TASK 4

Hi everyone! The semester is coming to an end so as the assignments. The following link will direct you to my website for the final task. I have used Wix.com and Powtoon.com in coming up with the website. Have a nice time browsing through! Thankyou.

'AFIFAH ANUAR WIX.COM

Web Based Lesson Plan

Virtual Animal Kingdom

Level  : Intermediate to Advance (Form 4)

Background Knowledge: Students have learnt about adjectives in the previous lesson

No. of students: 25 students

Time   :  30- 45 minutes

Aims   : To find specific information online; identifying adjectives related to the chosen animals

Technical Requirements

     1.     A computer and a set of headphone for each student
     2.     A stable internet connection and a Web Browser

Preparation:

1.  Find suitable audio to be used for the individual activity
2. Locate sites related to the topic
3. Prepare a worksheet, JCross

Websites:

1.   http://www.youtube.com/watch?v=Hd5rDy2dvZE
2.   file:///C:/Users/KBE/Downloads/Penguins.htm

Procedures:

1.    Individual Activity I

a)    Each student will be given a worksheet which contains an excerpt with blanks (Worksheet 1)

b)    Each student will be asked to fill in the blanks with the right answer by referring to the clues provided in the JCross worksheet which they will need to download from the link given by the teacher

c)    Once they have completed the crossword puzzle, they may transfer the answers to the blanks in the first worksheet

2.    Individual Activity II

a)   Students are asked to complete (Worksheet 2) which will be given to them

b)   Students are required to go online and follow the link given by the teacher – which will direct them to a video on youtube - 5 unusual facts about Penguins

c)    Students are asked to listen and watch the video

d)    Students are asked to finish the worksheet based on the video

3.    Follow-up Activity  

a)    Students are assigned into groups of 3 to 4

b)    Each group is assigned with one topic, one animal

c)    Students have to go online and find relevant information about the animal

d)    Students are to present on their findings in the next class

e)    The topics/ the animals that they will be assigned with are:

                                      I.        Deer

                                    II.        Panda

                                   III.        Rabbit

                                  IV.        Horse

                                   V.        Puppy

f)     Some of the websites that will be suggested by the teachers:

                            -  http://animals.nationalgeographic.com/animals/mammals/white- tailed-deer/

                            -  http://nationalzoo.si.edu/animals/giantpandas/pandafacts/

                            -  http://minecraft.gamepedia.com/Horse

                            -  http://www.rspca.org.uk/allaboutanimals/pets/rabbits

                            -  http://en.wikipedia.org/wiki/Puppy

Worksheet 1

JCross

Link -  file:///C:/Users/KBE/Downloads/Penguins.htm

file:///C:/Users/User.UiTM-PC/Downloads/Penguins.htm

Worksheet 2

Video- 5 Unusual Facts about Penguins

Dolphin Wonder World

                                                             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.

Here is the link to where you can also play games on dolphins!  

Just for additional information, do you know that dolphins are also among the endangered mammals? You may read the report here. 

Are you Malaysian enough?

Salam and Hi!

Give yourself a break! Explore the many wonders in Malaysia especially the beautiful islands. Do you know that Malaysia is one of those countries that offers a number of extraordinary and exceptionally breathtaking views of beautiful islands? Let's test yourself out! Attached here is a crossword that I made using JCross on 'Islands in Malaysia'. You may want to try it!

https://www.dropbox.com/s/bvksidk3hm7egwe/IslandsinMalaysia.htm

To love Malaysia is to know Malaysia

Article Review

Assalamualaikum and Hi!

1.         The title of the journal article that I shall be making a review on is- Technology and Task-Based Language Teaching: A Critical Review. This was taken from the CALICO Journal 2011, volume 28 No. 2 from page 498-521. This article was written by Chun Lai and Guofang Li both from the University of Hong kong and Michigan State University respectively.

            Dr Chun Lai received her master from the University of Illinois while her Ph.D from Michigan State University. She is now an Assistant Professor in the division of Chinese Language and Literature at the University of Hong Kong. Her areas of expertise include- teaching Chinese as a second/foreign language; foreign language curriculum design; technology and second/foreign language teaching and learning; and educational research methodology. She has produced a number of outstanding projects and research papers, one being rewarded as the ‘Outstanding Paper of the Year (2010)’ by Calico Journal, Computer Assisted Language Learning Consortium, U.S.A.

            Dr Guofang Li too is exceptional in her own ways. She is an associate professor of second language and literacy education in the Department of Teacher Education, Michigan State University. She received her Ph.D. from the University of Saskatchewan in 2000 and was a post-doctoral fellow (SSHRC) at the University of British Columbia during 2000-2001. Prior to joining MSU, she was an assistant professor at the University at Buffalo, where she was a recipient of the 2004 Outstanding Young Investigator Award. Most of her work focuses on the following areas; Asian immigrant children's home literacy practices; cultural conflicts and educational dissensions between Asian immigrant parents and mainstream schools/teachers regarding literacy learning and instruction; and Asian children's social processes of learning, especially the impact of the "model minority" myth, social class, and cultural identity on language and literacy development.

