The Impact of On-line Teaching Practices On Young EFL Learners' Instruction Dr. Trisevgeni Liontou RHODES MAY 28-31 2015.

Slides:



Advertisements
Similar presentations
Rationale To encourage all students to take a full part in the life of our school, college, workplace or wider community. To provide opportunities to enable.
Advertisements

Norah Fahim Jennifer Eidum Zinchuk University of Washington, Seattle, WA 2014 TESOL Convention, Portland OR Digital Composing: Utilizing Students’ Web.
Japanese University Students’ Attitudes toward the Teacher’s English Use Koji Uenishi Hiroshima University.
ISTE Standards for Teachers
NET Section, CDI. Grammar and e-learning for Communication (GEL.com) This project: was launched initially with a view to encouraging participating schools.
 I would like to thank my dear teachers who have taken all the trouble to come to this remote place in upper Egypt.
Improving Teaching and Learning For The Future..  Technology is becoming dominant aspect of our society (Harvey-Woodall, 2009).  Future occupations.
Managing an Online Course Personal Philosophy of Josh Eastwood.
LINC 2007 M-Learning from a Cell Phone: Improving Students’ EMP Learning Experience through Interactive SMS Platform By: Jafar Asgari Arani
The Effectiveness of Videoconferencing in the Elementary Classroom Christina Millson and Amanda Mounce.
Using technology to improve learning Stella BurtonBeaumont Community Primary school1.
Effects of video conferencing on teachers’ motivation and participation in professional development: An action research project By Nazima Ally.
LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.
Nguyen Thi Thuy Trang Dr. Jenny Barnett Dr. Ruth Geer 8/27/
Recommendations for Best Practice. Best Practice This section will present an analysis of the literature in the following categories: Organization of.
Arunee Wiriyachitra, Chiang Mai University
Contribution of a Professional Development Program for Teachers’ Learning Mónica Baptista; Ana Maria Freire
A Study of the Effect of Computer – Assisted Language Learning on Iranian EFL Learners' Grammar Performance R.Sajedi (EDULEARN11, 2011, Spain) Roghayeh.
Inclusive Education Defining Inclusive Education Inclusive Education(IE): “ …Means that all students in a school regardless of their differences are.
Language Issues in English-medium Universities: A Global Concern1 Using Mobile Phones in Pronunciation Teaching in English-medium Universities in Turkey.
Teaching and Learning with Technology  Allyn and Bacon 2002 Distance Education: Using Technology to Redefine the Classroom Chapter 11 Teaching and Learning.
AFFECTIVE VARIABLES AND COMMUNICATIVE LANGUAGE PRACTICES OF ELEMENTARY STUDENTS Maria Bella R. Alvarez University of Mindanao Davao City, Philippines.
E-PTLLS Consortium Annual Conference in association with HEA Seminar Series Marta Menor Rodriguez & Karen Veneziale Accrington & Rossendale College.
Dissertation Theme “The incidence of using WebQuests on the teaching-learning process of English Foreign Language (EFL) for students attending the seventh.
Learners’ Attitudes and Perceptions of Online Instruction Presented by: Dr. Karen S. Ivers Dr. JoAnn Carter-Wells Dr. Joyce Lee California State University.
Fostering Collaborative Reflectivity among Teacher Trainees through Asynchronous Discussion Forums Meg Cassamally University of Nottingham IATEFL 2007,
The Influence of Blended Learning Model on Developing Leadership Skills of School Administrators Dr. Tufan AYTAÇ Dr. Tufan AYTAÇ Education Specialist The.
“Films & Blogs: An authentic approach to improve the writing skill - An intercultural project-based framework in the Senior High State School” Kosmas Vlachos.
N97C0004 Betty Exploration of The Attitudes of Freshman Foreign Language Students Toward Using Computers A Turkish State University.
Thinking about Group Work Gordon Lewis Beijing, October 18-20, 2008.
Yoko Hirata and Yoshihiro Hirata Hokkai-Gakuen University Sapporo, Japan.
Boosting Pre-Service Teachers’ Awareness of Open Educational Resources: A case of stock photographs for teacher project Asst. Prof. Dr. Praweenya Suwannatthachote.
NET Section, CDI 2 March, Grammar and e-learning for Communication (GEL.com) This project: is to encourage schools to go in tandem with one of the.
On-Line Discussion Forums: New Platforms to supplement Professional Development at Walter Sisulu University BY Z.G.Baleni RPL Manager 10/16/20151.
Cooperative Language Learning (CLL) Collaborative Learning (CL)
Teaching young EFL learners; factors that make a difference Dr Joanna Rodiki Petrides (PhD) Presented at Egypt TESOL conference, December 2005.
Boys’ Literacy Me Read? No Way!. Modules ConsistentFlexible Introductory Module:Module 2: Resources #1 Key MessagesModule 3: Oral Language #5 Barriers.
Gouri Banerjee, Ph. D. Dept. Math & IT, Emmanuel College Boston, Massachusetts. 1 Gouri Banerjee Blended Learning Environments, 2010.
Blended Learning: Finding the Right Mix Work Expectations Profile  Explores the “psychological contract” of needs and expectations between employees.
Chapter 1 –organizing principle
Training EFL Prospective Teachers on Adopting, Enhancing and Making WebQuests to be Used in Teaching Dr Manal Mohammed Khodary Mohammed Lecturer of Curriculum.
Students’ perceptions on using blogs for reflective learning in higher educational contexts Presenters : Irshad Ali and Dr Kevin Byard.
Session Objectives Analyze the key components and process of PBL Evaluate the potential benefits and limitations of using PBL Prepare a draft plan for.
Technology Integration Planning Guidelines for Development A Visual Guide.
Movie Guides Would you like to… MOTIVATE STUDENTS USE AUTHENTIC MATERIAL OFFER VARIETY SURPRISE STUDENTS SUPPLEMENT EFL / ESL COURSE HAVE EVERYTHING.
Developing a Flipped Classroom Facilitated with ICT Dr Katya Toneva, eLearning Advisor - University of Roehampton.
PORTFOLIO FOR TEACHERS Healthy eating and sport. How can you improve your pupils lifestyle?  ❑ motivation them for physical activities  ❑ organizing.
Charlie Robinson Charlie
Definition Title: Motivation and Attitude toward Integrated Instruction through Technology in College-level EFL Reading and Writing in Taiwan Integrated.
 Introduction  Two basic approaches to english teaching  Outlines in learning a foreign language  Participatory Approach  Teacher’s goals in a language.
Action Research Chantal Smith Liberton Christian School Is Blogging a Useful Tool for Supporting and Monitoring the Personal Reading of my Year 6-8 students?
Fostering Autonomy in Language Learning. Developing Learner Autonomy in a School Context  The development of learner autonomy is a move from a teacher-directed.
COURSE AND SYLLABUS DESIGN
Action Research GGGE6383 Materials for Teaching & Learning Name: Izyani Binti Mistar Matric No: P73940 Title: The Use of WhatsApp in Language Learning.
AUTHOR: NADIRAN TANYELI PRESENTER: SAMANTHA INSTRUCTOR: KATE CHEN DATE: MARCH 10, 2010 The Efficiency of Online English Language Instruction on Students’
The Integration of I.C.T. in the Classroom to Promote the Acquisition of Vocabulary. Prepared and presented by Hajer Elloumi.
Objectives of EFL Teaching objectives The difference between ”aims”, “goals” and “objectives”.  An aim is an expression of a long-term purpose, usually.
Communicative Language Teaching (CLT)
TECHNOLOGY IN THE CLASSROOM Integration of technology in teaching and learning.
English for Specific Purposes (ESP)
NEW TECHNOLOGIES IN LANGUAGE LEARNING : PODCASTS AND ONLINE GAMES NAIRUHI STEPANYAN.
Blended settings provide effective PBL opportunities Dr. Christine Sabieh, Professor Notre Dame University TESOL 2016 – CALL-IS, Baltimore Panel on Project-Based.
Course Work 2: Critical Reflection GERALDINE DORAN B
Presenter: Chen-Yo Chi Advisor: Dr. Chin-Ling Lee Date: June 1, 2009
DESIGNING IWB RESOURCES FOR LANGUAGE TEACHING: THE iTILT PROJECT
Becoming a Teacher Ninth Edition
Presentation by: Nora, Katherine, Carmen, and Shadia
The Tech Classroom – YouTube
PREPARED BY: NABIRA BT MANSOR NUR SOLEHAH BT HANAFIAH
Ani Demetrashvili Head of Examinations
Presentation transcript:

