and Linguistics from Arizona State University in 2015. Her dissertation focused on the Puente Movement's opposition to Senate Bill 1070. She has published two peer-reviewed articles and presented her work at several conferences. Oliver has over 10 years of experience teaching various composition and writing courses at the university level. She also has experience working in writing centers as both a tutor and administrator.
Revising materials for teaching languages for specific purposeH. R. Marasabessy
The document discusses materials for teaching languages for specific purposes (LSP). It notes that LSP materials should use authentic contexts, texts, and tasks from students' subject areas. Common categories of LSP textbooks include English for academic purposes, health professions, business, tourism, military, technical purposes, aviation, and computers. The internet provides a significant role in LSP materials by offering podcasts, videos, forums, blogs, dictionaries, and other online reference tools. When choosing materials, teachers should consider students' language needs and interests. Materials also need to balance language skills and content learning, and be easily accessible online or otherwise. The future of LSP materials may involve virtual learning simulations and greater use of web 2.0
Manuel Antonio Flores Parada presents his personal learning environment (PLE). He uses YouTube to watch videos with lyrics to improve his reading and listening skills in foreign languages. He also uses YouTube tutorials to clarify concepts. Facebook allows him to keep in contact with partners, friends, and classmates through groups where they can share documents and information. His Gmail account saves course information and documents, and allows interaction with friends and classmates.
Manuel Antonio Flores Parada presents his personal learning environment (PLE). His PLE includes YouTube, which he uses to watch videos with lyrics to improve his reading and listening skills. He also uses YouTube to watch tutorials. Facebook is used to keep in contact with partners, friends, and classmates through groups and sharing information. Gmail is used to save course information and interact with friends and classmates.
The grammar-translation method focuses on grammar and vocabulary, with an emphasis on memorization and translation between the native and target languages. Students play a passive role, following the teacher's instructions to translate texts, learn rules deductively, and do fill-in-the-blank exercises. There is no speaking or listening practice in the target language.
Calling Home In The Global Village The Use Of Language Exchange Communities ...Cem Balçıkanlı
This document lists three topics for an interdisciplinary research conference: 1) using multimedia applications to aid language learning, 2) creating language exchange communities, and 3) applications of new technologies that allow learners to take a more active role in their education. It references a journal article discussing how technologies like self-access multimedia facilities can empower learner autonomy.
Melissa Barton has over 5 years of experience as a freelance editor. She has edited both fiction and non-fiction works, including academic dissertations, novels, short stories, and technical documents. Some of her fiction editing projects include works from The Woodlands Writers' Guild and individual novels. Her technical writing projects involved editing doctoral dissertations. She has a Bachelor's degree in Communication Studies and an Associate's degree in English.
This presentation was presented in the Academic Workshop 2020 conducted by Department of English,MKBU. This presentation highlights the error analysis found in the answer books of Semester 4 students(Batch 2018-2020).
Daniel Keen has over 15 years of experience as an English and ESOL teacher in Florida. He currently serves as the English Department Head at C. Leon King High School, where he oversees 24 teachers and teaches 5 classes. He holds a Master's degree in TESL and state certifications in English, Reading, and ESOL. His resume provides extensive details about his teaching experience, qualifications, and involvement in school committees.
This document is a journal article authored by four academics with PhDs: Catherine Smith, Norman Butler, Teresa Hughes, and David Herrington. The article discusses personal reflections on native versus nonnative English teachers in Polish schools. It is published in the Spring 2007 issue of The Lamar University Electronic Journal of Student Research.
This document summarizes a study on Korean EFL students' perceptions of effective course content in blended learning courses. The study aimed to understand student satisfaction with course content and discussion forum topics. It surveyed 43 students in two freshman English communication skills classes. Most students reported being satisfied with the general content, but some wanted more diverse topics, including global or domestic issues. The findings provide implications for enhancing blended learning course content based on student needs and perspectives. Limitations and opportunities for future research are also discussed.
