TASK 4 - DESIGNING AN ESL CALL WEBSITE

Salam and good day.
The website that I created is intended for Form 2, intermediate students.
The language focus is on grammar, with Modal Verbs as the main topic.

Click here to view the website.

Thank you :)

WEB BASED LESSON PLAN

Salam and good day everyone.

This is the web-based lesson plan I designed for the week's task. Kindly click on the link encrypted earlier to  have access.

Befriending Endangered Species To-Date
[information transfer & persuasive writing]

The website concerned can be accessed here and click medium for entry to the follow up activity.

:-)

IN CLASS TASK [HYPERLINK & HYPERMEDIA] - DOLPHINS

DOLPHINS

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been common since Roman times. The more we learn about dolphins, the more we realize that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favor of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them.

:)

ARTICLE REVIEW

Salam.
This is another assessment to be evaluated. Task 2 is as follows:

Web 2.0 and Language Learners’ Motivation: An Action Research Study

Canadian Journal of Action Research – Volume 14, Issue 1, 2013, pg 51-68

Sardar M. Anwaruddin, North South University, Bangladesh

            This action research intends to seek the understanding of the effects of a CALL (Computer Assisted Language Learning) curriculum on students’ motivation. For comprehension to take place, the researcher applies an action research method to his inquiry in which he uses his own experience as the fundamental base of the study therefore making him a participant observer. It adopts a mixed-method means of data collection, involving experimental conduct of classes and the researcher uses “I” to deliver his findings for the result takes the form of his personal research story.  The research instrument used to back up the study include observation of students’ behaviour and attitudes in CALL classes in contrast to that of them in non-CALL classes. Apart from that, the researcher also collects data from responses elicited by students through an open-ended questionnaire. To meet his objective of the research, the researcher had designed CALL and non-CALL lessons to teach English to his ENG 102 class of 33 first-year undergraduate students at the North South University in Dhaka, Bangladesh. ENG 102 is a compulsory language course for undergraduates and mainly focuses on students’ college level composition skills with great emphasis placed on writing coherent and well-developed paragraphs. The sample is comprised of 18 male and 15 female students with varying socio-economic status and language proficiency, but all of them use computer-based technologies for communication and entertainment purposes. The study had spanned over a semester with classes being held for one and a half hour per week. Among his activities for the CALL-infatuated syllabus are creating a class website for discussion, reference and exercise, blogging, hyper linking media sources as well as conducting interactive and collaborative learning activities through one of the 2.0 websites, the Facebook. In collecting his data, the researcher uses naturalistic observation aside from recording the participants’ class attendance, punctuality and attentiveness in class.  In addition to that, the students are required to express their opinions regarding the CALL syllabus by completing an open-ended questionnaire at the end of the semester. The data are then categorised or triangulate into three primary sources; artifacts, observational data and inquiry to retain its validity. The first source, artifacts are the students-based data which provides insights to the participants’ perceptions of the technology integration whereas the students’ record of attendance indicate their motivation to attend classes. An artifact from teacher’s source on the other hand is the researcher’s personal journal written after each teaching lesson. The second one, observational data involves noticing behavioral patterns of participants by observing students during his class and also inviting visitors to observe the CALL and non-CALL classes and reevaluate the earlier data. Lastly, the inquiry source incorporates the role of an open-ended questionnaire to strengthen the data collected from the first two sources. The researcher tabulates his data by identifying keywords and labeling topics. The findings of the researcher’s action research project have demonstrated that the use of web 2.0 have increased the participants’ motivation in language learning. From the observation, it is noted that the students’ attention span and ability to stay on task in CALL classes is longer than that during non-CALL classes and the later sees students being fidgety and unable to sit still. Students’ attendance too during CALL classes is high in percentage, 99% whereas the attendance for non-CALL classes is slightly lower by 10%, and their scores from online tests to conventional test had increased tremendously. Finally, the findings show that the integration of blended learning had increased students’ interaction and therefore had helped students to grasp the course content and the students through the open-ended questionnaire mutually agreed for the need of implementation of CALL in learning a target language. The two main constructs for this research are learning and motivation. The researcher places great emphasis on sociocultural theory specifically Vygotsky who believes that learners learn by internalising various cultural aspects such as cultural, physical tools and symbols. Furthermore, he is inspired by one of the key principles of sociocultural theory of learning which speaks about the idea of cultural tools and artifacts that people encounter as they participate in the activities of daily life are critical to the nature of learning and development that arises.

