Group items tagged

"This study explored affective factors in learning English as a foreign language in a 3D game-like virtual world, Quest Atlantis (QA). Through the use of communication tools (e.g., chat, bulletin board, telegrams, and email), 3D avatars, and 2D webpage navigation tools in virtual space, nonnative English speakers (NNES) co-solved online content-related problem quests with native English speakers (NES)."

This is a listing of ways to use social media in the classroom.  

I like what srafuller says about not expecting students to be like we were when we were students. I struggle with that in all the classes I teach, not just the foreign language. I work to be conscious of reaching students "where they are" every day. Not only that, but we need to be conscious (at least older teachers like me) of not teaching the way we were taught!

I really like this article! Simple, to-the-point, useful suggestions for several on-line applications. I tried out Duolingo but was chagrined to find out they don't offer Russian (Ukrainian and Esperanto but not Russian?!). I could, however, study English from Russian, which has several activities (especially translation) that my students can use. Thanks for posting this article!

"The Digital Library is a database of articles about successful VoiceThread projects. Our hope is to create a resource that offers guidance and inspiration for people undertaking new projects."

Abstract: In recent years, a sharp increase in the number of academic studies around the use of video games and new media for educational purposes has greatly expanded our understanding of their potential for enhancing learning.

Constantinos, this a great resource of information. Thank you for sharing! I haven't sit down to read it all, but skimming through it I found plenty of interesting information. I was always interested in using video games or educational games for language learning, but never took initiative in reading anything on the topic. In the beginning of "From "Authentic Materials" to "Live Materials" section, the author mentions that the culture should not be described to students, but rather facilitate a platform for them to actually participate in that culture. I see how we can do that through games, but is there any of you using other means to do it? Is it possible to do it through social networks or second language learning networks? If yes, how exactly? Any thoughts on this?

YouTube video about using Edmodo and Chalk for FL Storytelling

"Teachers can use digital storytelling as a teaching tool in the classroom. This page addresses how to best utilize software such as Photo Story 3 in ESL or foreign language classrooms."

If you're looking for a school or classroom for your students to partner with, there's no place like the World Wide Web. "People need to get out there and form an online presence," says high school French teacher Toni Theisen. There are online communities everywhere just waiting to be blasted with your callout for a sister classroom.

An example of Voice Thread used for a group discussion.

Interactive white board activities for teachers of French as a foreign language

I originally signed on to this blog (and downloaded the e-book) because I was so interested in teaching with technology. But Matt is a foreign-language teacher, and I'm really intrigued by the way he organizes his curriculum around Performance-Based Learning and questioning.

Ideas on how to use google apps in the FL classroom

great article for literature review and explanation of acronyms and historical background

Thanks for sharing this incredible resource!

Examples on how to use Whatsapp in the language classroom

The use of Whatsapp in the language classroom to promote conversation in the target language

This one worked! and I can see your highlights! =)

This is "a how to" resource to help you prepare Presentational Tasks.

PDF of presentational communication strategies. Includes both speaking and writing strategies and ideas for technology inclusion.

This empirical study indicates the positive effect on synchronous communication between students in Japan who learn English and students in US who learn Japanese, using Skype.