Learner Autonomy and Tandem learning: Putting Principles Into Practice in Synchronous and Asynchronous Telecommunications Environments

This paper examined the three different approaches to learner autonomy: an individual-cognitive, a social-interactive, and an experimental-participatory perspective. Moreover, it discussed how these approaches converted into tandem learning. The idea of tandem learning is new to me. It is desirable to pair up L1 and L2 learners to learn together since it promotes their own responsibility for self-learning and helping each other. However, it is difficult to conduct this kind of learning in practice since monitoring learners’ progress may be problematic. Besides, how can we find learners who share similar learning ability and show interest in learning each other’s language? Is it possible to collaborate with local international schools?

Practical Considerations for Multimedia Courseware Development : An EFL IVD Experience

This article talked about the development of an EFL interactive videodisc courseware. When developing such kind of courseware, we should take the objective setting, instructional design and implementation into accounts. The suitable use of IVD coursewares can facilitate successful classroom teaching and students’ self learning. Students’ learning interest and confidence can also be strengthened since they can learn the language in an authentic context and they may get a sense of satisfaction when they think they can understand the movie. There are similar coursewares available in the market and in the Internet. However, I think the information cost is so high to find suitable coursewares for local primary students. Very often, we rely much on those provided by the textbooks publishers but they are not that well-designed.

Copyright

‘Fair dealing’ is the key concept of the copyright law that teachers and students should make fair use of copyright works for teaching and learning purposes. In our school, a brief Chinese version of Copyright Law is posted beside the photocopier to remind us not to violate the law but I wonder if many of us really pay attention to it when photocopying. Besides, our school has not talked about the issue of copyright law in detail so we are not quite sure what it is exactly about.
I have concern about the case of teachers playing a DVD of a currently shown movie in class for entertaining purpose. Is it legal if teachers playing it for educational purpose? Moreover, when we make use of the texts with some amendments to develop teaching and testing materials, do we need to state the source in the materials?

Theory-driven CALL and the development process

Ths paper examines the nature of therory-driven CALL and its development process. The concept of pedagogy and the computer's capabilities is very important. When we integrate CALL resources into teaching or create our own CALL resources to facilitate learning, we should aim at addressing students' needs. We should also have solid knowledge of IT use, otherwise it is difficult to maximize the effectiveness of the CALL resources . However, when discussing with my colleagues, I find that many of them still think that the use of IT in teaching is not an essestial part in curriculum even though our school strongly promotes it. They think the available resources are not 'perfect match' and they lack time and IT expertise to create the ideal resources. They often use IT for the sake of fulfilling the school requirement. Thus, I think people's perception is difficult to change even if IT training is provided.

Language Learner Behaviour in a Virtual Environment

The research shows that people tend to behave differently when doing online communication compared to face-to-face communication. When communicating online, people shows lower level of inhibition and social anxiety. Thus, the virtual learning environment helps develop a more relaxed and stress free atmosphere than a classroom. The passive students feel less threatened when chatting in the second language and they are more willing to take the initiative and do not care much about making mistakes.

I think this is true for my case. My students like sending me email. The more able students still pay attention to the grammar and spelling, while the less able students try to express their ideas in “improper” English. Very often I have to guess what they intend to say, but I really admire their efforts. I think communicating online can develop students’ confidence in using English, but the ultimate goal should be helping students to develop the ability and skills of communicating in proper English.

Week 3 reading: Teaching guidelines

I agree that project-based learning is essential and effective in facilitatng language learning. In my own teaching, I asked my students to work in groups to search for some graphics, videos and information about HK pollution problems, and make a powepoint to present their findings. I helped them with organizing their projects and gave them language support for oral presentation. I found that during the project activities they could really develop their own learning goals and use the internet resources to achieve their goals ,and they could also develop collaborative and problem-solving skills. Thus I think project learning can provide students with valuable learning experience, and teachers play an important role in facilitating student learning by giving language-specific instruction and advising students on organizing their projects.

Hi everyone

Welcome to Alice's blog. It was the first time I created a blog but I'm still thinking what to be shared here, any ideas?