FINAL STATEMENT

After six month of reading interesting articles and writing my reflection, I can say that I have learned many things such as use new technology tools that I can apply in my syllabus in order to make them interactive and significant for students. My goals has been accomplished and I am excited to put in practice this amount of knowledge.

Thank you for reading and comment my blog!

THE USE OF TECHNOLOGY FOR ASSESSING LANGUAGE AND GIVING FEEDBACK

María José López Aguirre.

Week 15: How to use technology to provide feedback.
Assessing language using computer technology.

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This week readings presented useful and interesting information about assessing language, feedback and technology. The first reading share information about computer-based language testing. Something that caught my attention was the benefits that this tool offer in order to create more efficient online tests. The software that I like the most was the Discovery School’s Quiz Center. It is a free tool that helps teachers to create their own quizzes. It has amazing options such as randomized items, require true/false, multiple-choice questions, etc. and send actual responses and automated scores to the students and teachers. It is also possible to add multimedia files including audio or video to create tasks that are more relevant to interactive language use. The second article explains how screen capture software offer an innovative way of providing feedback to students on different tasks such as essays, reports, presentations, etc. Something I learned from the article is that, for teachers, it is effective to give specific feedback without a great amount of typing. It also allows students to view actions on a screen where the teacher explains ways to improve the assignments.

To conclude, my impression with screencast for feedback has been meaningful, especially in online classes in which I cannot meet the teacher very often. I really prefer having feedback in screencasts because sometimes when teachers deliver written feedback is confusing to get the idea of the comments, but screen casting can make it very personal by viewing the screen where the teacher is correcting my work; and listening the teacher explaining the points to improve.

CREATING AN INTERACTIVE CLASSROOM ENVIRONMENT.

María José López Aguirre

Week 14: 10 Benefits of Getting Students to Participate in Classroom Discussions
Increase Student Interaction with "Think­ Pair­ Shares" and "Circle Chats"

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The articles for this week mentioned the benefits and activities for increasing students’ participation and interaction in EFL classrooms. In the first article, a belief of mine that was confirmed was that teachers shouldn’t be the only person speaking in the entire class while students just listen to them without any interaction. So, having students participating, asking and answering questions, benefits teachers in a way that they can see the extent of their understanding. As a result, teachers can easily provide feedback or promote peer feedback in order to enrich students’ language proficient. Getting students participation is really useful in order to develop speaking skills. Students enhance this communicative skill by practicing and receiving feedback to correct their mistakes. I think it is important to engage students in every class by appealing their interest in the content, so they are more willing to share their thoughts. The second reading explained two activities to increase students’ interaction. The Think-Pair-Share is an effective technique used in order to give students the time to process their ideas with a partner before sharing them. Also, I love the Circle Chat which is another technique that promote student- to- student interaction. Using this activity every student are expose to different opinions and thoughts. Providing specific time they have the chance to speak with a new partner each time bringing new opportunities to interact standing in a circle. To conclude, teachers should encourage students to participate in classroom discussions, and give them the chance to interact with their classmates to enhance their language proficiency.

WORKING WITH PROJECT-BASED LEARNING

María José López Aguirre

Week 12: Maximizing the Benefits of Project Work in Foreign Language Classrooms
Seven Essentials for Project- Based Learning

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This week readings share information about the benefits that project work offers to ESL learning. Project-based learning (PBL) is an effective student-centered approach implemented in language classrooms in order to engage students, increase their motivation and autonomy during the learning process. Students acquire knowledge by working for an extended period of time to gather information, investigate and respond to a real-life issue. Also, students can develop collaboration, communication, critical thinking and the use of technology, which will serve them well in the real world. I really like were the ideas presented for a final outcome of a project. For example, the bulletin board display, written reports, posters, role-plays, multimedia presentations, videos, and podcasts. The second article is focused on some essentials for PBL. Something that caught my attention was that teachers have to consider some elements when making a project. They have to activate students’ need to learn new content by launching a project that engage their interest and initiates questioning. Moreover, students have the opportunity to choose any topic to study in order to design, create and present new projects. The most important element of PBL is that teachers should design projects with the extent of students’ choice that fits their own styles, so it is meaningful for them. Something I learned from this article is that when working on projects students are engaged in compiling, processing, exchanging information in order to produce a successful project outcome. Finally, PBL is a dynamic classroom approach in which students actively explored real life problems and challenges and acquire a deeper knowledge.