Manuel Antonio Flores Parada presents his personal learning environment. He uses YouTube frequently to watch videos with lyrics to help improve his reading and listening skills in foreign languages. He also uses YouTube to watch tutorial videos to clarify concepts. Facebook allows him to stay connected with partners, friends, and classmates through groups where they can share documents and information. His Gmail account is used to save course information and documents, and Gmail provides interaction with friends and classmates.
This document is a resume for Ran Lu, a graduate student at the University of California, San Diego specializing in international politics and China. It summarizes his education, including a Master's degree from UCSD and a Bachelor's degree from Hong Kong Baptist University. It also lists work experience such as writing for China Focus and internships in Beijing and Hong Kong. Personal details are provided like language skills, publications, and computer proficiency.
AILA Symposium: Applied Linguistics from the Bottom-up - IntroductionRachel Wicaksono
The document outlines an upcoming presentation by Rachel Wicaksono, Christopher Hall, and Patrick Smith on applied linguistics. Rachel will discuss raising awareness of English as a lingua franca among TESOL trainees. Christopher will address language disinvention for English language teaching through theory and discussion. Patrick will discuss mediating literacy educators' deficit perspectives on bilingual students using applied linguistics. They will then have a discussion session.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
This document summarizes a research project implementing project-based learning with English language learners at Ball State University. It discusses the objectives to study the impact on student attitudes and assessments. Literature on project-based learning origins and skills developed is reviewed. Research questions address effects on attitudes and how cultural differences impact expectations. Methods included observations, interviews and evaluations. Findings indicated initial student difficulty but later engagement and perspective changes, as well as unexpected cultural issues. Themes that emerged were teamwork, language development, assessment practices, and preparing students for academic classes. The conclusion was that project-based learning is practical, effective, and communicative.
Project 'Write' for General English IntermediateDianaGMendes
This document outlines a project using a wiki platform to develop writing skills for general English intermediate students. The project aims to provide a learner-centered environment for developing writing. It fosters collaborative learning and digital competencies. Students complete writing tasks each week and give peer feedback. An evaluation rubric assesses students' understanding, portfolio content, reflective thinking, and organization. Research supports wikis for promoting reflective learning, knowledge building, and meaningful interaction in a community of learners. The schedule outlines weekly writing tasks and steps for a final collaborative project.
This document summarizes research on the English language needs and priorities of young adults aged 18-24 in the European Union. The research included surveys of English teachers and young adult English learners across Europe, as well as interviews and focus groups in Germany, Romania, and Turkey. Key findings include:
- Teachers and learners accept both native and non-native varieties of English as well as English as a lingua franca for communication.
- English proficiency is seen as important for employment and further study.
- Online communication is a major context for English use outside the classroom, with differences between formal "classroom English" and informal "social English".
- There is a tension between learning English for
This presentation was for research study I conducted at during my graduate program for Information Technology. I found that those who participated in a chat-room study session before an exam did better on that exam then those who participated in a non-relevant chat.
The document discusses the needs of distance education populations and how libraries can meet those needs. It identifies that distance students and faculty are often unaware of library resources and services. It also finds that they have difficulty using library systems and conducting research. The document recommends that libraries provide awareness of services, reference assistance, instruction and training, and interlibrary loan/document delivery services to address these needs. It provides examples of solutions tailored to different user profiles, such as targeted marketing, online tutorials, and embedded librarians.
This document provides sources for preparation for a Ph.D. exam in TEFL (Teaching English as a Foreign Language). It is divided into the following sections: Methodology, SLA (Second Language Acquisition), Testing, Discourse Analysis, Sociolinguistics, Research Methodology, and Linguistics. Each section lists several key references in the respective field that could be used to study for the exam.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, or examine whether online social communication helps improve English test scores. The document also notes that defining the social context of language and the cultural neutrality of platforms is problematic.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, and examine whether online social communication helps improve English test scores. The document also lists several references for additional research on online language learning and computer-mediated discourse analysis.
