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When you find a video that works for you, trim the clip to a length that you like then write out your question and answer choices.

Zoho Survey

The best feature of Quizdini is that you can create explanations of the correct answer for your students to view immediately after trying each question in your quiz.

ImageQuiz is a free service that allows you to create quizzes based on any images that you own or find online. When people take your quizzes on ImageQuiz they answer your questions by clicking on the part of the picture that answers each question.

Socrative allows me to create single question and multiple question quizzes with multiple choice and or open-ended responses.

First, Infuse Learning allows you to create multiple rooms within your account. That means you can create a different Infuse Learning room for each of your classes rather than re-using the same room for all of your classes. Second, Infuse Learning allows you create questions that your students draw responses to.

Using Google Forms you can create multiple choice, true/false, and free response questions quizzes. The latest version of Google Forms allows you to include pictures in your quizzes.

Integrating social software with LMS aims at active participation, interaction and collaborationbetween the members of an academic community

advanced features, such as group video calls, require users to pay a fee and upgrade to a premium account to get the service. Calling fees vary depending on the countries the user calls and the amount of time spent on calls. Subscribing to a premium account, which will allow users to use services such as group video chats, currently costs US$59.88 for 12 months. US$4.99 per month is not very expensive.

Limitations Although Skype and Skype in the classroom provide an intriguing option for language teaching and learning, there are some limitations as well. First, there are minimum download/upload speeds required for using Skype. For example, video calling and screen sharing require 128kbps/128kbps as the minimum download/upload speed; group video calling requires 4Mbps/128kbps as the minimum download/upload speed. Therefore, Skype users need to check whether their Internet connection meets such requirements to avoid video and audio lag during Skype lessons.

Second, Skype and Skype in the classroom promote authentic learning. According to Lombardi (2007), authentic learning emphasizes “real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in a virtual community of practice” (p.2). Thus, authentic learning happens as learners participate in real-world relevant tasks that require their judgment to distinguish information, patience to participate, ability to adapt themselves to unfamiliar contexts, and flexibility to work with people from different cultures. In this view, Skype and Skype in the classroom allow language teachers and learners to participate in a context of authentic learning.

The ACTIONS model, proposed by Bates (1995), is a practical guide for educators and policymakers to select and evaluate the use of technologies for teaching and learning. The ACTIONS model involves the following criteria: Access: How accessible is a particular technology for learners? Costs: What is the cost structure of a particular technology? Teaching and learning: How does a particular technology support teaching and learning? Interactivity and user-friendliness: How does a particular technology facilitate interaction among learners? How easy is a particular technology to use? Organizational issues: Are any class organizational changes needed? Novelty: How new is this particular technology? Speed: How quickly can courses be taught and learned via this particular technology?

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.

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

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.