Podcast Assignment (Group)

BREAKFAST WITH MORRIE

1. Muhammad Syafiq b Mazlan

2. Mohammad b Muda

3. Muhd Syahir b Abdul Rani

4. Zulkifli b Hanafi

Click HERE for the file.

TASK 3: WWW.LESSONPLAN.COM

Level: Form 4 (Intermediate and above)

Time: 2 Periods (1Hour and 10 Minutes)

Topic: Describing Your Friends

Theme: People

Language Content:

i. Adjectives

ii. Simple Present Tense

Educational Emphases:

i. ICT Skills

ii. Learning How to Learn Skills

iii. Multiple Intelligences

iv. Knowledge Acquisition.

Previous Knowledge:

i. Students have already acquired the basic browsing skills to obtain information from the World Wide Web.

ii. Students have the fundamental skills in conversing using English language.

iii. Students have learned how to construct a mind map based on available information.

iv. Students have learned to integrate the rules of Simple Present Tense into their writing skills.

Moral Values:

i. Cooperation

ii. Friendship

Aims: By the end of the lesson, students should be able to:

i. Use English as the medium of communication effectively to extract important and required information from individuals without any misunderstanding.

ii. Apply the necessary writing skills in constructing a simple paragraph in the Simple Present Tense form using the information that have extracted earlier.

Technical Requirements:

i. One computer with Internet connection shared by 2 students

ii. Web browser

iii. Microsoft Office 2003 or 2007

iv. Email account

v. LCD and screen

Websites:

i. http://www.google.com.my/

ii. http://www.google.com.my/imghp?hl=en&tab=wi

iii. http://www.youtube.com/

iv. http://www.quibblo.com/

v. http://www.youtube.com/watch?v=cuoMWFQKH1U

vi. http://www.quibblo.com/quiz/dJC1Klg/What-Kind-of-Secondary-School-Student-Are-You

Preparation:

i. Browse for websites that can create quizzes for free using Google.com.

ii. Locate or Create (recommended) a quiz with the title “What kind of Secondary School Student Are You?” using the application provided in the website.

iii. Carefully create the quiz so that it will be within the students’ life cycle in Malaysian context.

iv. Prepare a worksheet based on the information available in the quiz that has been created earlier.

Procedure:

Set Induction (5 minutes)

1. Teacher recaps the previous lesson about using the fundamental browsing skill to extract information from the World Wide Web.

2. Teacher instructs the students to settle down and take a seat before giving any further instruction.

3. Teacher shows a video on YouTube about types of students to attract their attention towards the learning session.

4. Teacher asks the students what they can understand from the video that they have watched.

Activity 1 (30 minutes)

1. Teacher explains to the students what they are going to do for today lesson.

2. Teacher instructs the students to find their partner because this is a pair activity. Each pair will execute the activity on a single computer.

3. Teacher instructs the students to surf this specific websites: http://www.quibblo.com/quiz/dJC1Klg/What-Kind-of-Secondary-School-Student-Are-You

4. Teacher asks the students to answer to quiz within 25 minutes and explains how they are going to answer the quiz.

a. Student A will answer the quiz for Student B by asking the questions to Student B and Student B will provides answer to Student A in answering the quiz.

b. The process still remains the same when Student B is taking the place of Student A.

c. The medium of communication for this activity is specifically restricted to English language.

5. Teacher monitors the students’ development and provides assistance if necessary.

Activity 2 (30 minutes)

Part 1 (10 minutes)

1. Teacher distributes a worksheet (Worksheet 1) that is related with the quiz for each student.

2. Students are required to complete the mind-map in the worksheet within 10 minutes.

3. The information should be based on the result of quiz that each pair has answered earlier.

4. Students can discuss with each others to recall the information of their partner.

5. Teacher observes the students’ performance and offers assistance if needed.

WORKSHEET 1A

WORKSHEET 1B

WORKSHEET 1C

WORKSHEET 1D

WORKSHEET 1E

Part 2 (20 minutes)

1. Teacher distributes another worksheet (Worksheet 2) to each student to be completed.

2. Students are required to construct a simple paragraph describing their friends based on the mind-map that they have completed before.

3. The information of the paragraph must include all of the information in the mind-map, but any additional information that is relevant can be included in the paragraph.