Strategies for Integrating Technology in the Language ClassroomErin Lowry
The document discusses strategies for integrating technology into English language teaching. It outlines the benefits of using computers in the classroom, such as providing multimodal practice, individualized learning, and opportunities for collaboration. The document then provides examples of how teachers can incorporate technology, such as through collaborative projects, email exchanges, games and simulations, blogging, and webquests. It also distinguishes between synchronous and asynchronous tools and offers guidance on using technology for different language skill areas like vocabulary, grammar, speaking, reading, and writing.
Calling Home In The Global Village The Use Of Language Exchange Communities ...Cem Balçıkanlı
This document lists three topics for an interdisciplinary research conference: 1) using multimedia applications to aid language learning, 2) creating language exchange communities, and 3) applications of new technologies that allow learners to take a more active role in their education. It references a journal article discussing how technologies like self-access multimedia facilities can empower learner autonomy.
Melissa Barton has over 5 years of experience as a freelance editor. She has edited both fiction and non-fiction works, including academic dissertations, novels, short stories, and technical documents. Some of her fiction editing projects include works from The Woodlands Writers' Guild and individual novels. Her technical writing projects involved editing doctoral dissertations. She has a Bachelor's degree in Communication Studies and an Associate's degree in English.
This presentation was presented in the Academic Workshop 2020 conducted by Department of English,MKBU. This presentation highlights the error analysis found in the answer books of Semester 4 students(Batch 2018-2020).
Daniel Keen has over 15 years of experience as an English and ESOL teacher in Florida. He currently serves as the English Department Head at C. Leon King High School, where he oversees 24 teachers and teaches 5 classes. He holds a Master's degree in TESL and state certifications in English, Reading, and ESOL. His resume provides extensive details about his teaching experience, qualifications, and involvement in school committees.
This document is a journal article authored by four academics with PhDs: Catherine Smith, Norman Butler, Teresa Hughes, and David Herrington. The article discusses personal reflections on native versus nonnative English teachers in Polish schools. It is published in the Spring 2007 issue of The Lamar University Electronic Journal of Student Research.
This document summarizes a study on Korean EFL students' perceptions of effective course content in blended learning courses. The study aimed to understand student satisfaction with course content and discussion forum topics. It surveyed 43 students in two freshman English communication skills classes. Most students reported being satisfied with the general content, but some wanted more diverse topics, including global or domestic issues. The findings provide implications for enhancing blended learning course content based on student needs and perspectives. Limitations and opportunities for future research are also discussed.
Manuel Antonio Flores Parada presents his personal learning environment. He uses YouTube frequently to watch videos with lyrics to help improve his reading and listening skills in foreign languages. He also uses YouTube to watch tutorial videos to clarify concepts. Facebook allows him to stay connected with partners, friends, and classmates through groups where they can share documents and information. His Gmail account is used to save course information and documents, and Gmail provides interaction with friends and classmates.
This document is a resume for Ran Lu, a graduate student at the University of California, San Diego specializing in international politics and China. It summarizes his education, including a Master's degree from UCSD and a Bachelor's degree from Hong Kong Baptist University. It also lists work experience such as writing for China Focus and internships in Beijing and Hong Kong. Personal details are provided like language skills, publications, and computer proficiency.
AILA Symposium: Applied Linguistics from the Bottom-up - IntroductionRachel Wicaksono
The document outlines an upcoming presentation by Rachel Wicaksono, Christopher Hall, and Patrick Smith on applied linguistics. Rachel will discuss raising awareness of English as a lingua franca among TESOL trainees. Christopher will address language disinvention for English language teaching through theory and discussion. Patrick will discuss mediating literacy educators' deficit perspectives on bilingual students using applied linguistics. They will then have a discussion session.