            This action research has definitely caught my interest. To begin with, the approach used to tackle the constructs of research, the action research is very assuring; personalised but not biased. I find it convincing for the researcher acts as a participant observer and it is very appealing to me because educators are the primary resource of language learning in class and therefore know and recognize students’ language learning potential. Not just that, this research meets the need and quality vital to instructed second language acquisition research. It is authentic, practical, fit to all learners and most importantly had proven to be positively impactful to students.  It witnesses student’ complete control and conduct of his or her learning process and also acts as a medium of integrated discussion and collaborative learning. Upon analysing and synthesizing the research, I can deduce that it is well conducted. The findings are based on the three sources and the observational data are further verified by visitors of qualified academic personnel. To conclude, the research is significant for it is aligned with other empirical studies that have documented meaningful gains of students’ learning motivation when digital technologies are incorporated into official curricula. The research further testifies and prioritises the importance of technology-mediated L2 pedagogy making it a pioneer to future CALL syllabus and therefore a source of reference if the education system in Malaysia was to integrate this as part of its language learning module in school. Last but not least, it shed light to the theories of motivation and students’ learner agency, that students learn best by doing and internalising information gathered hence accentuates the need for teachers to manipulate and make the most of students’ motivation in learning.

The website from which the article is taken can be viewed here and its pdf is accessible  if you click this.
Thank you :)

JCROSS IN CLASS TASK

Here is the link :

https://www.dropbox.com/s/kyhou3nij4nzq7p/JCROSS%20FILM%20SIDEKICKS.htm

IN CLASS ASSIGNMENT; TASK 2 - MICROSOFT EXCEL MCQ WORKSHEET

Salam.
Encrypted in this post is the multiple choice question worksheet done via MS Excel.
Click here to view the worksheet.
or refer to
https://www.dropbox.com/s/srdc1x7ssx5efoe/AFIQAH%20AFENDI%20EXCEL%20WORKSHEET%20%28Autosaved%29.xlsx
:)

ESL WEBSITE EVALUATION

The website chosen to be reviewed is ESL Games World; http://www.eslgamesworld.com/

The evaluation is guided by the following questions:

1. What does the website attempt to teach? Are exercises included in the website? What are the types of exercise included? Are there immediate feedback? Are there different levels of difficulty for different proficiencies?

The website serves as a multipurpose medium to learning English as a second language by covering the elements of grammar, vocabulary, reading skills as well as listening skills in different genres of game. Reflecting its title, the website only serves games and exercises but explanation on answers are provided for learning purpose to take place. All the elements and skills are sorted into learners or visitors’ level of proficiency allowing rooms for enhancement and improvement. For instance, beginners who want to test their grammar knowledge would focus on simple tenses before proceeding to learning progressive tenses at the pre-intermediate department and the level increases as the hierarchy goes up.  The types of game prepared are very interesting, interactive and fruitful; incorporating authentic language use of an authentic situation happening in real life. They include penalty shoot out in which not only learners get to answer questions, they also get the chance to score goals from the shoot out thus providing learners the fun and experience of a virtual football game. There also other games such as spin the wheel for vocabulary, hangman, sequencing for reading games, snake and ladder for grammar and likewise. The modus operandi of each game is very simple. Once a visitor has picked his or her desired level of proficiency, he or she needs to select a game either by preference or by subject last learned. Once through, he or she would have to take an exercise and immediate feedback will be given. If the answer is correct, the learner would get to move to the next question after completing the game requirement. Say the football game mentioned earlier, each right answer will be given the right to shoot a penalty whereas if you answer wrongly the correct answer will be revealed and your penalty shoot will be denied. The same rule applies for all games offered on the website.