4. The sentences in the paragraph should be in The Simple Present Tense form.

5. Teacher supervises regularly the students’ task and supplies assistance when needed.

Conclusion (5 minutes)

1. Teacher concludes the lesson by explaining to the students what they have learned in today lesson.

2. Teacher asks some students to test their understanding.

3. Teacher inculcates moral values at this stage.

Follow-up Activity:

The students are required to take the quiz again at home. However, this is to be done individually. Next, the students are required to write an essay “What Kind of Student Am I?” in the worksheet (Worksheet 3)provided by the teacher and to be submitted within a week via e-mail. Mark will be deducted for late submission.

In-Class Task 7: Hypertext & Hypermedia

The Myth, Legend and Reality of the Vampire

From the beginning of history, vampire-like spirits and beings have been recorded. Vampire legends have a distinct background bridging several cultures and eras, making them some of the most compelling stories ever told.Vampires and vampire legend play significant roles in the cultures of many areas around the world. These blood-sucking beings are most common in the cultures of Eastern Europe, although similar manifestations are reported in some Asian cultures as well as some ancient cultures. Vampire legends have a distinct background bridging several cultures and eras, making them some of the most compelling stories ever told. Is it only merely a myth or it has its own true story. The first step in understanding vampire lore is to understand some of the biological reasons that may have led to such beliefs.

One of the most plausible explanations for vampire myths is the disease porphyria (video link), which occurred frequently in Transylvania. What is porphyria and why it is related with vampire myths? Porphyria is a blood-related condition where a vital function of blood cells is lost. This results in rapid tissue damage, giving the victim a ghastly pallor and enlarged teeth due to gum damage. The effects of porphyria are greatly amplified upon exposure to the sun, making sun light a likely threat victims would try to avoid at all costs. It is also believed that certain strains of porphyria are associated with neurological conditions, which would result in insanity. This condition also explains the practice of drinking blood, as these people would likely drink animal blood as a cure for the anemia associated with porphyria. Another explanation for this legend is the disease rabies, as it leads to hypersensitivity, unusual sleep patterns, and intense sexuality. What kind of disease is rabbies actually? Rabies(video link) is also associated with the compulsion to bite others, and a bloody foaming at the mouth. These two diseases could possibly explain the origins of vampire legends, and perhaps also why they are so widespread.

References:

http://www.buzzle.com/articles/the-myth-legend-and-reality-of-the-vampire.html

http://www.trueghosttales.com/vampires.php

http://www.tabula-rasa.info/Horror/VampireMythos.html

http://www.fvza.org/vmyths.html

http://theshadowlands.net/vamp2.html

http://www2.lib.virginia.edu/exhibits/gothic/vampire.html

http://en.wikipedia.org/wiki/Porphyria

http://www.healthofchildren.com/P/Porphyrias.html

http://www.worldrabiesday.org/

http://en.wikipedia.org/wiki/Rabies

http://www.dhs.wisconsin.gov/Communicable/factsheets/Rabies.htm

http://www.netdoctor.co.uk/travel/diseases/rabies.htm

http://www.youtube.com/watch?v=tWh4huK7YBU&feature=related

http://www.youtube.com/watch?v=t_fu2uESe5A&feature=related

TASK 2: ARTICLE REVIEW

Title: EFL Learner Use of Podcasting Resources: A Pilot Study

(click here for the research)

Journal: The JALT CALL Journal, 2008, Vol. 4, No.2

Author: Nicolas Gromik, Senior Lecturer at Tohoku University. He is currently works at Tohoku University as a senior lecturer of computer-assisted language learning and English as a foreign language. He frequently publishes on the benefit of integrating filmmaking and video editing into the language classroom and regularly offers workshops on moviemaking and video editing using Windows Movie Maker software; most recently, he has run workshops in China, India, Japan, and Poland. He also participates in the Electronic Village Online video training seminars.

i The Aims of the Research:

The aims of this study are solely to gather evidence about the students’ autonomous use of iPod technology in EFL classroom and to investigate the educational benefits of this technology towards EFL classroom. The researchers are specifically interested in investigating whether the implementation of this technology opportunity is feasible for the teachers and students. How do learners use technology to develop their target language awareness? The following variables; students’ selection of iTunes video podcast resources, use of iPod technology outside of class time, and viewing strategies, occur in answering the question. The findings of this research are primary intended to inform educators that allowing students’ autonomy in technology is promising and advantageous.

ii The Methodology of the Research:

This method of this study was organized into three parts. In order to find the accurate result of this study, the researchers use both qualitative and quantitative approaches. This study exploits in-class observation and interviews; Show-and-Tell - What is on your iPod (Week 4), iPod Operation Activity, (Week 8), to present the qualitative data and the daily questionnaire; Survey (Burns, 2000), to provide the quantitative data. The quantitative data was measured in terms of regularity, locality and frequency of use (Seliger & Shohamy, 1989).

iii The Subject/Sample of the Research:

Two Japanese students of Advanced English Multimedia course were selected to represent the study. The class was met 90 minutes once a week during the course of a 15-week term.

