Group items tagged

all of which become searchable

You can share any note in Evernote with other people—even if they aren't Evernote users! So it's actually great for this.

The second type of bookmark is the one I use for Evernote. It's bookmarking stuff that you want to reference later, but not the kind of stuff you visit every day. Does that make a little more sense?

Forgot to mention my third type of bookmark, which are full articles I send to Readability/Pocket/Instapepr for reading later. That's more for pleasure reading than reference, which is what I use Evernote for.

communication and new technologies can certainly facilitate this essential aspect through, for example, videoconferencing and blogging. There are also lots of ways of recording and editing audio as a method of improving pronunciation, boosting learner confidence, extending speaking skills and deepening understanding. Filmmaking and animation also draw on a variety of useful skills and promote creativity, collaboration and personalised learning.

Technology is not going away and language teachers need to embrace its full potential to engage our 21st century learners.

This outcome tells us that the students seem to be more excited, talkative and social with one another, as well as chat/contribute more at the start of the course, but their overall participation rates were on a decrease during the duration of the course.

Furthermore, it has been shown that students prefer to contact their peer students rather than their tutor when they are struggling with coursework, facing difficulties in assessing facilities and understanding lectures

Flipgrid video and a QR code link to the video is stuck on the map? Geography, history and oral reports all rolled into one.

Claudio Zavala Jr. and Scott Titmas

rubric

The Educator's Guide to Flipgrid (2nd Edition).

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

The main culture goals:

Now the major communication goals:

For example, for the last presentational goal where they tell what happened, they only used a few verbs (won, nominated, said) as memorized chunks. Intermediate students were able to give more details and it sounded like a true narration of events with transitions.

And the remaining 3 C’s:

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.

“Second language singers”

Some in the song, some not. Students copy, listen, circle the vocabulary they hear.