http://a4esl.org
- What does the application attempt to teach?
As any other applications for TESL, this website attempts to teach English through exercises and drills. For this application, it involves grammar. At the same time, the application also provides students the chance to increase their knowledge and vocabulary through bilingual quizzes. Word puzzle helps in providing entertainment as well as learning. Through the links given, learners can also do reading exercises to practice on their pronunciation.
It also helps students to gain extra general knowledge, such as other culture values. This application is a project involving exercises, which are contributed from teachers all around the world. Therefore, the contents are culturally rich, giving the learners an opportunity to widen their horizon through the wonders of the internet.
- What sorts of things is the application user expected to do with regards to learning the content?
Most importantly, learners need to know their own level of proficiency in the language itself. As the contents in this application is divided according to the level of difficulty (easy, medium, difficult: level 1-6), learners might find the exercises to difficult of easy if the unsuitable exercises are chosen. Since most of the exercises are a compilation from teachers all over the world, I would suggest that learners acquire a certain level of general knowledge of certain cultures/ places if they are not familiar with it, especially when involving questions with vocabulary. For example, learners might need to know what terms are related to Thanksgiving, Christmas or St. Patrick’s Day.
- What sort of computer skills is the application users expected to have in order to operate/access/ use the application?
As the application only uses flash and html, only basic computer skills are needed in order to use the website. Since no IDs or logins are required, learners will only need to enter the application online. Given that the website has other interesting links, students need to learn how to get to those links by clicking on it. Other than that, most of the exercises require students to have the basic knowledge of choosing the answer and clicking on it. In addition, students will also need to know the correct toolbar in order to get to the exercise they intent to do.
However, other websites linked to this application may need more computer skills. Learners might have to learn how to download Youtube videos or Mp3s from the internet. Those who are interested or intrinsically motivated might need to learn more in order to gain more.
- While you are playing/ accessing the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self study?
During my practicum, I used several methods that can be found on the website. For example, I did quizzes on certain topics such as grammar. In teaching vocabulary, I also used pictures to prompt the students mind and increase their knowledge. However, most of the exercises were printed from the internet and given to the students in a form of hard copy. As I seldom had the opportunity to use the computer lab, it was the closes form of adopting the use of the application in class.
In completing this assignment, I had the opportunity to actually experiment this application with my neighbor, a primary 4 student, whom I tutor here. From my observation, it increased his intrinsic motivation by folds. Initially, I just asked him to view the website and do some of the exercises; he admitted that he had done more than I expected him to do. Given that the exercises provide direct respond and answer, it saved us more time which is good in a sense that the amount of contact hours between me and my student was considerably limited. For me, it was a positive response and I would definitely imply it in my future classroom.
- Can you pinpoint some of the theories of language learning and/ or teaching underlying the application?
Though no specific theory that can be adopted to underline this application, I believe there are a few characteristics of certain theories which can be noted. Firstly, the Grammar Translation Approach plays an important part in the use of this application. There are exercises which focus on the vocabulary. In a way, all the translation which is required in the exercises involves words in isolation. This satisfies the assumption that Grammar Translation Approach is used.
Secondly, the application can also be associated with the direct approach, whereby grammar is taught inductively. This can be seen in the exercises whereby rules are generalized through practice and practice of target language. Also, as most of the text comes all around the world, it is significant that culture will be transmitted through the use of English. As Brown (2001) notes, culture is considered an important aspect of learning the language.
Scaffolding, introduced by Jerome Bruner (1950), a cognitive psychologist, is also an important element in the application. From my experience using this application, students are to know the basis of certain knowledge before handling the exercises in this website. It is noted that no reasons and explanation of rules are provided in the application. Therefore, teachers are supposed to touch on certain topics before enabling students to try out the application. Furthermore, levels of difficulty in the exercises are an indication that this approach is used. Once the students get used to a certain level, they will be able to move on to the next level. In saying this, the type and amount of support needed is dependent on the needs of the students during the time of instruction (Van Lier, 1996).
- How well is the constructivist theory of learning applied to the chosen website?
The constructivist theory is closely related to Jean Piaget’s view that “the process of accommodation and assimilation causes the learner to construct new knowledge from their experience” (Santrock, 2006). In the usage of this application, the user assimilates their prior knowledge with the exercises, enabling them to incorporate their new experience into their existing framework. The exercises in this application may not be that all familiar or easy for the students, but as the constructivist theory suggest, the experience of making mistakes will make them learn.