2.   What are the learners/visitors required to do with regards to learning the content of the website?

To begin with, the website is very easy to access because no signing up process is needed. Since the website only offers games and exercise, a sufficient amount of language knowledge is essential to answering the questions set during/in the games offered. However, if one is not fully equipped with the knowledge, fret not; it will feed learners competently as explanations are provided. If one answers wrongly, the feedback will help him or her by correcting the respondents’ answer hence serve as a reminder not to repeat the mistake again. In addition to that, the website is also interactive in the sense that it provides multi users at one time. Therefore, if one wants to go up against a friend in a competitive grammar game such as penalty shootout match or betting jeopardy games, they can invite a friend or go against the computer-programmed opponent. Aside from requiring the Java plug-in, there is no other requirement to access the website. Overall, it is a very friendly when it comes to generating and utilising the features.

3.     Does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self study?

Yes, it definitely does. Most of the games are very relatable to personal language learning experience. Games like hangman and spin the wheel are very significant when it comes to spelling, vocabulary and grammar done in class by the teachers. The only difference is that they are functioned via paper-pencil method. My teachers used to visualise the games on board or used manila cards and pictures to aid the lesson. Matching game was definitely the most significant during my time because students would rush forward to pursue the reading/grammar/vocabulary’s right match. Other than that, my teacher did use some power point games in class, as offered on this website. It was a brilliant experience since I came from the generation that has not gone through the rapid modernisation of language learning games. In short, the games offered utterly inject the memory of my own language learning and undeniably brings back the fun and engaging learning memories. I believe that this website can pass for edutainment value.



4.    Does the website present learners with something that cannot be done in a textbook? If yes, how so?

I would say it does present learners with something that cannot be done in a textbook. For one thing, it delivers a wide range of potential language learning, something that textbook cannot reach in a short period of time. Take for example the hangman game, immediate feedback cannot be accessed if one is to play it via text book unless when the teacher is involved. With the incorporation of technology, immediate feedback is portable. What is more interesting is that the website designs pleasing responses to every attempt at each game resulting in learners’ boost of motivation in learning which will in turn increase the willingness to advance and try more games associated to the target language. Furthermore, it is very practical. The website enables learners to self-monitor his or her study and directs individuals towards the meaning of language required to accomplish tasks. Going back to the example of the penalty shootout grammar game, the language used for the situation is very authentic by making the learners feel as if they are really about to shoot the ball against a keeper. Thus, it is very hands on and definitely handy.

      5.    Can you pinpoint some theories of language learning or teaching underlying the application?

In my opinion, this website implies the 'Multiple Intelligence' theory in combination to the Whole Language Approach. It accommodates a mixture of visual-spatial, musical, linguistic as well as logical-mathematical aspects in its exercise and games. The developers have successfully integrated graphics, motion, texts and cinematography into the language learning games. Learners are also subjected to multitask, to play games while answering the drill of questions which leads to another theory, drilling. I personally view the approach used by the website as inductive. Learners or visitors are first exposed to the language as a whole and later notice the rules that govern the language and this process is done repetitively to strengthen memory and understanding. As the visitors are obligated to independently monitor his or her performance, Krashen’s Natural Approach theory takes place. In his theory, Krashen states that learners need to be taught a level higher than his or her actual one (i+1) so that the mind is challenged and prepared for new information to set in. For me, the website is certainly governed and aid by these theories with a little modification and urbanisation to its implementation.

      6.    Does the website fulfill the potential of language learning? If yes, how so?

Yes, it fulfills the potential of language learning. Not only it provides a source of edutainment, the content is endearing. It mainly centers on our daily routines and utterances making it user-friendly and henceforth, caters to meaningfulness of language. Visitors or learners can freely use the examples and language given in daily life. Apart from that, the website covers many elements and skills in the target language, from grammar to reading and visitors are free to master any if not each of the offered skills. The website engages its visitors to constantly check their performance in certain area/s of concern and promote self learning and exploration thus imploring language learning potential.

     7. Would you like to use the application yourself in your future work? Yes? Give reasons. No? Give reasons. 

I would surely apply the application into my future work. I deeply believe that it is a necessary step especially in teaching the younger generations. As time progresses, the technology advances and therefore learners’ attention span are trickier to tackle. The learner fit theory definitely plays a role because the urban generation will succumb to using technologies in daily lives and perhaps paper-pencil approach might bore them. Hence, once in a while, I would love to incorporate the games on the website into teaching; a simple PowerPoint exercise will even do it. Besides, it is very practical and able to explore learners’ language learning potential apart from lessening teachers’ workload.