Subject A: A male student from the Education Department with a TOEIC score of 750.

Subject A: A female student from the Electronics Department with a TOEIC score of 739.

iv The Findings of the Research:

a) Activity Show-and-Tell – What is on your iPod?

As stated in the findings, the respondents were able to use the iPod satisfactory as they had the liberty in choosing the appropriate audio-visual resources from the iTunes catalogue that foster the target language development. However, the findings stated that if the video resources are not on par with their language proficiency they usually give up watching it. The respondents mentioned that they gained educational benefits when the videos were appropriate with the level. In the nutshell, the students’ autonomy with the technology was clearly beneficial.

b) iPod Operation Activity

As been indicated in the research, the students were instructed to change their iPod so that they would be using the video that they were not familiar with. According to the findings, the male student enjoyed the first video most whereas the female student enjoyed the second video. However, in the second activity, both of them indicated that it was strange to use the think aloud method as they believed they didn’t need to justify to themselves. Both students also stated that the video resources didn’t give them the authentic feeling of the language culture. The students responded that this activity didn’t affect their performance negatively during the interviews.

c) Daily Questionnaire Responses

The study collected the evidence showings that the respondents have had actually develop a preferred pattern in learning English language via iPod during the leisure time. The students were able to develop a regular habit of use of the day that most convenient with them. The findings also stated that the students were able to broaden their viewing spectrum once they shared their videos in class.

v REFLECTION:

This research surely captured my interest due to the topic of the research alone. O foreseen that the use of podcasting in language classroom will bring numerous educational advantages. Plus, the autonomy elements of the podcasting motivate me to know more about the findings of the research. Besides, the findings also tease my curiosity about the relevancy of the implementation of the subject matter. I had gone through this research from A to Z thoroughly in order for me to fully comprehend the prominent gist of this research. I found out that this fresh education concept very motivating as well appealing. Apart from improving the educational system, this notion will nurture the students to develop self-governing in learning the target language as the students have the liberty in choosing their own audio and visual materials for the target language. Thus, it will not limit the students ability to learn the target language in their own pace and ways.

In my personal opinion, this study was properly conducted as a pilot study where in the future this study may works as the catalyst for the evolution of education system to another level. I acknowledged that this study was well conducted by the researcher. All of the significant factors in determining the feasibility of adapting the podcasting resources in language classroom have been critically analyzed despite the limitations that have been mentioned in the research. However, I believed there is still room for improvement due to the research budget. The result of this study can’t be generalized to all the education institutions and therefore the budget should be satisfactory in continuing doing this research in the future.

Based on my own perspective of this subject matter, I believed that, the implementation of using podcasting resources in Malaysia educational system will surely increase the numbers well-rounded students. However, this approach is more like to be rational and relevant if it is to be implemented in the higher institutions due to the cognitive development of the individuals. The students will surely fully utilize the autonomy feature in this approach to their advantage and due to that they will be able to comprehend the target language features in the means that suit them best accordingly with their language proficiency. Besides, the implementation may foster the intellectual exchanges between students positively because of its feasibility and practicality. It will surely be the medium of teaching and learning instruction of the target language among themselves without having to wait the language materials provided by their respective educators. This is without a doubt will contribute to positive learning environments and booming outcomes.

In-Class Task 6: Reflection of Hot Potatoes Software

The conveniences provided by the Hot Potatoes software never cease to amaze me since the first time I started to learn to use it. I have always heard about some software that provide assistance to the teachers in constructing meaningful lesson plan towards the teaching and learning process but this is the first time that I got my own hand to this particular software. I have never thought that this software will be a greater assistance for the teachers to devise any exercise that are congruence with the general outcome as well as specific objective accordingly to the intended devised lesson plan. According to an article by Martin Laplante, Ph.D., the Hot Potatoes suite is a set of Computer- Assisted Language Learning tools that lets teachers easily create interactive web-based exercises. The Hot Potatoes software includes five major features in teaching English language which are the JCloze, JMatch, JQuiz, JCross and JMix. All of the features are very useful to formulate the objective of the English language learning for the students. Apart from that, there is one prominent feature in this software which known as The Masher. I have tried the features several times although it seems that I still need to learn more about this software before I start to fully utilize the effectiveness of this software.