The Impact of On-line Teaching Practices On Young EFL Learners' Instruction Dr. Trisevgeni Liontou RHODES MAY 28-31 2015

Presentation outline Literature review Aim of the research Research Questions Research Methodology Findings Concluding remarks

Literature review The Internet has significantly changed how we communicate with one another as well as how we access, share and facilitate information (McIntyre et al., 2014: 2) Understanding the place of online learning in digitally facilitated social interaction, professional practice and education is becoming increasingly important (Greenfield, 2003).

Literature review The issue is no longer one of how to use technology to teach, but one where teachers acknowledge the way the world is already developing, and understand the significance of online literacy and the role that collaboration and online engagement plays in student learning and their future workplace environment (Warschauer & Healey, 1998: 58).

Literature review CALL is a tool that enhances learner-learner interaction (Furstenberg, 1997). CALL can help learners use language in authentic situations (Warschauer, 1997). CALL can promote socialization and communication among learners (Kelm, 1998).

Literature review To address concerns on the integration of CALL into ESL/EFL curricula, Gillespie and McKee (1999) suggest it is necessary to judge the success of CALL by investigating, amongst other things, students’ attitude toward its effectiveness.

Literature review Lasagabaster and Sierra (2003) also express the belief that researchers should take students’ opinions into consideration when CALL programs are evaluated, since students are potential contributors to the development of their language learning tools.

