During the whole course of new technology in language teaching, there were several functional teaching tools that have affected my future English teaching. First, I think hot potato is a really practical teaching tool for language teachers to establish diverse categories of tests for students, which includes the most applicable test items types in this tool. Applying this tool to my authentic teaching, I have used this tool to establish some reading comprehension tests for my tutorial students, which reflected students' English reading comprehension skills as well as made me aware students' strengths and weakness in English reading comprehension. Secondly, WIKI and Bloggers are two interactional tool for language teachers to give feedback and supply complementary language practices for students. To me, I will adopt these two ways to my authentic teaching in the future that I will establish a blogging to add some useful reading material and videos for students to broaden their knowledge. Also, I will open a on-line forum for students to comment on different lessons after class. Thirdly, BBC WORLD is a multifunctional English learning tool to me. As a English teacher, I can adopt the teaching criterion to my authentic teaching as well as select some practical exercise for students. As a student in my spare time, I also will use BBC English website to upgrade my English skills. Fourthly, I didn't know 'Second Life' until I took this New Tech class. Obtaining distinct teaching skills from Second life, I have adopted to my communicative English teaching for my tutorial students. I have encouraged my students to open accounts on it and all of us have chatted in Second Life community for a while. At this case, most of my students found it is really useful to reinforce their written English as well as enhance their interests in English learning. Later on ,I am trying to host a on-line class from Second Life in order to improve students' oral English as well. I think it would motivate the introverted students to practice their oral English. In conclusion, I have gained several theoretical and practical support from this course. Finally, I want to thank Professor Christoph and MATESL course and I learn a lot from this program.
Monday, April 26, 2010
Sunday, April 25, 2010
Reflection on language learner behavior in a virtual environment
This article is focusing on investigating language learners' behavior in virtual learning
environment. Roed (2003) launched an experiment to investigate participant students'
communicative behavior structure in foreign language learning through computers. There were 13 student participants took part in the research, who were first and second-year students learning Danish. All the data was collected by observation and analyzed by transcribed. According to the data, the author found out that there were some strengths for language students to gain via computers. For one thing, language learners won't be distracted by accent during the practice as well as there no rush time periods or distractions for students to learn on line. For another, direct and instant reaction won't be display on line that introverted students won't be discouraged to learn. However, there are still drawback exist that language teachers should pay attention to. One the one hand, computer-assisted language teaching and learning is functional to assist the language learners who are not willing to speak in public. On the other hand, it is useful to affect students' cognitive development in learning foreign language learning. Generally speaking, virtual language learning environment is beneficial to language learning in strengthen their language on line that further research would be carried out to apply this method more thoroughly to language learning and teaching.
As an English teacher, I found virtual language environment is useful to language teaching and learning. First, I would apply this method to facilitate my students to practice their oral and written English after teaching new classes to students. At this case, students would be strengthened their oral English on line, especially useful for the shy students. Second, when I adopt this method to authentic pedagogy, I would set it for the lower and intermediate English learners for specific learning. At this case, such groups of students would catch up the chance to practice on line to compensate the time they lost in class. In conclusion, this method will be applied to my authentic teaching that it greatly bridges the lag between group work English learning and individual English learning.
environment. Roed (2003) launched an experiment to investigate participant students'
communicative behavior structure in foreign language learning through computers. There were 13 student participants took part in the research, who were first and second-year students learning Danish. All the data was collected by observation and analyzed by transcribed. According to the data, the author found out that there were some strengths for language students to gain via computers. For one thing, language learners won't be distracted by accent during the practice as well as there no rush time periods or distractions for students to learn on line. For another, direct and instant reaction won't be display on line that introverted students won't be discouraged to learn. However, there are still drawback exist that language teachers should pay attention to. One the one hand, computer-assisted language teaching and learning is functional to assist the language learners who are not willing to speak in public. On the other hand, it is useful to affect students' cognitive development in learning foreign language learning. Generally speaking, virtual language learning environment is beneficial to language learning in strengthen their language on line that further research would be carried out to apply this method more thoroughly to language learning and teaching.
As an English teacher, I found virtual language environment is useful to language teaching and learning. First, I would apply this method to facilitate my students to practice their oral and written English after teaching new classes to students. At this case, students would be strengthened their oral English on line, especially useful for the shy students. Second, when I adopt this method to authentic pedagogy, I would set it for the lower and intermediate English learners for specific learning. At this case, such groups of students would catch up the chance to practice on line to compensate the time they lost in class. In conclusion, this method will be applied to my authentic teaching that it greatly bridges the lag between group work English learning and individual English learning.
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