วันพุธที่ 31 ตุลาคม พ.ศ. 2561
Week 13 : Quizzing Adobe Captivate
Learn the fundamental steps required to create and publish a quiz using Adobe Captivate 8. This brief overview covers all of the fundamental concepts and explains how grading and review works as well. More experienced users may also find helpful the explanations of new features that simplify and streamline the quiz creation workflow.
วันอังคารที่ 30 ตุลาคม พ.ศ. 2561
Week 12 Three Phases of CALL
There are 3 phases of CALL
1. Behavioristic CALL is the first phase of CALL. It was based on the model of computer as tutor. Most of CALL programs in this phase entailed repetitive language drill and practice activities. In other words, computer was seen as a medium to deliver instructional materials to learners. PLATO system, which included vocabulary drills, short grammar explanations and drills, and translation exercises, is a good example for this phase.
1. Behavioristic CALL is the first phase of CALL. It was based on the model of computer as tutor. Most of CALL programs in this phase entailed repetitive language drill and practice activities. In other words, computer was seen as a medium to deliver instructional materials to learners. PLATO system, which included vocabulary drills, short grammar explanations and drills, and translation exercises, is a good example for this phase.
2. Communicative CALL is the second phase which gained importance in the 1970s. It focuses on authentic communication and use of forms rather than the forms themselves. 3 different CALL models were used for communicative activities: computer as tutor, computer as tool and computer as stimulus.
3. The third phase is called Integrative CALL. It was developed in an effort to address some criticisms of the communicative approach by both integrating the teaching of four language skills.
วันอาทิตย์ที่ 28 ตุลาคม พ.ศ. 2561
Week 11 Advantages and Disadvantages of CALL in Language Learning
First, the use of CALL to support in language learning
provides students with the authenticity of the input. At this point, students
can have an opportunity to interact one or more of the four core skills, namely
listening, speaking, reading, and writing because they have to use or produce
text meant for an audience the target language, not the classroom (Garrett,
1982) Teachers can use CALL to provide easy authentic access to a variety of
language learning resources and multimedia components of dynamic and such as
input in all areas of language that teachers could not offer without additional
teaching aids.
Second, in
alignment with the output hypothesis as articulated by swain (1995), CALL,
especially computer mediated communication or CMC, helps encourage foreign
language learners to produce comprehensible output. That is, interaction
through CMC learners to receive input, to use feedback to monitor their
language, a to produce output that becomes input for other learners
(Egbert).
Third, since language learners have different purposes, and
classroom teachers might not be able to have way of responding to
their purposes. CALL is able to provide learners with the kinds of
information and support that they require to complete individual tasks and to
respond to the diversity of learner needs even within a single classroom
structure.
Advantages and Disadvantages of CALL
Advantages
• Interest and motivation
• Individualization
• Appropriate learning style
• Effective use of learning time
• Immediate feedback
• Error analysis
Disadvantages
• Less-handy equipment
• Economical factors
• Lack of trained teachers
• Insufficient speaking programs
• Inability to handle
unexpected situations
วันเสาร์ที่ 27 ตุลาคม พ.ศ. 2561
WEEK 10 The elements of CAI
1. Texts
2. Sounds
3. Pictures
4. Animation
5. Hypermedia or
Hyper graphic
วันจันทร์ที่ 22 ตุลาคม พ.ศ. 2561
WEEK 9 Steps to design CAI
CAI design process. There are 7 steps.
👉 1. Preparation
👉 2. Design Instruction
👉 3. Flowchart Lesson
👉 4. Create
Storyboard
👉 5. Program Lesson
👉 6. Produce Supporting
Materials
👉 7. Evaluate and Revise
Screen design of lesson.
👉 Resolution of the
monitor
👉 Using color
👉 The layout of the
screen
วันศุกร์ที่ 12 ตุลาคม พ.ศ. 2561
WEEK 8 Computer-Assisted Instruction (CAI)
"Computer-assisted (or aided)
instruction" (CAI) refers to instruction or remediation presented on a
computer. These tools improve instructional qualities. CAI's were also known as
CBTs (Computer based training) when they were used to "train"
individuals for vocations.