MOBILE PHONES AS SUPPORTIVE TOOLS FOR ESL LEARNING

María José López Aguirre

Week 11: Twenty Ideas for Using Mobile Phones in the Language Classroom

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This week reading present amazing ideas for using mobile phones in language classroom.  My initial reaction to this article was good. I really like the activities that were described in the article due to the fact that mobile phones provide many potential functions which students are familiar with, and offer them the opportunity to enhance their language learning in various skills. Something I want to remember from this article is that there are many programs that have easy access to materials, so that students can practice anytime and anywhere. Also, it is noticeable that learners are more willing to work on their cellphones rather than using computers. Something that really caught my attention was the idea about using the voice memo recorder. Applying that activity students can record interviews or conversations they engage in outside the classroom. Besides, teacher could consider to require students to use the vocabulary or grammar structure they learned in class in order to get them use the language. They also can request students to share the recordings in class, promoting discussion of the same topic, and feedback from teachers and classmates. Something that teachers should acknowledge is that not all the students have access to mobile phones and wireless, so it is important to adapt the activities to their possibilities. To conclude, using mobile phones in the classroom gives students control over their own learning providing practical materials they can use in their spare time outside classroom in order to increase their language proficient.

THE APPLICATION OF COLLABORATIVE ONLINE WIKIS

María José López Aguirre
Week 10: Online Collaborative Writing Using Wikis.
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The reading for this week share amazing information about incorporating software such as wikis to promote collaborative writing for ESL students. My initial impression of this article was good. I like this article because is the description of a writing project base on the experience of a teacher. The element that really caught my attention was the tool incorporated to enhance writing competence. Teachers should take advantage of collaborative online wikis to promote writing tasks in the ESL classroom. Teachers can create their wikis for free, and provide a specific task to students, so they will have a purpose to access. Having students writing in groups is very useful as they work together to improve the organization of their ideas. Something I want to remember from this article is that teachers become technicians as they conducted students how to work on this tool. They introduced the prompts in order to encourage them to collaborate in their paragraph. Something I learned from this article was the importance of free expression and collaborative peer review. In that way, when students work in wikis they obtain feedback from their peers, which is different from the teacher’s, and orients students to accept constructive criticism in order to enhance their text. What surprised me in this article was the fact that it is easy for teachers to be monitoring and supporting the process of their students’ writing as they have free access to this tool. To conclude using wikis writing projects is an effective tool to develop students’ writing skill.

APPLYING CALL INTO VOCABULARY ACQUISITION AND READING SKILL

Maria Jose Lopez Aguirre

Week 8: Online English-English Learner Dictionaries Boost Word Learning.

Using Technology to Assist in Vocabulary Acquisition and Reading Comprehension.

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This week articles contain useful information about using CALL to enhance vocabulary acquisition. Something that caught my attention from the first article was the implementation of learner dictionaries designed for ESL/EFL students. Amazingly, these online dictionaries are available for students in the web providing features such as meaning, frequency use, examples, collocations, etc. that ease learners to acquire new words strategically and enjoyably. Something I learned is that corpus-based dictionaries are appropriate to use because the content is based on authentic environment that show how the language is actually used. So, students should became aware of what kind of dictionaries use, that help focus mainly on frequent word usage and meaning. Furthermore, when learners encounter the vocabulary many times in any material they are more willing to retain the meaning of the words. The second article is focused on the role of vocabulary acquisition in reading comprehension. My favorite quote from the article was “good readers have a rich vocabulary, and similarly, a rich vocabulary is one of the key elements that ensure reading proficiency”. In fact, vocabulary plays a major part in reading proficient due to the requirement that EFL/ESL learners should know a considerably number of words to reach the necessary grade of comprehension of the text. Moreover, multimedia offers content which contain annotations, such as pictures, videos, and interactivity facilitating the retention and learning of new words. To conclude, CALL provide meaningful materials that can be applied to foster the usage of learner-oriented dictionaries in order to develop vocabulary acquisition and reading skill, becoming both elements closely related.

INTERNET-BASED READING AND WRITING LEARNING STRATEGIES.

María José López Aguirre

Week 7: Using Internet - Based Children's Literature to Teach EFL.
Using the Internet in ESL Writing Instruction.
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The articles from this week give essential information about using Internet to enhance reading and listening skills. The first journal provides information about implementing Internet resources to develop the reading skill of young learners. It is important to acknowledge that young students become willing to acquire new knowledge by fostering an autonomous literature. Students are more interest in learning by being exposed to the vocabulary in a specific context in a reading rather than memorizing and looking for the meanings in dictionaries. Internet provides potential resources for reading materials that are accessible to students, and helps them to be independent readers by letting them select the materials they prefer, and practicing outside the classroom. Moreover, there are many tasks teachers can give to students in order to stablish specific purposes for the readings. The second article remarks the importance of applying Internet-based activities to improve the writing of L2 learners. Something that caught my attention were the amazing writing genres that serve authentic communicative purposes, such as creating a class website, e-mail connection, and web pages. Furthermore, students have the chance to work in a collaborative learning environment by acting in an electronic community in which they can interact, share files and offer peer feedback among them. What surprised me in this article was that teachers should analyze how they are going to integrate on-line activities into the syllabus in a connected way, and being aware of their students’ interest and necessities is crucial. So, when appealing to their style they are willing to create, analyze, and produce information and ideas more easily and efficiently. To conclude, Web-based networking tools offer excellent opportunities to conduct the improvement of reading and writing skills into ESL learning.