2.            This journal article was written to see the relationship between technology and Task-Based Language Teaching (TBLT), of how they provide mutual benefits for one and another. It also attempts to discuss the challenges in implementing TBLT in technology-mediated environments. It poses questions that tested on the credibility of technology in providing the benefits for task-based language teaching particularly looking at the demands of the groups of people who are highly involved in the process; the teachers, the students and the researchers.

            Task-based language teaching is an approach used to provide more authentic learning experiences to the students. One of the main concerns that have been ‘actively’ debated recently in the area of second language acquisition is the communicative aspect of the teaching and learning of second language in classrooms. TBLT demands for more ‘real world’ activities to be conducted in class. Teachers however are confronted with a number of challenges in devising ways to meet the needs of TBLT. Some of the challenges that were discussed in this journal article are; students’ high dependency on the teachers; cramped classrooms; students avoiding to use the targeted language; and mixed proficiency level in the classrooms. The use of technology however is seen to be capable of handling and tackling all the challenges listed.

            From several of studies that have been cross-referenced in this journal article, it has been proven that both technology and TBLT share a mutual reciprocity. Technology benefits TBLT in such ways that learning from tasks are enhanced and improved at an impressive rate. For example, it helps to increase the quantity of language production among the students through computer-mediated communication (CMC). Text-based CMC for instance is found to be motivating to students as they are less anxious and that they could actually track their own progress. Other sources of CMC such as audios and videos too have been found to be able to boost students’ motivation and performance at the same time.

            TBLT on the other hand serves as pedagogical framework to advance the field of technology-enhanced language learning. Students enjoyed the implementation of TBLT through technology in which the activities, the worksheets, the games are based on the principles and the concepts of TBLT. Several studies have reported on the positive feedbacks from both the teachers and the students on online tutorials that adopted a TBLT approach. Students too have significantly improved in terms of fluency and accuracy in the language production. Hence, it shows how technology and TBLT benefits one and another. This mutual relationship however as mentioned earlier is not as ‘smooth’ as we might think of as it too posses several challenges- from the demands of the teachers, the students and the researchers.

            Some of the challenges that were discussed in relation to the demands of the teachers, the students and the researchers are; the lacking of digital literacy and the skills to the use of various technologies among students; teachers not believing the value of technology and do not have the skills to implement technology-enhanced TBLT; and the questions raised by the researchers on the feasibility of adopting the conventional analytical framework for online interaction. The lack of understanding of both TBLT and the incorporation of technology into it from the teachers and the various skills that need to be mastered by the students make it hard for technology and task-based teaching and learning. These are some of the issues which according to the researchers need to be ‘worked on’.

           

3.       This journal article to me has been written well as it is able to provide clear insights of what TBLT really is and how it is interconnected with the technology. The approach where it first describes what TBLT is has helped me to understand how it is later connected with technology and why they are connected and are discussed together. By understanding the concept of TBLT, it gives me clearer view of how the education system is right now- the policies, the shifts, the focus, the needs and the demands that need to be met.

            In the later part of this journal article, readers were presented with evidences on how both technology and TBLT share a mutual relationship. Here, we understand that technology has served to be the medium where all the needs and the requirements of today’s education system are fulfilled. The approach which is to focus on communicative aspects sees technology removing and reducing some challenges that have arose before. For example, lowering students’ level of anxiety and ultimately providing a better classroom environment.

            This journal article was then ‘wrapped up’ with several questions and challenges that can be looked into and hopefully can be improved in implementing technology and task based language teaching. I like the way how the writers include this part as readers are not left with nothing but to think more about the topic being discussed. It is in a way calling for the readers to participate and contribute to the area of the research. As for myself, it makes me think more of how this is viewed in Malaysian setting.

            Malaysia too is now focusing on the communicative approach where we can see the changes made in the curriculum, from KBSR to KBSM and KSSR to KSSM. The teaching of English as a second language especially is no longer of those memorizing grammar rules instead it focuses more on the use of language- of how it can be used in the real world. Apart from that, we can also see that Malaysia is now more open to the use of technology in classroom setting where now more schools have installed computers and projectors in their classrooms. I too have once experienced this in which the school that I went to for my practicum provide a computer and a projector for each classroom and not to forget the stable internet connection they have at school. I was beyond thrilled to have all these things! Personally, I do agree that the use of technology in classroom aids the teaching process better especially in teaching English as a second language. It provides ease to both the teachers and the students. The teachers can have easier teaching preparations while students can learn better from online tutorials.