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. William Kritsonis & Dr. Norman L. Butler
This document summarizes a research project implementing project-based learning with English language learners at Ball State University. It discusses the objectives to study the impact on student attitudes and assessments. Literature on project-based learning origins and skills developed is reviewed. Research questions address effects on attitudes and how cultural differences impact expectations. Methods included observations, interviews and evaluations. Findings indicated initial student difficulty but later engagement and perspective changes, as well as unexpected cultural issues. Themes that emerged were teamwork, language development, assessment practices, and preparing students for academic classes. The conclusion was that project-based learning is practical, effective, and communicative.
Project 'Write' for General English IntermediateDianaGMendes
This document outlines a project using a wiki platform to develop writing skills for general English intermediate students. The project aims to provide a learner-centered environment for developing writing. It fosters collaborative learning and digital competencies. Students complete writing tasks each week and give peer feedback. An evaluation rubric assesses students' understanding, portfolio content, reflective thinking, and organization. Research supports wikis for promoting reflective learning, knowledge building, and meaningful interaction in a community of learners. The schedule outlines weekly writing tasks and steps for a final collaborative project.
This document summarizes research on the English language needs and priorities of young adults aged 18-24 in the European Union. The research included surveys of English teachers and young adult English learners across Europe, as well as interviews and focus groups in Germany, Romania, and Turkey. Key findings include:
- Teachers and learners accept both native and non-native varieties of English as well as English as a lingua franca for communication.
- English proficiency is seen as important for employment and further study.
- Online communication is a major context for English use outside the classroom, with differences between formal "classroom English" and informal "social English".
- There is a tension between learning English for
This presentation was for research study I conducted at during my graduate program for Information Technology. I found that those who participated in a chat-room study session before an exam did better on that exam then those who participated in a non-relevant chat.
The document discusses the needs of distance education populations and how libraries can meet those needs. It identifies that distance students and faculty are often unaware of library resources and services. It also finds that they have difficulty using library systems and conducting research. The document recommends that libraries provide awareness of services, reference assistance, instruction and training, and interlibrary loan/document delivery services to address these needs. It provides examples of solutions tailored to different user profiles, such as targeted marketing, online tutorials, and embedded librarians.
This document provides sources for preparation for a Ph.D. exam in TEFL (Teaching English as a Foreign Language). It is divided into the following sections: Methodology, SLA (Second Language Acquisition), Testing, Discourse Analysis, Sociolinguistics, Research Methodology, and Linguistics. Each section lists several key references in the respective field that could be used to study for the exam.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, or examine whether online social communication helps improve English test scores. The document also notes that defining the social context of language and the cultural neutrality of platforms is problematic.
This document discusses several potential follow-up studies to an analysis of English language learners' use of English in online social contexts. It suggests that the results may not generalize to how learners use English in natural online social settings. Follow-up studies could compare language use on Western versus Korean social platforms, and examine whether online social communication helps improve English test scores. The document also lists several references for additional research on online language learning and computer-mediated discourse analysis.
Strategies for Integrating Technology in the Language ClassroomErin Lowry
The document discusses strategies for integrating technology into English language teaching. It outlines the benefits of using computers in the classroom, such as providing multimodal practice, individualized learning, and opportunities for collaboration. The document then provides examples of how teachers can incorporate technology, such as through collaborative projects, email exchanges, games and simulations, blogging, and webquests. It also distinguishes between synchronous and asynchronous tools and offers guidance on using technology for different language skill areas like vocabulary, grammar, speaking, reading, and writing.
The study investigated collaborative writing in an ESL classroom. Students were given a choice to write individually or in pairs on a short writing task. Pairs produced shorter but better quality texts than individuals in terms of task fulfillment, accuracy, and complexity. Collaboration allowed students to share ideas and provide feedback to each other. Most students viewed the collaborative experience positively, though some had reservations.