1. Advantage of CAI
- Motivate student to participate.
- Students can learn by themselves.
- Use multimedia for interested.
-reduce the time and ode for learning.
- Students can learn anywhere and anytime.
2. Disadvantage of CAI
- Limit number of program.
- We have to use time to construct the lesson.
- Creative thinking
limit.
วันอาทิตย์ที่ 7 ตุลาคม พ.ศ. 2561
WEEK 7 Corpus for classroom: Ideas for Material Design
In this paper, two researchers aim
at highlighting several ways through which corpora can be integrated in
language classrooms to teach students of various levels.
Corpus-based Activities and Ideas for Material Design.
💁 Elementary
student: Collocations: make/do
👉 Verb pairing game
👉 Computer cloze
activity
👉 Screen shot analysis
💁 Intermediate
students: Modal verbs
👉 Contextual Analysis
👉 Cloze activities
👉 Spot the error
activity
👉 Multiple-choices
👉 Express yourself
💁 Upper
intermediate students: Phrasal verbs
👉 Cloze activity
👉 Cloze activity
💁 Advanced
students: Idiomatic Expression:
👉 Concordance Analysis
👉 Pragmatics: Situation
analysis
👉 Concordance Analysis
วันเสาร์ที่ 6 ตุลาคม พ.ศ. 2561
WEEK 6 MODAL AUXILIARY IN BRITISH ENGLISH: A CORPUS-BASED STUDY OF MODALITY THROUGH BRITISH NATIONAL CORPUS
This paper present about Modality, BNC web and Corpus
Linguistics.
1. BNC web
Provides means of corpus linguistic
analysis. Is a useful device to explore practical usage in English Language. Beside
common grammatical knowledge.
2. Objectives
Shed some light on modal verbs of
which meaning are difficult to make distinction on theoretical background.
Affirm that modalities can be
interchangeable due to different context, such as gender, type of data,
perceived level of difficulty.
3. Methods
Three modal verbs
(should, have to, must) will be scrutinized by available functions
(distribution, collocation and concordance) via BNC web in order to offer
empirical information, such as grammatical usage and discursive practice, of
modalities in British context. Details of methodology in each function will be
subsequently explained in results and discussion section.
วันอาทิตย์ที่ 23 กันยายน พ.ศ. 2561
WEEK 5 Using corpus analysis software to analyse specialized texts
Download the latest version of Antconc and watch YouTube tutorials from
http://www.laurenceanthony.net/software/antconc/
1. Run the program.
2. Open Files or Open Dir.
3. Choose the function.
4. Clear All Tools and Files before selecting opening new files.
5. Save Output to Texts File to save output.
+++FREE+++
วันเสาร์ที่ 22 กันยายน พ.ศ. 2561
WEEK 4 Digital writing paper
Questions for digital writing paper.
1. What are the problems struggling writers have in writing
classes?
The
learners always write slowly or illegibly.
2. What does 'digital
writing' refer to?
digital writing is used
to define a change in the writing environment where writing is produced on the
computer.
3. What are the three digital writing tools? Give brief
descriptions?
Blogs
Instant Messaging (IM) - MSN,
Line, Twitter, Skype, chat-room
A social network site (SNS)
4. How has digital writing enhanced the teaching of writing?
Learners
actually type out what they want to communicate to the group or readers.
5. What are the things that you
should take into consideration to employ digital writing for teaching academic
writing?
The symbolic abbreviations
Exaggerated or misplaced
Emoticons
6. Which activity do you like most? Why?
For learning I should have the knowledge about digital writing and practice.
WEEK 3 The Use of Multimedia in English Teaching
The Definition of Multimedia
Multimedia is the use of computers
to present text, graphics, video, animation and sound in an integrated way.