In my personal opinion, I believed that this software provides a broad range of advantages for those who are seeking to teach English language using the Internet as the medium of instruction. The application’s features are distinct with each other where it can be used for many learning objectives. This application provides different segment for the optional reading text and the other exercises such as quizzes in the other. In addition to that, the learning materials that the users want to use for the exercises can be directly included into the software from different sources which are from the HTML files or within the local disk. Quite convenience I would say to that.

In relation to this point, I would like to point out that the features in this application can be used widely by the English teacher to encourage the students to develop a learning tendency in learning English language online. The reason why I mentioned this point of view is due to the fact that this application can provide exercises that are very interesting and simultaneously stimulating the students’ urges to learn English language. All of the features can be used as creative as possible which depends on the creativity level of the users. The application provides the users with the accessibility to incorporate the usage of pictures or video with the purpose of attracting the students’ interest in learning English language via Internet. Apart from that, the application also includes the scaffolding approach where the learners can click on the button Hint whenever they have some difficulties in answering the exercises.

According to one of the articles that I have read about this software, the developers of this software have intentionally avoided the ‘one-click right or wrong’ feedback system which has been widely used by most other systems. In my opinion, this intention has strongly opposed the ideas inculcate by the other systems, where the developers of this application emphasis on the progressives feedback given to the students either as hints or allowing the learners to check the answers in the answering phase. According to the article, this will enables the students to be involved in the students-centered approach where the learners have the opportunities to be in involved in a more cognitive process where they figuring out the correct answer in a constructive manner. I would like to say that I am totally agreeing with this point of view.

Last but not least, I would like to categorize this application as the friendly-user application. This application offers liberty to the user to control the appearance of the HTML files that have been created. I think that this application provides opportunities towards the users to expand their creativity horizon instead of making exercises using the old-school form which is the paper and pencil. Based on my own experience in using this software, I have been exposed with the different angle of using the creativity in teaching English language. The liberty of choosing your own graphic interface can help the teachers to come out with an interactive and attractive appearance of ESL website that can stimulate the students’ interest in learning the target language. Despite all of that, I still have more to learn in utilizing the advantages of using this application. So far, I have gained lots of experiences and insights that are relating towards the technique of teaching English language.

I would like to recommend all of my friends who are involving in the Education department to incorporate this application into their teaching method and as for me this particular software will surely be my favorite software in the future. The advantages of using the software can’t be described by words instead it should be experienced individually. I believe that is all from me.

IN CLASS-TASK 5

THIS IS THE LINK FOR THE JMatch!!

JMatch

SAME BUT DIFFERENT!!

THIS IS THE OTHER TYPE OF JMatch!!

JMatch

TASK 1: ESL Website Evaluation

WEBSITE : learn-english-today.com

URL : http://www.learn-english-today.com/

Q1: What does the application attempt to “teach”?

This ESL website is specifically designed to aid the learners and educators to adapt with the educational setting which in this context is the process of teaching and learning English. The main aspect that has been the foundation of this ESL website is the grammar lesson that can be found in the application provided. This websites provides the educators and learners with a complete list of grammar aspects which should be learnt by the ESL learners. Each of the grammar aspects in English are been explained in details through the application in this website where the educators and learners can easily refer to the explanation back and forth for the purpose of improving the basic of the learners’ English grammar. The grammar lesson that has been included in the website can be classified as a broad scope of grammar section which is basically covered all of the basic grammar rules that should be familiarized by the ESL learners. The application in the website provides the learner with important explanations for each of the grammar features as well as the examples that can be extremely handful for the ESL learners during the learning process. Apart for the explanations and examples that are provided in the website, the ESL learners can also test their understanding regarding to the English grammar through the exercises that have been inserted in the website as part of the learning package offered by the website. The exercises provided in the website are directly related to one particular aspect of English grammar. Each aspect of the English grammar has its own set of exercises that can be answered by the ESL learners and each set is different which each others. The features that are associated with the English grammar in the websites emphasized that the website is focussing on developing the ESL learners and facilitate them in building a well-structured foundation of English grammar.

