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Marlene Johnshoy

Two Way "Tech" Tasks - EFL CLASSROOM 2.0 - 0 views

community.eflclassroom.com/...two-way-tech-tasks

interpersonal infogap tasks

shared by Marlene Johnshoy on 04 Aug 14 - No Cached
  • Marlene Johnshoy on 04 Aug 14
     
    Appropriate for our synchronous week! See what advice they give.
cwelton

(PDF) Exploring the affordances of WeChat for... - 2 views

www.researchgate.net/...-synchronous_language_exchange

carlatech18 web2.0 synchronouslearning education language socialnetworking

shared by cwelton on 09 Aug 18 - No Cached
afarachnps liked it
  • Web 2.0 as “a second generation, or more personalised, communicative form of the World Wide Web that emphasises active participation, connectivity, collaboration and sharing of knowledge and ideas among users
  • there is a longer time lag between sending and receiving text messages or audio files via the chat facility, although both parties are online at the same time. We thus coined a new phrase to capture the speed of such interaction, semi-synchronous, which is under investigation in this research.
    • cwelton
      cwelton on 09 Aug 18
       
      'semi-synchronous' engagement for language learning seems highly useful, to allow students time to formulate responses and even research vocabulary or grammar structures that they need to use before production in TL.
  • there is a tendency to not reach the stage of resolution in online asynchronous text-based discussion
  • ...6 more annotations...
  • It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.
  • facilitated the development of their speaking proficiency.
  • more feedback and more accurate output emerged,
  • check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.
  • suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.
  • the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation
    • cwelton
      cwelton on 09 Aug 18
       
      of course, but this doesn't mean the semi-synchronous activities weren't perhaps the best for their actual language learning...
Marlene Johnshoy

50 Ways To Use Music & Song - EFL 2.0 Teacher Talk - 3 views

ddeubel.edublogs.org/...50-ways-to-use-music-song

shared by Marlene Johnshoy on 25 Jul 17 - No Cached
  • Research suggests that students perform tasks where concentration is required, better with music playing in the background.
    • lars3969
      lars3969 on 25 Jul 17
       
      I'm guessing that it should be instrumental. Classical or jazz?
    • Marlene Johnshoy
      Marlene Johnshoy on 26 Jul 17
       
      They say that classical works best for this - right brain, left brain thing.
    • lars3969
      lars3969 on 25 Jul 17
       
      This sounds awesome!
    • lars3969
      lars3969 on 25 Jul 17
       
      Jazz chants, jazz chants. I feel like these get mentioned all the time, yet I know no teacher who has ever used them...
  • ...6 more annotations...
  • Students make a doodle video.  It’s easy to do and read about it here.  Students each make a picture for one line of a song. Put them together and then make a movie.
  • Carolyn Graham’s “Jazz Chants” are perfect for any class, young or old. The repetition, rhythm and simplicity of them make any lesson very effective.
    • lars3969
      lars3969 on 25 Jul 17
       
      Brilliant!
  • “Second language singers”
    • lars3969
      lars3969 on 25 Jul 17
       
      I like how simple this is.
  • Some in the song, some not. Students copy, listen, circle the vocabulary they hear.
  • lars3969 on 25 Jul 17
     
    This blog has good resources - some related to tech and some not. I like that the author links to a lot of activity and lesson plans - it's good to have models.
  • Marlene Johnshoy on 26 Jul 17
     
    This blog has good resources - some related to tech and some not. I like that the author links to a lot of activity and lesson plans - it's good to have models.
leahmyott

New Teacher Boot Camp Week 2 - Using VoiceThread | Edutopia - 1 views

www.edutopia.org/...cethread-new-teacher-boot-camp

carlatech20

shared by leahmyott on 22 Jul 20 - No Cached
  • It is an easy way to differentiate instruction while providing engaging choices to "show" learning, engage in conversation, and think openly and critically about content.
    • leahmyott
      leahmyott on 22 Jul 20
       
      Differentiation is so important for English learners. They don't always get a chance to make their voices heard, and this way, they can do it in their own time and space.
  • the value of a Web 2.0 tool is in its ability to enhance the student's learning experience, and allows teachers to be inspired to cultivate learning in a purposeful, dynamic way.
    • leahmyott
      leahmyott on 22 Jul 20
       
      I have found that looking on examples and tutorials gives me inspiration on ways to use Voicethread. I can be purposeful and dynamic - I feel I am at the tip of the iceberg in terms of ways I could use it.
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