Components of Multimedia
1. Text : It is fundamental element in all multimedia application. Teacher
can use different size, color, and style to present information.
2. Graphics : It refers to images and pictures such as, diagram, chart, photograph. Graphics can stimulate interesting, improve understanding ability of language.
3. Animation : Animation is speedy display of a sequence of images.
4. Sound : It is speech, music or any other sound produce by computer. In Multimedia, teacher can use more sound to help students English learning.
5. Video : It is the visible part of a television. Video can offer more vivid information.
2. Graphics : It refers to images and pictures such as, diagram, chart, photograph. Graphics can stimulate interesting, improve understanding ability of language.
3. Animation : Animation is speedy display of a sequence of images.
4. Sound : It is speech, music or any other sound produce by computer. In Multimedia, teacher can use more sound to help students English learning.
5. Video : It is the visible part of a television. Video can offer more vivid information.
วันพุธที่ 25 กรกฎาคม พ.ศ. 2561
WEEK 2 Weblogs enhancing EFL students' English language learning
This study investigated the
potential value of Weblog use on English language learning in the context of a
university in Thailand. It examined students' perceptions of and attitudes
towards using Weblogs.
Three types of Weblog used in the language classroom are the tutor Blog, the learner Blog, and the class Blog.
The participants of this research were twenty undergraduate English major female students in the Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University. Their ages ranged from 22 to 24 years and they were in the fifth-year of their studies.
The majority of students (14) had home Internet access. Most (13) students had had no prior experience of Weblog use before undertaking the course Reading and Writing for Academic Purposes II. More than half (12) of the students did not use Weblogs in everyday life. Not many (8) students repeated that they sometimes used Weblogs as a means for communication and contact with other people.
Three types of Weblog used in the language classroom are the tutor Blog, the learner Blog, and the class Blog.
The participants of this research were twenty undergraduate English major female students in the Faculty of Humanities and Social Sciences, Nakhon Pathom Rajabhat University. Their ages ranged from 22 to 24 years and they were in the fifth-year of their studies.
The majority of students (14) had home Internet access. Most (13) students had had no prior experience of Weblog use before undertaking the course Reading and Writing for Academic Purposes II. More than half (12) of the students did not use Weblogs in everyday life. Not many (8) students repeated that they sometimes used Weblogs as a means for communication and contact with other people.
WEEK 1 Weblogs for Use with ESL Classes
What is a Weblog?
A weblog (or 'blog') can be thought of as an online journal
that an individual can continuously update with his or her own words, ideas,
and thoughts through software that enables one to easily do so. Unlike a
standard website, weblog entries are made by typing directly into the browser
and with the click of a button are instantly published on the internet. All
basic document formatting, like spacing, bold, italics, underline, and creating
links, requires no knowledge of HTML or FTP (File Transfer Protocol), so that
anyone who can type, copy, and paste can create and maintain a weblog. However,
with a very basic knowledge of HTML, users can extend their ability to
customize the layout of their blog and even add pictures to enhance its
attractiveness. Similar to an open journal, the accumulation of writings and
other content creates both a record of learning and a resource for others.
Furthermore, a weblog is interactive, in the sense that readers can respond to
any given entry with a comment and even threaded discussions can take place
depending on the software chosen.
Even though weblogs have been in existence since the very
beginning of the world wide web itself (Winer, 2002), free, commercially
available 'blogging software of the type discussed in this article, seems to
have made its first appearance in July of 1999 (Blood, 2000). Because of the
relative quickness and ease of publishing this type of software affords, the
number of users has grown tremendously since then, and we can now observe blogs
being used for personal, educational, journalistic, and commercial purposes. In
the following section, I will introduce three possible ways that weblogs could
be put to immediate use with ESL classroom learning.
วันพฤหัสบดีที่ 12 กรกฎาคม พ.ศ. 2561
สมัครสมาชิก:
บทความ (Atom)