Adolescent ELLs Collaborative Writing Practices In Face-To-Face And Online C...Allison Thompson
This study examines adolescent English language learners' (ELLs') perceptions and development of writing skills through collaborative writing activities in face-to-face and online contexts. The study uses an ecological perspective to holistically consider the cognitive and social processes involved in collaborative writing. Findings reveal benefits of collaborative writing such as increased language use and writing accuracy, but also challenges like difficulties from language proficiency gaps. The study provides details on how ELLs changed their writing in response to peer and teacher feedback in both contexts.
An Update On Discourse Functions And Syntactic Complexity In Synchronous And ...Angel Evans
The document summarizes recent developments in measuring syntactic complexity in second language writing produced through computer-mediated communication. It discusses earlier studies that measured complexity using metrics like T-units and clauses per T-unit. More recent research emphasizes the need for improved measures that account for lexical and phrasal complexity, as clausal subordination alone does not fully capture complexity in academic writing. The author also reflects on limitations of earlier studies and the need for future research using large learner corpora and more nuanced measures of complexity as related to factors like proficiency level and first language background.
This document discusses dialogue journals and academic dialogue journals (ADJA) as a teaching strategy. It summarizes that ADJA integrates the study of literature, grammar, vocabulary and spelling through sustained writing interactions between students and teachers. Students informally write about topics of interest, and teachers provide feedback to improve students' writing skills over time in areas like spelling, grammar, word choice and peer editing. The goal is to improve communication and students' confidence by exchanging ideas while reinforcing learning.
This document defines key terms related to collaborative learning, computer-mediated communication, and computer-mediated collaborative learning. It outlines research on CMCL in general education and language education. This research found that CMCL can increase participation, foster interaction, and support the synthesis of information. However, more comprehensive studies are needed that combine different CMC modes and compare CMCL to face-to-face learning.
1) The document discusses the use of computer-mediated communication (CMC) tools like email, message boards, blogs, wikis, audio/video chat for language learning.
2) It explains how CMC aligns with socio-cognitive and social theories of language learning, allowing learners to interact with others to collaboratively build knowledge.
3) Research suggests CMC reduces anxiety, improves proficiency and increases motivation by providing authentic interaction beyond the classroom.
An Integrated Approach To Providing Feedback In A Blended Course Of Academic ...Martha Brown
This document discusses an approach to providing feedback in a blended academic writing course for postgraduate students. The approach used initial feedback through a Moodle platform using color-coded markings. Students then revised their work based on this feedback. Peer review and a final teacher review were conducted in follow-up workshops. The study concludes that an integrated online and in-person feedback approach can enhance the writing process while managing feedback time constraints for teachers.
This document provides a summary of Joseph M. Moxley's education and professional experience. It includes:
1) His educational background which includes a PhD from SUNY Buffalo in Educational Research and Evaluation, an MA from SUNY Buffalo in English, and a BS from the University of Utah in Psychology.
2) His professional experience including serving as a Professor of English at the University of South Florida since 1995, where he also held various administrative and director roles such as Director of Composition and Assessment Coordinator. He has also taught at Universite d'Artois in France and Stetson University College of Law.
3) A list of his published works including several books, book chapters, and websites
RBL - Teaching Language Skills 'Speaking' and 'Writing' - 5th Group RBLmadev Class 2018
This document discusses speaking and writing skills. For speaking skills, it outlines reasons for speaking, characteristics of spoken language, teaching pronunciation, conversation analysis, and activity types to promote speaking in the classroom. For writing skills, it discusses reasons for writing, writing materials, the written product, the writing process, and correcting written work. It provides details on each topic, such as suggesting bottom-up or top-down approaches to teaching pronunciation, distinguishing between motor-receptive and social-interactional speaking skills, and emphasizing feedback, organization, and error correction in writing.
