2.  The significance of online English teaching and learning  Online task development  Online technology  Pedagogical strategies  Reflection

4.  http://bits.blogs.nytimes.com/2009/08/19 /study-finds-that-online-education-beats- the-classroom/ http://bits.blogs.nytimes.com/2009/08/19 /study-finds-that-online-education-beats- the-classroom/

5.  The number of distance courses is growing and an increasing number of institutions are introducing online courses or blending more conventional courses with online elements. (Hampel, 2010, p. 150)

6.  Language as a subject to be talked about?  Active, productive use of the new language  Language learning as dialogic with authentic language in use as the primary mediating tool for learning  Directly comprehending and responding appropriately to language – conversation – is central to all developmental processes.

7.  When ELLs have access to online tools, they are motivated to practice English outside the classroom (Aydin, 2007; Colombo & Colombo, 2007; Son, 2007).  The online tools improve the listening and speaking skills of young learners.

8.  Convenience  Connectivity  Membership  Authentic audience  Tailored audiences  Strategies to compensate for lack of non-verbal info

9.  Richness of information (links, multimedia)  Time to focus and review  Time to compose, resources to compose  Time and opportunity to reflect  Opportunity to witness and track learning  Opportunity to demonstrate learning

10.  Providing sufficient comprehensible input to “trigger” acquisitional processes  Involved in real communication  Paying attention to linguistic form

12.  Approach: › theories about the nature of language learning › the possibilities that the technology affords  Design › Syllabus › Types of tasks › Learner and teacher roles  Procedure: the actual implementation of the tasks

13.  Cognitive SLA: input, interaction, and output  Sociocultural theories › Mediation: through interaction, language, tasks, or technology › scaffolding

14.  Goal: e.g. developing writing skills with Forums  Task type: Individual tasks (e.g. information gathering online) feed into interactive tasks (e.g. discussion of information in a forum)  Input: verbal and visual modalities › Links to websites › Preset discussion questions in forums › Student contribution

16.  http://www.voxopop.com/ http://www.voxopop.com/  A voice-based e-learning tool  E.g., What’s your favorite …? (http://www.voxopop.com/topic/baf4d a6d-ff57-4c40-9550-0386d216a841)http://www.voxopop.com/topic/baf4d a6d-ff57-4c40-9550-0386d216a841

17.  http://voicethread.com/ http://voicethread.com/  E.g., Our Alphabet Book (http://voicethread.com/?#q+children+ english.b856240.i4560642)http://voicethread.com/?#q+children+ english.b856240.i4560642  E.g. reader’s theater (http://youtu.be/5dTZI1MEH3I)http://youtu.be/5dTZI1MEH3I

18.  http://www.teachertrainingvideos.com/ http://www.teachertrainingvideos.com/

20.  Calling attention to forms  Calling attention to lexis  Corralling  Saturating  Using linguistic traps  Modeling  Providing explicit feedback  Providing implicit feedback

21.  Task-level attention to form › a role paly activity in which students are asked to practice, then record and post a conversation. › The teacher can review the recordings, insert audio comments and corrections, and leave written comments and questions.

22.  Incidental attention to forms › addressing meaning, pronunciation, or intonation › Technology: Voxopop › E.g. What is your favorite car? Why?

23.  Come up with an example that supports “calling attention to forms.”

24.  Task-level attention to lexis › Using intonation to draw learners’ attention to a new lexical item › T: It’s too chilly to go swimming. › Using both visual and voice emphases › Technology: Voicethread › Visual and voice: SUNNY and IT’S SUNNY.

25.  Incidental attention to lexis › Repeating the word five or ten times, use it in a sentence, then use it in a question. › Focusing on lexical items with the help of both voice and text. › E.g. playing a question and answer game on Voxopop

26.  Come up with an example that supports “calling attention to lexis.”

27.  Task-level corralling › Using an audio dubbing assignment to corrall learners into using a focal form or lexical item › Posting audio post assignment of a direction asking and giving role paly › Tell the story about this picture using your own voice (Voicethread)

28.  Incidental corralling  The use of voice and intonation  E.g. T: You turn right at ? / So, you turn right at mmmm Street?

29.  Come up with an example that supports “corralling.”

30.  Oral repetition  E.g. Yes, you can’t depend on a bus schedule, Bus schedules are almost always wrong. I have a bus schedule that I can’t depend on to come to class.

31.  Come up with an example that supports “saturating.”

32.  T: What is the girl doing?  The girl is skiing.

33.  Come up with an example that supports “using linguistic trap.”

34.  Visual modeling › Video 1: My apologies. › Video 2: I am very sorry. › Video 3: Pardon me. › Video 4: Please forgive me. › E.g. It’s time for the bus. (http://api.vizlingo.com:8080/vizings/17/7b/e d/177bed13d094e0517c3c8b446d5ced67.m p4)http://api.vizlingo.com:8080/vizings/17/7b/e d/177bed13d094e0517c3c8b446d5ced67.m p4

35.  Come up with an example that supports “modeling.”

36.  Provided silently via visual markings and cues  Select to attend to the kinds of explicit feedback (aural, visual, textual, rules, or examples)  E.g. adding a link to a grammar web site, reference to video materials on the Internet, reference to online exercises

37.  Come up with an example that supports “providing explicit feedback.”

38.  S: I drinked tea yesterday.  T: I drank coffee. I don’t like tea at all. Did you drink coffee, too?

39.  Come up with an example that supports “providing implicit feedback.”

40.  Topic:  Duration:  Skill focus:  Overall instructional aims:  Task structure: › Task toolkit › Roles for learners › Setting the scene › Action expectations › Action monitoring  instructional conversation (feedback)  Expected outcomes

41.  Not only for making resources available to learners but also for offering students and teachers a choice of online communication tools.  Video-based know-how tutorials (http://www.teachertrainingvideos.com/ moodle1/index.html)http://www.teachertrainingvideos.com/ moodle1/index.html

42.  Instructions/guidelines/time management › Rules for synchronous participation › Specify timescale for activities › Signposts to key aspects of reading materials › Clearly signalled closing stage

43.  Forums and other tools › Clear guidance on expected frequency of participation › Separate forums for each task › Opportunities for individuals to individual communication › Easy access to instructions for use of less familiar tools › Opportunity to experiment with new tools

44.  Collaboration and sense of community › Self-introduction › Group formation › Common goals › A sense of community

45.  http://ellloblog.blogspot.com/ http://ellloblog.blogspot.com/

46.  What have you learned?  Are you inspired?