Constructivist theory encourages learners to see something from their own point of view which is molded through their own experience, culture and background (Santrock, 2006). While the application might not entirely be parallel to the learner’s understanding, their relation with a new constructed knowledge of the world (the different cultures, races, etc) may help learners to socially connect with other different cultures or traditions. Therefore, given that this application is from the contribution of teachers all around the world, exercises with different backgrounds and cultures will bring different views and new knowledge for students.
Social constructivism also emphasizes the importance of active learning, a term which means that learners should be actively involved in the learning process. Given that students are involve personally in their learning process, it can also be said that learners are taking responsibility over their own learning. Plus, they need to know their own standard of proficiency before proceeding with the exercises. As not all learners have the same ability to grasp concepts, the levels of difficulty proposed in the application may help the learners learn and master according to their own time and level of understanding. This is closely referred to “the nature of learners as an unique individual” (Santrock, 2006).
The Zone of Proximal Development, proposed by Vygotsky, can also be linked to the usage of this application. According to Vygotsky, “learners are challenged within close proximity, yet slightly above their current of development” (http://en.wikipedia.org/wiki/Constructivism). By doing exercises that are a little more of their level of proficiency, learners can improve themselves using the Zone of Proximal Development. Similarly, hints provided in this application will help learners in answering the questions. The ability to master the problems in this application first-hand will enable learners to gain motivation, an important aspect in the constructivist theory.
- In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?
“Humans cannot live with computer, nor will computers exist without humans”. From this phrase, I believe that computers can definitely not be a replacement for teachers, nor is it a servant for students. It works both ways, can computer give feedback? Of course it can but to what extent? In my opinion, it can’t give feedbacks as much as a person may do. Given that humans are able to think, we will be able to give different feedbacks according to different circumstances. And in term of emotions, computers are incapable of doing so, sensing trouble and giving extrinsic motivation to humans. On the other hand, a computer may not be bias towards students. All the response will be as what has been programmed.
Due to this reasons, I would classify computers as facilitators/ helpers for humans to increase their command of the language. I would not say that it is impossible for students to learn how to use the website without the presence of a teacher. However, there will be times when computers will not be able to give as much as a teacher can, especially when it comes to emotions and feelings.
Given that this application only involves multiple-choice questions, one-word answers and yes/ no questions, there is certainly a limit on how computer can actually teach a person. Although hints are provided, it would be difficult for students to rationalize the answers if students do not understand what is going on. The application doesn’t explain why or how to rectify the problem, rather it only implements drills for students to memorize certain things.
In this aspect, I would like to refer to the use of scaffolding, in which appropriate feedback/ help is given by teachers in the usage of the application. Therefore, although internet could provide sufficient materials and exercises for students, it can never replace teachers 100%. More accurately, both teachers and computers are needed to help the students learn effectively.
- 8. Would you like to use the application yourself in your future work?
Yes?Give reasons:
No? Give reasons:
Frankly speaking, I would definitely promote the usage of this application in future. As what I have explained in the previous questions, the simplicity of using this website would provide a huge advantage for teachers who do not have deep knowledge regarding computers. By using only flash and html, I personally don’t think this application would be much of a hassle to use. Also, due to the fact that only flash and html are used, the program can be downloaded to our computer at a faster rate.
Secondly, it would definitely save me and my students time. This program ensures that students are able to gain immediate feedback. In a sense, I would spend less time marking their work and increase my focus on other subject matter. And given that there are many levels of difficulty, students will be able to see improvement if they are able to be up a step. Positively, it would encourage intrinsic motivation within the students themselves.
Lastly, the range of exercises and updates promotes new knowledge. Furthermore, as the exercises are contributions from teachers all over the world, it enables the students to widen their horizons into other countries and races without being physically present in the situation and places themselves.
- Suggestions/Recommendations:
I would recommend the website to include pictures, more attractive colors and animations. These are the important aspects to attract a child and adolescence to try and use this application. Not only that, it will help learners understand more about what is being taught. Imagine a picture of people celebrating Christmas with a Christmas tree in the middle. It would definitely make learners want to know more on the topic of Christmas, thus promoting learner autonomy indirectly.
In terms of subject matter, it would be better if the application is able to promote other types of questions such as essays, rather than just multiple choice questions. I feel that it would be a better choice as the students will be able to learn more through typing. Therefore, increasing the components in English (reading, writing, speaking ) would surely benefit greatly.
REFERENCES
1. Brown, H.D (2000). Principles of Language Learning and Teaching.
2. Santrock, J.W. (2006). Educational Psychology: Classroom Update: Preparing for Praxis and Practice.
3. http://en.wikipedia.org/wiki/Constructivism_(learning_theory)
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finally...
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