This document discusses deciding on the degree of emphasis for different micro skills in writing classes based on an analysis of student error frequencies. The researcher analyzed essays from 300 students to identify 13 common error types. Based on the error occurrence rates, the researcher suggested a hierarchy of error types to focus on and strategies for teaching writing skills pre-writing, writing, and post-writing. The researcher aimed to determine which micro skills and errors should receive more emphasis to help students improve their writing.
The document provides an analysis of discourse in a high school AP English class. It discusses how the increasing lack of dedication from students was harming the class. Students had to complete rigorous assignments in writing, reading, and speech to prepare for the AP exam, but became increasingly exhausted. This exhaustion led to degrading grades and learning as students struggled to continue with the intense workload without breaks. The shared goals of the discourse community were failing as fatigue prevented students from performing well on the AP exam.
This article discusses an approach to ESL/EFL teaching that aims to help teachers bridge the gap between theoretical knowledge and practical application in the classroom. It proposes integrating an understanding of language variation across communication contexts, using corpus-based descriptive grammar, and incorporating scaffolded language learning activities based on sociocultural theory. This specific approach is intended to address challenges faced by K-12 teachers in connecting theory to practice by providing concrete models of language use.
This document lists 21 references related to the use of technology to support language learning, particularly through online discussion, email correspondence, and tandem language learning partnerships. The references cover research studies, teaching guides, and online resources published between 1994 and 2001. They examine how technologies like email, chatrooms, and online discussion forums can help develop language fluency, connect students collaboratively, and link classroom learning to real-world language use.
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leewayhertz.com-AI in predictive maintenance Use cases technologies benefits ...alexjohnson7307
Predictive maintenance is a proactive approach that anticipates equipment failures before they happen. At the forefront of this innovative strategy is Artificial Intelligence (AI), which brings unprecedented precision and efficiency. AI in predictive maintenance is transforming industries by reducing downtime, minimizing costs, and enhancing productivity.
Ocean lotus Threat actors project by John Sitima 2024 (1).pptxSitimaJohn
Ocean Lotus cyber threat actors represent a sophisticated, persistent, and politically motivated group that poses a significant risk to organizations and individuals in the Southeast Asian region. Their continuous evolution and adaptability underscore the need for robust cybersecurity measures and international cooperation to identify and mitigate the threats posed by such advanced persistent threat groups.
Introduction of Cybersecurity with OSS at Code Europe 2024Hiroshi SHIBATA
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Main news related to the CCS TSI 2023 (2023/1695)Jakub Marek
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Monitoring and Managing Anomaly Detection on OpenShift.pdfTosin Akinosho
Monitoring and Managing Anomaly Detection on OpenShift
Overview
Dive into the world of anomaly detection on edge devices with our comprehensive hands-on tutorial. This SlideShare presentation will guide you through the entire process, from data collection and model training to edge deployment and real-time monitoring. Perfect for those looking to implement robust anomaly detection systems on resource-constrained IoT/edge devices.
Key Topics Covered
1. Introduction to Anomaly Detection
- Understand the fundamentals of anomaly detection and its importance in identifying unusual behavior or failures in systems.
2. Understanding Edge (IoT)
- Learn about edge computing and IoT, and how they enable real-time data processing and decision-making at the source.
3. What is ArgoCD?
- Discover ArgoCD, a declarative, GitOps continuous delivery tool for Kubernetes, and its role in deploying applications on edge devices.
4. Deployment Using ArgoCD for Edge Devices
- Step-by-step guide on deploying anomaly detection models on edge devices using ArgoCD.
5. Introduction to Apache Kafka and S3
- Explore Apache Kafka for real-time data streaming and Amazon S3 for scalable storage solutions.
6. Viewing Kafka Messages in the Data Lake
- Learn how to view and analyze Kafka messages stored in a data lake for better insights.
7. What is Prometheus?
- Get to know Prometheus, an open-source monitoring and alerting toolkit, and its application in monitoring edge devices.
8. Monitoring Application Metrics with Prometheus
- Detailed instructions on setting up Prometheus to monitor the performance and health of your anomaly detection system.
