Presentation on theme: "Natalie Fong English Centre, The University of Hong Kong Good Practices in a Second Language Classroom: An Alternating Use of ICT in Independent Learning."— Presentation transcript:
Natalie Fong English Centre, The University of Hong Kong Good Practices in a Second Language Classroom: An Alternating Use of ICT in Independent Learning and Small Group Learning
2 Preview of the Presentation Background Research Objectives Research Methods Quantitative Findings and Analysis Good Practices in a L2 Classroom: Video Show Implications Conclusion Q & A Session
3 Background The implementation of the five-year plan ( ) on the introduction of Information Communication Technology in all Hong Kong schools by the Government An emphasis on the advantages of ICT in society A rethinking of the underlying effectiveness of the extensive use of ICT in Hong Kong primary schools
4 Objectives To understand how English is taught with the use of ICT and without the use of ICT To look into what learning aspects tend not to occur when ICT activities are integrated in the English lessons when compared to non-ICT English lessons
5 Research Methods Survey Lesson observations of ICT classrooms and non-ICT classrooms Interviews with the school principals, English teachers, and IT coordinators
Quantitative Findings & Analysis--- Survey
7 Where Do You Like Having L2 Lessons?
8 What are the Online Activities that the Students Like Most? About 100 primary five students were asked to indicate three online activities that they like most. Playing online games (96%) Searching for information (46%) Communicating by s (35%) Downloading music (30%) Academic Learning (5%)
9 Written Feedback from the Students “ I like learning English in the computer room because…” There is a computer. We can learn together. It is less boring than learning in the classroom. There are lots of English web pages. I can correct my pronunciation with the use of computers. I can learn better English.
10 Written Feedback from the Students “I like learning English in the classroom because…” I can speak more English in class. I do not need to look at the screen all the time. I can concentrate on learning in the classroom. The environment enables me to interact more with my classmates.
11 Students’ Perceptions of ICT Consider that the computer is an effective tool to arouse their interest to learn better English to understand more about English culture Recognize the inherent features of computers to promote extended learning to motivate students to learn to help offer an interesting lesson
12 Students’ Perceptions of ICT Realize the educational purposes of ICT used by their teachers to learn grammar to improve pronunciation to enrich vocabulary Feel more confident in learning English with ICT because ICT activities can provide them with certain learning aspects that non-ICT activities cannot
13 Case Study: Good Practices in a L2 Classroom Topic: Reading skills and Phonics Venue: Computer Learning Room Format: An alternation of independent learning and small group learning Mode of Learning: Independent learning (task-oriented) Group learning (teacher-centered) Time Length: 35 minutes
14 Computer Group 2 Group 3 Group 1: Independent learning with the CDROMs to revise Phonics with the help of the Teaching Assistant Group 2 & Group 3: Small group learning with the guidance of teachers Teacher ATeacher B Group 4: Independent learning with the CDROMs to practice reading skills with the help of the Teaching Assistant Computer
15 Classroom Arrangement No. of Groups: 4 Each group of 8 students was assigned various tasks in the lesson. Each group took turns to learn independently with the computer and to practice in small groups under the guidance of the teacher. Room Facilities: 2 rows of computers along the side of the room 2 small tables in the middle for group discussion No. of Teachers: 1 native-English speaker 1 non-native English speaker 1 teacher-assistant
16 Structure of the Lesson For the first 15 minutes, each group completed the assigned task independent learning (reading and listening skills) After 15 minutes, group 1 swapped with group 2 and group 3 swapped with group 4. small group learning (listening and speaking skills)
18 Use of Alternating Groups No silence in the two small groups in the room. The smooth flow of the lesson maximizes the students’ learning opportunities Provides space for student learning Provides students with a variety of in-class communicative activities which entails self- practice, group learning, interactions with teachers, consolidations, and self-readings.
19 Independent Learning Space for Students Detached role of teachers Is a computer room only suitable for independent learning and autonomous learning? The students can choose their own favorite story to read practice what they have learnt according to their own pace improve their reading abilities take control over and mediate the flow of the text (Trushell, Burrell, & Maitland, 2001)
20 Small Group Learning Play a key role in leading students’ learning. Keep track of students’ learning immediately after their self-practice. Take care of individual student’s needs and give immediate corrective feedback to students. Enable the students to practice their pronunciations with the teacher and their classmates, and experience collaborative learning.
21 Advantages of Using CDROMs Interactive Learn by doing Eye-candy features (animations, audio-visual effects) Reasons for using the CDROMs (from the teachers’ interviews): to give learners a predetermined storyline to enable readers to take control of and mediate the flow of the text to enhance students’ recall abilities of the story to have a positive effect on students’ word recognition
22 Conclusion Learners should not be controlled by the computer. The computer can only achieve a fragmented way of learning. Interaction/talk is important in L2 classrooms. The physical environment affords learning behaviors of students. Use assorted classroom activities to fulfill the targeted learning objectives Integrate ICT tools with other non-ICT activities Identify appropriate contexts for its use and be able to evaluate whether, when and how to use it