In addition, the website also provides the ESL learners with the opportunities in enhancing the other aspects of English language such as vocabulary, idioms, proverbs, as well as quotations. These aspects that have been mentioned fall under different sections in the website where the ESL learners can learn the English aspects as a whole without getting mixed up with the grammar section in the website. These sections attempt to expose the learners with various kinds of English features which have been categorized under several grouping in this websites. The grouping approach is used to help to ESL learners to easily click the intended topic that they want to have access towards such knowledge. The diverse topics that have been catalogued in this website give liberty to the learners as well as the educators to choose the topic that fit with the language proficiency. From all of the sections in this website, it can be viewed that this ESL website doesn’t merely focus on developing the English grammar only. The website exposes the English language to the ESL learners as a whole and not fragment by fragment although there are some sections in this website emphasis on the language fragmentally.

Q2: What sorts of things is the application users expected to do with regards learning the content?

The ESL learners that used this website as a catalyst to learn English language are expected to execute a list of easy steps in order for them to gain the benefits of the learning content in this ESL website. Learning English through www.learn-english-today.com is simple as learning ABC because the website enables the learners to have full access with the learning content in this website without registering to the website or paying any fees.

The learners are expected to read the explanation of the grammar rules that are provided in the website accordingly to the category and test their understanding by answering the exercises that have also been provided in the website. In addition to that, the website has also provided the learners with the answers for the questions asked in the set of exercises. This feature can be used by the ESL learners to check their answer immediately without wasting any time referring to the answer that may be written at another page. Therefore, the ESL learners that used this website can easily evaluate their strength and weaknesses of the subject matter. The users of this website are expected to self-evaluate themselves after finished checking their answer and therefore, they will be able to analyse the language proficiency by themselves. All of the sections in this website encourage the ESL learners to do the self-evaluation approach.

Besides, the ESL learners that are using this website are not expected to have any specific computer skills in terms of completing the task given in the website. For that reason, this website has helped the users to decrease the burden of technology technical problems that are usually faced by the ESL learners that tried to learn English via ESL website. It can be said that the systematic and organized system that has been used by this website is ensuring the effectiveness of learning English language via ESL website where the ESL learners are expected to not having any major difficulties that can hinder the smooth learning process.

Q3: What sorts of computer skills is the application users expected to have in order to operate/access/use the application?

First of all, the ESL learners that operate/access/use this website as the medium of instructor in learning English language should have already covered all of the basic computer skills. It will be easier for the ESL learners to use this website if they have already acquired the necessity computer skills. This is very important for the ESL learners in order for them to access the website without having any time to be wasted on learning how to improve their basic computer skills as they can fully utilized their time in learning English language through this ESL website.

Secondly, the ESL learners should have adequate browsing skills in order for them to be able to fully employ the benefits of learning English language via this ESL website which have been provided directly as well as indirectly. The ESL learners can browse the list of exercises that have been inserted in this website which are categorized accordingly to the grammar aspects before starting to answer in. These browsing skills will surely benefit the ESL learners in any ways because they will be able to choose what kind of exercises that they want to utilize while using this ESL website. Besides, there are some sections in this websites that enable the users to print out the learning materials. So, there is no doubt that the browsing skill can help the ESL learners to find which one of the exercises that can be print out are fit with their language proficiency.

Last but not least, the ESL learners are expected to have the knowledge of hyperlink skill which is very useful in this subject matter. The ESL learners should know which link to click on to and where does it goes whether it occurs in a new tab or at the same tab. This skill is crucially important so that the ESL learners will not be puzzled when they click on to the link at it appears to another page or where to find the home page that contains all of the sections. To put it simply, all of the links in this website can be a very confusing maze and the hyperlink skill of the ESL learners will works as a compass that will guide through them in using the links in the website.

Q4: While you are “playing”/”accessing”/’assessing’ 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?

The practice of this ESL website certainly reminds me of my past learning experiences although at that time the approaches of using the same materials is different where the technique is traditional or in other we were primarily use pen/paper and paper as the tools of learning. This website has taken the same approach into another level where the content can be viewed as the same but the technique of practicing it is totally different. The old technique has been modernized by the website and I can say that it is much better compare to the old times.