9. What is Camel K?
- Introduction to Camel K, a lightweight integration framework built on Apache Camel, designed for Kubernetes.
10. Configuring Camel K Integrations for Data Pipelines
- Learn how to configure Camel K for seamless data pipeline integrations in your anomaly detection workflow.
11. What is a Jupyter Notebook?
- Overview of Jupyter Notebooks, an open-source web application for creating and sharing documents with live code, equations, visualizations, and narrative text.
12. Jupyter Notebooks with Code Examples
- Hands-on examples and code snippets in Jupyter Notebooks to help you implement and test anomaly detection models.
Skybuffer AI: Advanced Conversational and Generative AI Solution on SAP Busin...Tatiana Kojar
Skybuffer AI, built on the robust SAP Business Technology Platform (SAP BTP), is the latest and most advanced version of our AI development, reaffirming our commitment to delivering top-tier AI solutions. Skybuffer AI harnesses all the innovative capabilities of the SAP BTP in the AI domain, from Conversational AI to cutting-edge Generative AI and Retrieval-Augmented Generation (RAG). It also helps SAP customers safeguard their investments into SAP Conversational AI and ensure a seamless, one-click transition to SAP Business AI.
With Skybuffer AI, various AI models can be integrated into a single communication channel such as Microsoft Teams. This integration empowers business users with insights drawn from SAP backend systems, enterprise documents, and the expansive knowledge of Generative AI. And the best part of it is that it is all managed through our intuitive no-code Action Server interface, requiring no extensive coding knowledge and making the advanced AI accessible to more users.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
HCL Notes und Domino Lizenzkostenreduzierung in der Welt von DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-und-domino-lizenzkostenreduzierung-in-der-welt-von-dlau/
DLAU und die Lizenzen nach dem CCB- und CCX-Modell sind für viele in der HCL-Community seit letztem Jahr ein heißes Thema. Als Notes- oder Domino-Kunde haben Sie vielleicht mit unerwartet hohen Benutzerzahlen und Lizenzgebühren zu kämpfen. Sie fragen sich vielleicht, wie diese neue Art der Lizenzierung funktioniert und welchen Nutzen sie Ihnen bringt. Vor allem wollen Sie sicherlich Ihr Budget einhalten und Kosten sparen, wo immer möglich. Das verstehen wir und wir möchten Ihnen dabei helfen!
Wir erklären Ihnen, wie Sie häufige Konfigurationsprobleme lösen können, die dazu führen können, dass mehr Benutzer gezählt werden als nötig, und wie Sie überflüssige oder ungenutzte Konten identifizieren und entfernen können, um Geld zu sparen. Es gibt auch einige Ansätze, die zu unnötigen Ausgaben führen können, z. B. wenn ein Personendokument anstelle eines Mail-Ins für geteilte Mailboxen verwendet wird. Wir zeigen Ihnen solche Fälle und deren Lösungen. Und natürlich erklären wir Ihnen das neue Lizenzmodell.
Nehmen Sie an diesem Webinar teil, bei dem HCL-Ambassador Marc Thomas und Gastredner Franz Walder Ihnen diese neue Welt näherbringen. Es vermittelt Ihnen die Tools und das Know-how, um den Überblick zu bewahren. Sie werden in der Lage sein, Ihre Kosten durch eine optimierte Domino-Konfiguration zu reduzieren und auch in Zukunft gering zu halten.
Diese Themen werden behandelt
- Reduzierung der Lizenzkosten durch Auffinden und Beheben von Fehlkonfigurationen und überflüssigen Konten
- Wie funktionieren CCB- und CCX-Lizenzen wirklich?
- Verstehen des DLAU-Tools und wie man es am besten nutzt
- Tipps für häufige Problembereiche, wie z. B. Team-Postfächer, Funktions-/Testbenutzer usw.
