Hot potatoes is really an useful software for creating cloze passage, matching and sequencing for the quizzes or exercises. It is easy to handle and quite interactive. I like the cloze passage most because hints can be given to students so that at least they can try to do it on their own. We can create some practice drilling exercises for students to do at their home on their own because they can check the answers immediately. This will save a lot of marking time. It is most useful for some initiative students who do the exercises careful.However, we cannot control the process. They may do the exercises by random. I just wonder how we can check how they perform in the exercises so that we can monitor the students to do them carefully. Otherwise, it will be a waste of time for creating exercises like that.
On the other hand, if we create quizzes with Hot Potatoes, how should we save the results of the students? Are there any functions of checking the students' first result? Maybe they will remember the answers given by the computer and do it again. Can they?
2010年2月25日 星期四
2010年2月18日 星期四
Reflection on Reading 1(CALL)
Computer Assisted Language Learning:
an Introduction
by Mark Warschauer
CALL(computer-assisted language learning) has developed rapidly and is divided into three phases: behavioristic CALL, communicative CALL, and integrative CALL. The behavioristic CALL entailed repetitive language drills and can be referred to as "drill and practice". This is a traditional way of language teaching. It is especially effective for self learning but only for those who are highly motivated. For my students, they feel really bored with practice and drilling.
For communicative CALL, it is a kind of motivation for student to practice English online. It avoids telling students they are wrong and is flexible to a variety of student responses. This CALL model used for communicative activities involves the computer as stimulus. The purpose of this CALL model is to stimulate students' discussion, writing, or critical thinking. In my school, we have purchased a kind of i-learning by English language interactive exercises and games. The name of the program is called “I-learner”. (http://www.i-learner.com.hk). The program is very interactive. However, it is quite effective only for some well-behaved students because the students can learn English on their own at home. However, the bad students may just do it by clicking the buttons randomly even though we take them to the computer room to finish it.
Integrative CALL is the combination of behavioristic CALL and communicative CALL. The effectiveness of Integrative CALL depends very much on how teachers and students use the software in learning English Language. In fact, for my students, Integrative CALL is an ideal approach but it is hard to implement it since the students are badly behaved. For the well-behaved students, they are really benefited from the use of multi-media because it provides more authentic learning environment and students have great control over their learning so that they can learn at their own pace. But for my students, they are reluctant to learn no matter what. They like to play computer games such as gambling games. However, when I ask them to do the group project and search for some information on their own, they seem to be unable or reluctant to do it. Last year, 3 out of 8 groups could not finish their projects which required them to use computers.
an Introduction
by Mark Warschauer
CALL(computer-assisted language learning) has developed rapidly and is divided into three phases: behavioristic CALL, communicative CALL, and integrative CALL. The behavioristic CALL entailed repetitive language drills and can be referred to as "drill and practice". This is a traditional way of language teaching. It is especially effective for self learning but only for those who are highly motivated. For my students, they feel really bored with practice and drilling.
For communicative CALL, it is a kind of motivation for student to practice English online. It avoids telling students they are wrong and is flexible to a variety of student responses. This CALL model used for communicative activities involves the computer as stimulus. The purpose of this CALL model is to stimulate students' discussion, writing, or critical thinking. In my school, we have purchased a kind of i-learning by English language interactive exercises and games. The name of the program is called “I-learner”. (http://www.i-learner.com.hk). The program is very interactive. However, it is quite effective only for some well-behaved students because the students can learn English on their own at home. However, the bad students may just do it by clicking the buttons randomly even though we take them to the computer room to finish it.
Integrative CALL is the combination of behavioristic CALL and communicative CALL. The effectiveness of Integrative CALL depends very much on how teachers and students use the software in learning English Language. In fact, for my students, Integrative CALL is an ideal approach but it is hard to implement it since the students are badly behaved. For the well-behaved students, they are really benefited from the use of multi-media because it provides more authentic learning environment and students have great control over their learning so that they can learn at their own pace. But for my students, they are reluctant to learn no matter what. They like to play computer games such as gambling games. However, when I ask them to do the group project and search for some information on their own, they seem to be unable or reluctant to do it. Last year, 3 out of 8 groups could not finish their projects which required them to use computers.
2010年2月8日 星期一
Reflection on the game "Second Life"
Second Life is a game of virtual life. It is quite interesting that we can change the character as we like. We can fly and explore everywhere. We can create something we like,though with quite limited choice(As I know). I was really excited when I met someone I know online and they looked very funny. It was really funny when I saw my character appearing on other screens but from different angles. I was puzzled sometimes since I was not familiar with the functions of the game. I think it may arouse my students' interest in learning some vocabulary items especially for the functions. It may be better if I take them to the computer room and ask them to create a character on spot for the first time. Then, they should play with their classmates at the same time. I think they will continue to play it at home without my asking them to.
Reflection on the reading
After reading the article "Language Learner Behaviour in a Virtual Environment" by Jannie Roed, I think it may be true that the students will be less inhibited when they talk online. However, the use of language may be an obstacle for them because my students are really weak in English. They are inhibited by the language rather than the mode of communication. Of course, comparing with face-to-face communication in English, virtual world may be a good place for them to practise their English.
2010年2月2日 星期二
Feeling about new technology in language teaching
New Technology in language teaching is really a challenging and stimulating way to teach language. It may be easy and interesting for the younger teachers especially those who live online. However, for older teachers like me, it is really a challenge.
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