Text Reference: Technology and Task-Based Language Teaching: A Critical Review

MS EXCEL

Assalamualaikum :)

Attached here is the link to a set of multiple choice questions using MS Excel :) You are free to download and leave your comment here :)

https://www.dropbox.com/s/4t7h046sm51pmvb/Excel%20Multiple%20Choice.xlsx

Website Evaluation

Salam and Hi! This is my first website evaluation and I chose the following website to be evaluated-

http://www.eslgamesplus.com/fun-games/

Have fun reading my evaluation and do drop your comments if you have anything to say or argue about! :)

1.    The website brings the teaching and learning of English as a second language to a whole different level. It covers almost all the aspects there are for someone to learn about English. Topics include reading, writing, grammar and vocabulary. The website too provides a range of fun and interactive learning games, activities and exercises. There are also printable worksheets and downloadable power point slides which are all for free! Both the teacher and the students could benefit a lot from this website as it gives ease to the teachers in terms of preparation and of course it brings in a tinge of fun to the students. Apart from that, the games included provide immediate response to the users making it easier for them to identify their mistakes. Reasons on why their answers are considered wrong are provided too. This will definitely enhance their understanding as they will be able to identify and analyze their mistakes through the explanations provided. Another good thing about this website is that it provides games with different level of proficiencies. Hence, users could either start from the easy one to a more complicated task or they could also jump to the levels which they think best suite them.

2.    Users could either first sign up or use the website straight away. The advantages of signing up are; the users will be updated with news regarding the website through their emails and they will also be notified with any programs or promotions made through the website. By signing up too, users can provide feedbacks or give any comments to the website. This will of course be really helpful in promoting to the betterment of the website. However, signing up is not compulsory to all the users, it is optional. Users can still play the games online, download power point slides and even print worksheets from the website even if they are not registered.

3.    I remember the days when I had my practicum. It was indeed a fortunate event for me as I was placed at one of the leading schools in Malaysia, KISAS. At KISAS, each class is provided with one computer and one LCD and the school too has a very stable internet connection!  It has definitely brought in ease to me in terms of the preparation and the implementation of the lessons. There was one day where I finished my lesson earlier than what has been planned so I thought to myself, what should I do? I grabbed the mouse and I instantly ‘googled’ fun activities or games to be done in class. I clicked on a game and started to play with the students as a whole class activity. At first, I thought it would be a bit difficult since everybody would be involved at one time but to my surprise all my students cooperated and they seemed to really enjoy the activity. I managed to get the sleepy heads up too! Online games turned to be my best friend and my saviour ever since.

4.    Sure! The website does provide learners with something that cannot be done in classroom. For example, playing the ladder game. If this were to be implemented/played in the classroom, it will require either a really big board of the ladder game or a number of small versions of the board to cater the needs of every student in the classroom. It will therefore consume a lot of money to do so. If it is done online however, student could just simply form small groups and play it together as a group. No harm done! I’ve tested this kind of game (online board games) with my students before and they seemed to be more engaged which might probably because of the following reasons-

a)    The ‘board game’ is big and is projected in front of the class where everyone can see.

b)    There are sound effects which makes the game even interesting.

c)    It reduces the level of anxiety among the students. Why? They work as a group hence the decisions are made together- No pressure/ Expectation from others.

5.    Most of the games or exercises provided in this website serve as a medium for self study as no notes or explanations were included. It is only a medium where users can exercise what they have understood from what they have been taught/ learned. According to Krashen (1985), comprehensible input is the only true way a learner has to acquire a second language. Comprehensible inputs are often channelled through comprehension questions that test on the learners understanding. They may be provoked with question which will consequently lead to the concept of comprehensible output which is also a theory of Krashen. The output hypothesis states that it is the action of producing language, speaking and writing, which develops part of the process of second language learning (how proficient learners become). This website explains everything about comprehensible output. The only that may be lacking of this website is that it does not provide any activities where learners can exercise their listening skills.

6.    The website shows a great potential of language learning. First of all, it covers almost every basic or principle there is in the teaching and learning of English as a second language. There are grammar exercises, vocabulary games that help user to build their language. Learners are also provided with levels of difficulty which I think is a very good way for the learners to explore the language. Personally, if I were to do activities on this website, I’ll choose to start with the easiest one and move to the complicated ones once I passed all the ‘easy’ levels and I would do the same to my students! This way, not only the teacher will be able to know at which levels his/her students are, the students themselves can check on their progress. They will be able to analyze their mistakes which to me is very important in a learning process, to be able to identify and rectify your mistakes.

7.    Yes. Based on the review I made above, it is clearly that this website or the approach which is to include online games in language learning and teaching provides a lot of advantages to the users. However, as we know, technology can sometimes fail. Hence, in my opinion if online games were to be used in a classroom, it should not be used as the main activity rather it should only be used as some kind of revision where students are reinforced with things that they have already learned. Better be ready than stuck in the middle of the road right! One last reason why I choose to use this application is that it can check on both; individual performance and whole class performance as I can choose to use it as a whole class activity or I can also conduct the activities individually which obviously I will need to do it in a computer lab.