Apart from my old experiences, I definitely have my own latest experience that can be related to this application as a browsing the application/website it makes me reminisces about my Practicum Period. I regularly used many ESL websites to prepare my lesson plan as well as referring to the lesson plans that have already been inserted in the websites. It has helped me a lot during my practicum. The exercises in the websites can be used for unlimited time due to the various kind of type and it was very easy and useful. There were many interactive videos that I have used as part of my lesson plans which have been taken from the ESL websites.

Speaking of which, it reminds me that I used to refer to the ESL websites when searching for materials that will be used in my lesson plans for methodology subjects such as Teaching Grammar, Reading, Writing, Listening and Speaking as well as Literature. The ESL websites have layout all of the materials accordingly to the sub-topic of the syllabus and so I only need to scroll up and down and browse critically without having to turn to another page. The websites become more convenient because the sections have been catalogue according to the appropriateness of language level proficiency.

This application also reminds me when I was involved in the self-study for the third language course. I have higher tendency to refer to the website and improving my third language proficiency by listening to the recordings or videos in the websites. The websites have also the same sections as this ESL website where the users can improve their language grammar, writing skills, reading skills as well as speaking and listening skills. I felt like I am experiencing the same thing again here although it is for different purpose.

Q5: Can you pinpoint some theories of language learning and/or teaching underlying the application?

The most prominent theory or teaching and learning underlying the application/website is the Connectivism, “A Learning Theory for Digital Age” which has been develop by George Siemens and Stephen Downes. There are many principles that are the foundation of the Connectivism Theory that reflect with the learning philosophy of this ESL website. One of the principles is “Learning is a process of connecting specialized nodes or information sources” In this website, the ESL learners have the freedom to click on the links provided at the homepage that connect with other websites that have extra information.

Another theory that can be seen as one of the theories that construct this ESL website is the theory proposed by Lev Vygotsky’s Zone of Proximal Development which is also known as ZPD. The scaffolding is basically the concept that has been adapted by the website where the learners can refer to the hints in answering the question given thus assisting the language learning process of ESL students.

Learner-Centered Instruction approach also plays the crucial role in this ESL website where the opportunities provided encourage the learners to immerse themselves in the self-centered learning rather than teacher-centered learning. The ESL learners have the freedom to conduct the learning process by themselves instead of been instructed by the educators or facilitators.

Another theory that attracts my interest is the The Cognitive/Developmental Perspective. Norman Segalowits (2003) and others have suggested that the ESL learners have to pay attention to any aspect of the target language that they are trying to understand or produce. According to them, pay attention in this context is, understanding the concept using the cognitive resources to process information. It is totally related to this website because the target users of this website of usually well literate individuals where they have well develop cognitive abilities.

Q6: How well is the constructivist theory of learning applied to the chosen website(s)?

First and foremost, the definition of constructivist theory is important in responding to the question. Constructivist theory proposed that by reflecting on one’s own experiences, one constructs one’s own understanding of the world that one’s live in. The constructivist theory also proposed that the knowledge is constructed through the meaningful learning experienced by those who take the initiative in learning. Apart from that, constructivism states that learners construct the knowledge by personal experiences rather than acquiring it.

In responding to this question, the constructivist theory is quite salient in this website where the ESL learners have are engaging themselves in the learning environment by themselves instead of by fully guide through by an educators of facilitators. Therefore, the foundation learning philosophy that has been implementing in this website is the adaption from the constructivist theory.

This ESL website exposes the ESL learners with different opportunities to construct their own knowledge which are based on the experiences in using the website. The opportunities provided by the websites offer the learners to be able to develop or construct the language knowledge are not limited to one or two sections only. The website presents the learners with different kind of experience opportunities in the website where the ESL learners can indulge themselves into. It is a good thing to be pampered by the opportunities of constructing knowledge through experience as been proposed by the constructivist theory.

Q7: 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?

Based on my point of view, I am disagreeing with the statement that said whether the computer was “master” of or “slave” to the learning process. Computer is merely a tool of learning and it can be neither the “master” of nor “slave” to the learning process. To put it simply, computer is not human being that can understand the state of the language learners where some of them may categorize as the slow learners and some of them are fast learners. Therefore, the computer can’t set the language proficiency of the language learners due to that reason. Apart from that, the emotional factors should be taken into consideration where at some point the language learners may need some emotional support from ANOTHER human being and not a computer which has no feeling at all. There most important thing that should be remembered is the teaching and learning process requires two ways of interaction between the teachers and the learners. This issue is quite controversial where it states that computer can operates as human being. It is an undeniable fact that human being created the computer and anything related to it to facilitate human life.

