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.

In-Class Assignment : Electronic Worksheet

Topic : Grammar - Adjectives
Level : Beginners
Link :


https://www.dropbox.com/s/ol4be370rwebt9d/AFIQAH%20AFENDI%208A%20e-worksheet.docx

AN INTRODUCTION TO CALL

1. My name is Afiqah Binti Mohamad Afendi.

2. I would consider myself incompetent in terms of computer skills. To begin with, I know the basic skills having gone under some computer-related courses since my Foundation years. However, to develop and comprehend the complicated ones is still a tricky task for me.

3. I would say I only know those that are needed for my academic needs such as the Microsoft programmes; Words, Excel, Publisher and so on. Apart from that, I enjoy accessing the 2.0 websites such as Instagram and the like since they are the 'it' trend lately. I look forward to mastering other sources with my enrollment in this course.

4. Yes, I have experienced computer-assisted learning previously due to the courses' requirement. I have also invented some educational websites and use them as part of the learning process in class. Other than that, I am exposed to the i-Learn system generated by the university in which discussions in multitude of ways take place online. They are all very beneficial and meaningful and I hope to better myself in it.

5. I did. I had them listen to a song from a website and guess its lyrics before showing them a video of the song and its lyrics in order to teach them 'modals' before proceeding to its explanation and exercises. I mostly use videos as aids for my teaching and I find it very useful as not only does it attract the students' attention but with the fun videos and sites, it leaves a bigger impression to the students hence increasing the students' retention of memory.

6. I believe it is very useful yet manipulative. It definitely gives away some entertainment to the students as it is resourceful, joyful and easy to access but I worry about some of the effects it may have caused such as students being too dependent on it and avoid real in-class activities. However, I look to it positively and deeply believe that teacher roles are significant and crucial for a fruitful CALL session to occur.

7. I expect this course to be very helpful in improving myself to become a better literate person. As technologies grow rapidly, I wish to become a person who can always keep up with the recent trend.  Now that I call myself a future teacher, I hope to always be on my toes and impress them with my computer skills that can inject the fun element into learning.

8. My topic for AE is "Teachers' Perceptions On School-Based Assessment (SBA)". Having experienced both teaching and coping/handling the SBA has triggered me to having this study for my academic exercise.  The supervisor assigned to me is Madam Norsiah Sirun. I still have a long way to go but I have told my supervisor that I would like to have a discussion session with her every fortnight. At the moment, I have completed my Chapter 1 as well as the questionnaire and currently working on my Chapter 2. As for the research part, I plan to have it done in March and evaluating the results from April onward. I really hope to finish in time so that I could concentrate on other courses.