- Praxisbeispiele und Best Practices zum sofortigen Umsetzen
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Ivanti’s Patch Tuesday breakdown goes beyond patching your applications and brings you the intelligence and guidance needed to prioritize where to focus your attention first. Catch early analysis on our Ivanti blog, then join industry expert Chris Goettl for the Patch Tuesday Webinar Event. There we’ll do a deep dive into each of the bulletins and give guidance on the risks associated with the newly-identified vulnerabilities.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
Good afternoon, everybody. I hope you have been enjoying TESOL 2011. I certainly have.. I’m Harry Harris from Hakuoh University in Japan. Thank you for attending this Workshop on Writeboard, an electronic forum that my students use for journal entries and other collaborative activities. I have opted to make this a workshop today so that we can share ideas which we can take back and adapt to meet the needs and demands of our own circumstances. I certainly hope to grow from this in order to help my students with new ways to participate in online writing activities.
BACKGROUND: To give an idea of my students’ needs. JOURNALS: To provide extra, non-essay type writing practice. ONLINE: Explain why instead of traditional paper journals. SYNCHRONOUS/ASYNCHRONOUS: To provide a probably unnecessary explanation for why CALL is important. YOUR SUGGESTIONS: Ask for you to share your ideas. Then, we will look at Writeboard, which you will see is a wiki with and Add Comments secition. We will conclude with a second break providing everybody with the opportunity to share ideas about how to use a wiki in the classroom. Then we will look at some issues and conclude.
Regional university in Japan; New English program with students who mainly want to become English teachers. The program is fairly rigorous with 6 compositions per 14-week course, journal entry requirements, and other grammar, punctuation, etc., activities. They are fairly motivated. Important to understand is that many English majors in Japan have done very little writing in English or even Japanese, so the journals are an important activity that allows them to do quantity writing. However, they are at least in the beginning challenged by computer technology, which, as we shall see, is the major reason why I use Writeboard.
The literature supports journal use in writing. It helps students develop a sense of audience, rather than just their teacher; it helps them learn from and about each other, helping them learn and helping to create group cohesion; and, relatedly, it provides them with a means to practice communicating for a purpose other than academic. It also helps with language skills.
Issues with paper journals; could not intervene as much with paper journals; and of course free and easy to use
Felix did a fairly exhaustive study 2002-2004 of literature; Vygotsky, of course, we know because of his theory of Zone of Proximal Growth, the learning gap that is bridged by adult guidance and peer collaboration; and Dewey, who provides us with a social model of learning
What I have used is something I found online called Writeboard, which as I have said is essentially a wiki below which you can write comments.
Something like the following will be delivered to your electronic mailbox.
Now, you do what you want with your Writeboard and save it.
Then, if you want to use it for collaborative purposes, as I certainly do, you insert the e-mail addresses of those whom you wish to share the board.
So what can you do with the writeboard to support your students who are making journal entries?
You may want to do this when you have large classes, as I did one semester with 38 students.
If you do debate, as I do, you can use the wiki to provide students with an out-of-class opportunity to work on debate. In some classes at my university, and elsewhere, I have students prepare for debates.
They can also do proofreading exercises, whether simple sentences or within the context of texts.
Now, how do I manage my Writeboards? This screenshot is not complete, but as you can see, your writeboards can add up. I first save the URLs on a Word document until my desktop got too full and I had trouble finding the document. I then moved them into a folder section of my hotmail account.
In first semester, took 2 weeks for some to get online. Some students do not participate as much as the syllabus demands; I let them know the requirements at the beginning of the semester in written and oral form and count their entries at the end of the semester. Also, my students seem to still address me in their entries, though the eventually seem to address their Writeboard mates more as they get to know each other. Also, with the wiki, there seem to be some cultural issues, at least with my students, who hesitate to correct each other. Then, as suggested earlier, my basic students at time approached me and told me that they did have anything to write about, so I provide topics.