For the issue about the computer functions as a replacement for teachers or merely an obedient servant to students can be related with the argumentative points that have been stated in the previous paragraph. However, there are some additional perspectives that I would like to voice out. As for the computer works as a replacement for teachers is quite unacceptable because computer can’t never operate as a human being does despite how many computer been used in term of emotional factors. However, computer can always be the alternative tools of learning and teaching process because teachers are not available all the time. So, the computer can help the ESL learners by providing the language learners with the learning programmes that have been inserted into the system which is design by a human being. As for the “computer as an obedient servant to the students” statement, it is not quite accurate to be addressed in that way. Students should not be too dependent to the computer at all time because there are the possibilities of technical problems that will hinder the effectiveness of the teaching and learning process. In my personal opinion, I believe that computer is a medium of instruction in teaching and learning process instead of being addressed as a “master” or a “slave”.

Q8: Would you like to use the application yourself in your future work?

I proudly say that there is no doubt that I will surely like to use this application/website in my future work because there are a lot of reasons that will be beneficial to my works. In term of accessibility of this ESL website, it is very easy to access by every ESL learners that learn English language online. Besides, there is no registration required in order for the learners to have full access of the learning content in this website. As there is no registration required there is surely no access fee to be paid to have complete access in using this website.

Apart from that, the website is totally up to date where there are everyday idioms or quotations displayed at the homepage of the website. It means that I will gain new knowledge every time I access the website. The websites also provided with latest link to another page that are educational and they can be used if the content are related with my scope of work. Another reason why I will use this in my future work is due to the flexibility of the website. It is totally operates as the teacher replacement outside of the classroom and it facilitates the language learners as the teachers facilitates in the classroom. So it will be very advantageous for me. There is no time limit to the access time and it can be access and anytime or anyplace as long as there is Internet connection. Every learner can use the website at time which fits with their daily schedule as there are some users of this website have career or important commitment.

The website effectiveness can’t be doubt as it was created by an experienced teacher and the original intention of creating this website is to assist her students in improving their language proficiency. I totally agreed that this website can be used as the reference for the students in learning the language because it is very reliable. Due to the fast pace of technology development, the website will surely be handful for the ESL learners to cope with the changes around them. As the technology is developing, the website can be classified as one of the medium of instruction in teaching English language. I am totally highly recommended the ESL learners to use this website if the content is related with their work.

Suggestions and Recommendations.

Although the website has given me satisfaction while I was using it, there are still some room for improvement as they a saying said that perfection is achieved through improvement. I would like to suggest that the layout or the graphic interface of the website need to be improved so that it will be able to motivate the ESL learners that are using this website. It should be simple but totally interactive. There is no need for the homepage to be too messy and pack as it makes the users feel irritated and annoyed with too many things on the same page.

Another recommendation that I would like to propose is the types of exercises in the website. Although the website provides exercise for each grammatical aspect, there is only one type of exercise for each. It should not be limited to one type of exercise only instead it should be varied and interactive. The explanation of the grammatical aspects maybe too general it would be vey systematic if the website shown specific areas for specific grammatical aspects.

This website has the printable exercises sections that are very resourceful for the users but if the website has the download option for the exercise it will be more convenient. The ESL learners can download the exercises directly from the website if they don’t have any printer at that moment when they are accessing the website.

Last but not least, the website should include any multimedia features instead of link to another websites that have the multimedia sections such as listening or speaking. The usage of flash software can be very useful for the learners to learn the target language. Maybe a little bit of video or animation will be sufficient to help the ESL learners in improving their English language.

All of these recommendations that have been made by me are specifically for the greater good of the effectiveness of the ESL website. Personally, I think the ESL website can be further improved in the future.

References:

Patsy M. Lightbown & Nina Spada (Third Edition, First Published 2006): How Languages are Learned (Oxford Handbooks for Language Teachers)

H. Douglas Brown (Second Edition, 2001): Teaching by Principles; An Interactive Approach to Language Pedagogy.

http://www.funderstanding.com/content/constructivism

http://www.learning-theories.com/constructivism.html