INTERNET INTO TEACHING SPEAKING AND LISTENING SKILLS.

María José López Aguirre

Week 6: Speaking and Listening Online: A Survey of Internet Resources

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The reading from this week “Speaking and Listening Online: A Survey of Internet Resources” presented important information about online activities that can be used to enhance speaking and listening skills. My initial reaction to this article was positive because I considered that having this kind of resources increases the opportunities for teachers to include CALL into their lessons, especially when teaching speaking and listening, and also facilitates students the acquisition of the target language. Something I want to remember from this article is that Internet plays an important role in learning a new language due to the fact that it allows students and teachers to be connected all over the world and provides a tremendous amount of information they want to encounter. In order to practice listening skills students can access websites that contain receptive communication activities (audio podcast, songs, news reports, interviews, movies, videos files, etc.) with their specific task (comprehension exercises, multiple choice/gist questions, gap fill exercise, etc.) So, they will have a specific purpose to listen or watch the materials. Something I learned from this article and that every teacher should know was that the synchronous activities, such as live chats and instant messaging, are considered beneficial to the enhancement of students’ aural/oral skills. These chat rooms allow users to communicate by writing or answering text messages in real-time interactions. What surprised me in this article was that ESL/EFL learners can successfully negotiate meaning with native or non-native speakers in order to give feedback and help themselves improve their mistakes in their learning. To conclude, these cutting-edge technologies are valuable tools that teachers should consider to apply into their lessons in order to enhance students’ second language learning and acquisition. 

HOW ENHANCE CRITICAL THINKING WITH TECHNOLOGY?

María José López Aguirre
Week 5: Critical Thinking and Technology
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This week article "Critical Thinking and Technology" was fairly interesting. It present information about how technology influence in many ways the critical thinking skills of learners. Something that caught my attention was the reasons why people learn. Intrinsic motivation play an important role in learning. Teachers need to recognize that students are most likely to become intellectually excited and motivated to work, when the learning objectives appeal to their attitudes and emotions as well as their ability to understand. Teachers also must be aware that people acquire knowledge naturally while trying to solve problems that concern them. Something I want to remember from this article is that knowledge comes from the ability to reason, understand, analyze, synthesize, and evaluate evidence rather than memorizing abstract information. Something that made me want to read more about was the information regarding to learning personalities, teachers should acknowledge that many people like visual input as opposed to auditory learning. For example, they like to learn and organize information inductively through experiences, and using visual aids such as pictures, diagrams, time lines or demonstrations in order to retain information easily. Technology offers teachers the opportunity to provide students a variety of visual resources in order to foster the ability to think critically and creatively, and benefit the acquisition of new knowledge.  Others prefer the speech or visual symbols of auditory information, such as written words or notations. Questions I still have are regarding about how technology can contribute to the critical thinking skill to those students that prefer auditory input. To conclude, teacher need to know their students learning personalities and stablish clear objectives for their learning before they decide if certain technologies can help them develop their ability to think critically and become active intellects.

THE BENEFITS OF USING INTERNET INTO ELT

María José López Aguirre
Week 4: CALL Me … Maybe: A Framework for Integrating the Internet into ELT
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The article from this week was really good. It share information about the implementation of Internet into English teaching and learning. Something that really impress me was the fact that there is an alternative framework for Internet integration into ELT in classrooms with access or no access to Internet.

The reading “CALL Me … Maybe: A Framework for Integrating the Internet into ELT” present the benefits of using Internet in Language classroom and how using it can improve the teaching and learning process of English. Something I want to remember from this article is that Internet offers exposure to English, along with the opportunity to manipulate the language and interact in it. Internet can be used to offer advice, facilitate analysis or conduct activities according to what student’s needs. It provides many resources that teachers and learners might exploit allowing them to use authentic or semi-authentic English Language Learning Materials. Something I learned from this article and that every teacher should know was that even if you have less access to Internet you can reproduce and save materials for use them offline. For example, printing pages or exercises, saving them on a flash driver to used them into the class. This technological tool can be used to engage students in a more interactive learning by stimulating creativity and fostering communication and collaboration. Something I learned and that I immediately wanted to share with a colleague was that mobile phones are more accessible than computers. So, teachers can allow students to use them in order to access to Internet just for academic purposes. To conclude, cutting-edge technology, such as Internet, is becoming a great tool for a good, and effective ELT.

