Sessions / Materials / Course Design
In this presentation, I will present three reasons for the necessity of developing and publishing our own pre-extensive reading materials for tertiary-level EFL classrooms. The first is that, while some reading material is commercially available, much of it fails to include word count per page. The second is that characters who are described as being the same age as the target audience of readers are often missing from such materials. A third reason is that few books for this audience are short-story collections, which are suitable for gaining extensive reading habits. Books with these features enable beginning readers to experience two core principles of extensive reading, namely reading quickly and reading for pleasure. As the author of two pre-extensive reading materials, I will also provide useful tips for developing and publishing pre-extensive reading materials.
Sources of authentic input in language teaching are generally defined as materials that have not been designed specifically for the purpose of teaching, like the internet, TV, or literature (Gilmore, 2007; Nunan, 1989). In contrast, pedagogical textbooks and syllabi are based on second language learning methodologies. Whether language teachers choose authentic real-life materials or textbooks will in both cases involve assessing, selecting, modifying or preserving, and subsequently evaluating them. Furthermore, language learning being extremely sensitive to the teaching context, teachers are advised to establish a list of local criteria as a prerequisite for using and developing materials. Based on his own experience and a review of past and current literature (Jolly & Bolitho, 2011; McDonough & Shaw, 2002; Saraceni, 2003; Tomlinson, 2008), the presenter will introduce and discuss examples of procedures and techniques for utilizing real-life materials effectively including analyzing the characteristics of learners including, for example, their level, needs and interests; selecting samples of language based on learners’ analysis; analyzing the materials for vocabulary and language structures that are meaningful, salient, and useful to the learners; orchestrating meaningful interaction between learners and the materials; asking high-order thinking (cognitive skills) questions focusing on meaning; encouraging learners to search for and use authentic materials independently after class; nurturing language awareness through repeated and purposeful exposure to language patterns; and piloting, monitoring and modifying materials.
*** Part of the Graduate Student Showcase; this presentation, itself, is ~25 minutes long. ***
Engagement in the classroom is one of the perennial struggles of teachers. A promising methodology to increase engagement is the use of gamification. Gamification adds game elements to a non-game situation to improve learning and engagement. However, it can be difficult for a teacher to know where to begin. The belief that programming skills are needed or that the system is too complex often prevents a teacher from engaging with a gamified approach. This workshop will focus on creating a simple paper-based gamification application to promote participation in class. It will take participants through the steps of designing a gamified system for their classroom, from the identification of behaviors that the teacher wishes to encourage to the design and deployment of reward structures. By the end of the workshop, the participants will be able to deploy their own tailored system in their classroom, be it online or in person.
This study aimed to examine the effects of integrating ubiquitous learning into schema-based speaking instruction on the learning process of EFL learners. Specifically, a group of English-major college students were exposed to two learning conditions: learning with a textbook’s photos versus learning with their self-taken photos. In the latter condition, learners used their mobile phones to take photos on a given theme. The self-taken photos were then used as alternatives to the textbook’s photos in their speaking tasks. Data were collected after four weeks by questionnaires on students’ satisfaction, perceived difficulty, and engagement. Results revealed that learners preferred to learn with their self-taken photos as they found more familiarity, which helped reduced their perceived task difficulty and enhanced their course satisfaction. Overall, this study evidenced the efficiency and feasibility of ubiquitous learning in the language classroom and reinforced the importance of integrating learners’ background knowledge in the language learning.
This workshop addresses three problems that teachers face in online teaching: lack of authentic communication opportunities, boring topics for essays, and difficulty embedding a service-learning component. The first part of the workshop describes the syllabus of the course Purposive Communication: Communication with a Mission. The second part is hands-on practice with embedding SDGs, service learning, and an interdisciplinary approach in syllabus design. The last part summarizes lessons learned from re-envisioning college English.
KOTESOL 2021 Lesson Jam! #1180
For the rest of this week, you can share your favorite lesson plan(s) and be part of KOTESOL 2021's Lesson Jam!
How do you do this? Go to our Lesson Jam Padlet and post your lesson, along with a brief description. That's it!
The only condition is that this be your lesson, or a lesson that you have permission to share.
Participants will each get a copy of Gerd Leonhard's "Technology vs. Humanity" (while quantities last!).
On Saturday night, from 7-9 KST, we'll be looking at what people have shared and discussing ideas on how to adapt these to our own contexts!
What more fun can you have on a Saturday night!? (In the midst of a pandemic.)
Lesson preparations for English language learners (ELLs) are different from other general students. ELLs have their own diverse characteristics, such as their educational backgrounds and first language knowledge, as well as assets, and these factors needed to be included in lesson planning. For this presentation, the presenter will first talk about factors that should be considered for lesson preparation. Strategies and supplementary materials that will make a lesson clearer and more interesting will also be presented, such as hands-on manipulatives and realia. Multiple online resources for lesson preparation will be shared during the presentation, such as PBS, News in Levels, Books that Grow, and other websites as well as video channels. The presenter will also share ideas on how to use these materials in a more applicable way. After this presentation, the audience may have a clear idea about what to use and how to use it in ELL lesson preparation.
During the global pandemic, educators worldwide have made massive strides in helping learners change from in-person classes to digital formats. Despite these efforts, many students have found the switch to online instruction to be a frustrating, overwhelming experience. University students have reported mental, physical, and technological issues while taking classes at home instead of on campus. This paper focuses on how a resilient approach to curriculum may have the ability to reduce such difficulties. Resilient curricula focus on navigating disruptions and rebounding from sub-optimal learning situations. Based on the experiences of 300 Japan-based university students, we look specifically at four themes: issues students felt they could control and could not control, resilient technology platform use, and activity design. These themes arose through online discussions in language learning classes during 2020 and may be applicable to a range of learners. We suggest solutions for each theme and aim to share resources with participants.
How can we achieve student "buy in" with our online teaching methods? What do they expect the online classroom to look like? This presentation discusses the results of a survey given to university freshmen in their first semester of online classes. They answered questions about their access to online classes and the professor's teaching methods and feedback along with classmate interaction. We aim to look at online classes from the student's perspective in order to make a connection with them in a virtual setting.