Aim of the research Adopt a blended teaching approach based on designing and implementing an online EFL course to be used by students aged 13-14 years old along their more traditional face-to-face lessons. Ultimate purpose: increase EFL learners’ engagement and motivation through their exposure to authentic material and participation in real-life tasks

Research questions What is the general attitude of intermediate Greek learners of English towards the use of computer-assisted language learning (CALL) in their language instruction lessons? What is their attitude towards using CALL for enhancing their EFL reading comprehension competence? Is there a significant improvement in intermediate EFL learners’ reading comprehension competence after attending a one-year online EFL reading course?

Research methodology 1. An on-line classroom with hand-outs, extra activities, resources and discussion groups for students to further develop their digital literacy along with their English language competence. 2. A wiki for students to make a contribution and post their own messages on a specific topic. 3. A series of Skype group discussions with invited external guest speakers. 4. A private YouTube space for students to upload their videos and watch relevant EFL material. 5. A CALL attitude questionnaire 6. 40 EFL students (signed parents’ consent form)

Research findings Data analysis of parallel pre- and post- achievement tests of English language reading comprehension competence. 800 multiple-choice reading comprehension questions from each test 40 EFL participants’ mean reading performance was significantly higher in the post-test (t=8.851, df=38, p=0.021).

Research findings Research findings indicate that open online access technologies gave intermediate EFL participants the opportunity to enhance their reading skills through their exposure to authentic on-line material that did NOT form part of their traditional classroom-based English language lessons.

CALL Attitude Questionnaire 1. I can access extra information more easily during an online class. 2. After taking an online EFL course, I know how to benefit from my PC to improve my English language competence. 3. An online class is a stress-free environment to learn English. 4. I can get more feedback in online classes. 5. An online course is an interesting way of learning English. 6. I benefit more from the group/pair work in an online class. 7. I feel comfortable enough to share my ideas in English during online classes. 8. I can practice all language skills in an online environment. 9. I know more about how to use computers after having taken an online EFL course. 10. I can understand everything we do in our online EFL class. adapted from Bulut & Abuseileek, 2006

CALL Attitude Questionnaire 11. It takes less time to explain something during an online EFL lesson. 12. I have become a better problem-solver after using the computer while learning English. 13. The online EFL course has helped me become an independent learner. 14. I do not have technical problems in using computers during online classes. 15. I prefer online to traditional face-to-face lessons for EFL classes. 16. It is easy to access the meaning of words (e.g., use online dictionaries, pictures) to help me understand what I read in my online EFL classes. 17. In EFL reading courses, listening to the written text helps me comprehend better. 18. I prefer to practice EFL reading comprehension via computers. 19. Reading via computers is more interesting when supported with visual information. 20. It is easier to go back and forth in the online text to find relationships among ideas in it. adapted from Bulut & Abuseileek, 2006

Table 1: EFL Learners’ General Attitude towards Online Classes Research Findings   Strongly disagree Disagree Not sure Agree Strongly agree Statements Freq. % Freq SD 01 1 2.5 4 10 14 35 20 50 .71 02 -- 2 5 6 15 22 55 25 .80 03 8 28 24 60 12.5 .62 04 11 27.5 3 7.5 18 45 .88 05 .92 06 13 32.5 07 70 .98 08 12 30 .72 09 7 17.5 16 40 .76 37.5 .64 .90 62.5 .82 Table 1: EFL Learners’ General Attitude towards Online Classes

Research Findings The majority of participants agreed (35%) or strongly agreed (50%) with Statement 1 (I can access extra information more easily during an online class.) and expressed a clear preference (Agree to Strongly Agree: 92.5%) for online classes to traditional ones (Statement 15: I prefer online to traditional face-to-face lessons for EFL classes.).

Table 2: EFL Learners’ Attitude towards Online Reading Classes Research Findings   Strongly disagree Disagree Not sure Agree Strongly agree Statements Freq. % Freq SD 16 1 2.5 4 10 28 70 6 15 .98 17 22 55 12 30 .80 18 2 5 8 20 14 35 25 .82 19 3 7.5 37.5 50 .88 13 32.5 .92 Table 2: EFL Learners’ Attitude towards Online Reading Classes

Research Findings Regarding learners’ attitudes towards the use of online classes for the development of their reading comprehension competence the highest frequency score was 70% (Agree) for Item 16 ‘It is easy to access the meaning of words (e.g., use online dictionaries, pictures) to help me understand what I read in my online EFL classes’ and Item 19 ‘Reading via computers is more interesting when supported with visual information’ (Strongly agree: 50%).

Concluding remarks Online class components were not designed around the tools, but rather served the learning objectives of the lesson. In this blended teaching approach face-to- face and online learning activities were relevant to and complemented one another.

Concluding remarks Careful planning is one of the most important components of teaching online, since a well- planned and carefully balanced online curriculum is much easier to manage, and greatly reduces the potential for frustration and confusion during students’ online learning process.

Thank you for your attention!