THE IMPLEMENTATION OF PODCASTING IN LISTENING STRATEGIES COURSES

María José López Aguirre

Week 3:

Integrating CALL into the Classroom: the Role of Podcasting in an ESL Listening Strategies Course.

Blending Technologies in ESL Courses: A Reflexive Enquiry.

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The readings from week 3 provide amazing information about the role of podcasting in listening courses. Podcasts are digital media files delivered over a network such as audio and videos that can be downloaded and reproduced in all source of devices (computers, MP3 players, etc.) In education podcasting is becoming popular due to the fact that it has the potential to foster an effective integration of in-class and out-of-class teaching and learning process.

The article “Integrating CALL into the Classroom: The Role of Podcasting in an ESL Listening Strategies Course” presents how the implementation of this phenomenon are improving the activities and materials into listening lessons. Something I want to remember from this article is that the use of podcast improve the teaching process. Teachers can provide students a wide variety of audios that they can listen out of class in order to review and practice what they have learned. This learning tool also serve to motivate students by given them control over the input they receive. Something that surprised me a lot about that is that new podcast episodes are automatically downloaded to students’ devices once they have subscribed, so they can easily decide when and how often to listen or watch it. In the article, “Blending Technologies in ESL Courses: A Reflexive Enquiry” it is focus on the blending of technology in second language teaching contexts. Something that caught my attention was that teachers are fixing their syllabus in order to incorporate this blended approach. They also have to consider some aspects such as planning and design, or performance issues because that would allow for specific analyses of impact on learners. To conclude, podcasting is a potential tool that is becoming popular in listening strategies course.

DEVELOPING LEARNERS’ AUTONOMY WITH ICTS

María José López Aguirre
Week 2: Effectiveness of the Integration of ICT Tools and Activities to Foster Awareness as the First Stage to Reach Learning Autonomy
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The reading for this week provide interesting information about the integration of ICTs to foster autonomous behavior in the learning process. My initial impression of this article was excellent I really agree with the idea that teachers should engage students with activities to promote self-evaluation and self-monitoring to help them get to know themselves as learners. Something I learned from this article and that every teacher should know was the fact that when using appropriate activities and including technology in the classroom, teachers can contribute to increase learners’ motivation, autonomy and thinking skills in a significant way, but it also requires more time, guidance and effort when teaching to them.

Something that made me want to read more about was the importance of computer assisted language learning (CALL) to help teachers anticipate learners’ needs; for example, assessing learners in order to identify their learning styles and discover what is relevant for them. In addition, CALL offers a great variety of available resources in order to cover learners’ interest and preferences. In that way, they are able to react on their practices and management of technologies and sources. It is important to acknowledge that the role of the teacher becomes critical in order to offer support, accompaniment and preparation to receive new knowledge.

My favorite quote from the article was “The more autonomous a learner becomes, the more likely he or she is to achieve high language proficient”. Finally, I think that it is important for students to develop their learning autonomy, so that they are going to easily enhance their learning process in order to reach their setting goals.

LEARNING WITH CALL

María José López Aguirre
Week 1: Computer and Language Learning: an Overview.
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This week reading presented useful and interesting information about Computer-Assisted Language Learning (CALL). CALL embraces a wide range of information and communication technology applications and approaches to teaching and learning process.
The article “Computers and Language Learning” explains the three paradigms in which CALL was divided throughout the years (behavioristic, communicative, and Integrative). The most important stage that caught my attention is the Integrative CALL, a combination of task, project and content-based approaches to integrate students in an authentic context in which they would learn to develop various skills (speaking, listening, writing, and reading) using technology as the main tool into their learning process.
A belief of mine that was changed was having the teacher as the most important language source of knowledge in the classroom. However, something that surprised me from this article was seeing the teacher as a facilitator of learning that offer information in multiple media. The current philosophy of CALL emphasizes on student-centered approaches. Teachers training stimulates learners to use multimedia and other resources effectively allowing them interpret and classify their knowledge using their own organizing schemes.
The quote I want to remember from the article was “Activities that encourage students to explore and be creators of language rather than passive recipients of it further the idea of the learner as an active participant in learning” (Brown, 1991). It confirmed my belief that students retain more information, considered as relevant knowledge, by manipulating language data in an autonomous way using a variety of computer software programs.