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

 /study-finds-that-online-education-beats- the-classroom/ /study-finds-that-online-education-beats- the-classroom/

 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)

 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.

 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.

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

 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

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

 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

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

 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

  A voice-based e-learning tool  E.g., What’s your favorite …? ( a6d-ff57-4c d216a841) a6d-ff57-4c d216a841

  E.g., Our Alphabet Book ( english.b i ) english.b i  E.g. reader’s theater (

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

 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.

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

 Come up with an example that supports “calling attention to forms.”

 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.

 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

 Come up with an example that supports “calling attention to lexis.”

 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)

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

 Come up with an example that supports “corralling.”

 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.

 Come up with an example that supports “saturating.”

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

 Come up with an example that supports “using linguistic trap.”

 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. ( d/177bed13d094e0517c3c8b446d5ced67.m p4) d/177bed13d094e0517c3c8b446d5ced67.m p4

 Come up with an example that supports “modeling.”

 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

 Come up with an example that supports “providing explicit feedback.”

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

 Come up with an example that supports “providing implicit feedback.”

 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

 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 ( moodle1/index.html) moodle1/index.html

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

 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

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

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 What have you learned?  Are you inspired?