#GRADED ASSIGNMENT 2 - SUMMARY

Summary

MOBILITY IN LEARNING: THE FEASIBILITY OF ENCOURAGING LANGUAGE LEARNING ON SMARTPHONES

by Keith Barrs

Introduction:

1. The potential of smartphone integration into language learning

In this era, smartphones offer the greatest potential for such invisible integration of technological hardware into language learning. These devices are technologically superior to standard mobile phones, running on advanced operating systems such as iOS (Apple), Android (Google) and Symbian (Nokia) which allow for the use of high-resolution touch-screen interfaces and smartphone-specific applications. As a mobile device they have “an affinity with movement between indoors and outdoors, across formal and informal settings, allowing learners to lead at least some of the way” (Kukulska-Hulme, 2009, p. 164), and they are usually owned by the students themselves, at a relatively low-cost (Johnson et al, 2011). These characteristics mean that smartphones have the potential to become important devices not only in language learning in general but particularly in Self Access Language Learning (SALL). SALL is an approach to learning where the focus is on the promotion of learner autonomy by moving students away from dependence on the teacher and towards independence in managing one’s own learning (Gardner & Miller, 1999). Smartphones can greatly assist students in managing their learning by giving them mobile and independent access to materials and resources.

 2. The motivation for smartphone research

The motivation for the research was the observation in the researcher's classrooms in which smartphones were becoming more and more common, as a device owned by the students and regularly brought to the classes as a standard item of the students’ possessions. Through the researcher's own experience with a smartphone, he had come to recognize its potential language-learning applications such as its usefulness as voice recorders, the ability to photograph and store digital pictures of board work, and the proliferation in specific language learning applications (see Godwin-Jones, 2011), such as Cloudbank (a database of informal English usage), Anki (a flashcard programme) and Sounds (an app to help with pronunciation). It appeared that in my classes, smartphones had the best potential to become a normalized language learning technology, both inside and outside of the classroom, and this normalization would bring with it opportunities not only for use in class but also for promotion of language learning activities that could be achieved beyond the classroom.

Methodology:

Participants: 80 students of Kanda University, Japan.

Tool: Survey questionnaire

Research Questions:

 (1) What is the extent of smartphone ownership among the students in my classes?

 (2) Do students use their smartphones for language learning?

Findings and Discussion:

 1. Investigating research question 1: The issue of normalization

 

The concept of normalization is an important one in discussions of Computer Assisted Language Learning (CALL). Bax (2003) states that normalization of technology occurs when it “becomes invisible, embedded in everyday practice” and when the technology is “hardly even recognized as a technology, taken for granted in everyday life” (p. 3). It is then that the technology will be at its most useful in language learning contexts, because it can be used “without fear and inhibition, and equally without an exaggerated respect for what [it] can do” (p. 3). So if a normalized state of technology in language learning is considered as something which is both achievable and desirable (Bax, 2003, p. 24) then it is necessary to consider what piece of technology has the best potential for becoming normalized, the extent to which the normalization is in progress and the opportunities afforded by the integration of this technology. A questionnaire given out to the researcher's classes (80 students) at the end of the 2010/2011 academic year (January) showed that only 25% owned a smartphone. This showed that the technology was popular, but not yet normalised in wider society or a ‘natural’ part of the make-up of a student’s everyday possessions. Data which is echoed in the Horizon Report (Johnson et al., 2011) stating that “virtually 100% of university students worldwide come equipped with mobiles” (p. 13). The proliferation of smartphone hardware (such as the predicted release of the iPhone 5 in late 2011 and the acquisition of the Motorola company by Google in order to focus on mobile technologies), and the ever-increasing number of apps in stores such as iTunes (Apple) and Android Market (Google), suggests that mobile phones will be most likely updated to smartphones when contracts end or phones are lost/broken. That is unless a new technology is released in the intervening period which comes to replace the smartphone. 

2. Investigating research question 2: Using a smartphone for language learning

According to The Horizon Report (2011), “people expect to be able to work, learn and study whenever and wherever they want” (p. 3). Smartphones can be a useful technology in this regard, especially in relation to learning, primarily because of their mobility but also due to the functions and applications available on the device. Smartphones allow anywhere, anytime access to an ever increasing amount of information and resources through functions and applications such as cellular calls, Instant Messaging services (IM), audio/video recording, wireless Internet access, social-networking applications, mobile dictionaries and flashcard programs. However, it is important to acknowledge that ownership of a smartphone does not necessarily mean that they are being used for language learning purposes. It is therefore also important to investigate first of all whether or not students who own smartphones are (1) already using them for language learning or (2) willing to use them for language learning, and then to investigate the particular ways in which they can be used. From the initial questionnaire given to the researcher's 2010/2011 classes (80 students), in January 2011, he found that of the 20 students who owned smartphones, 15 had already used their smartphone in a way which they considered to be for language learning. Several of these uses are listed below:

1. The camera was used to photograph board-work written up by the teacher, for example homework assignments and instructions.
2. The built-in voice recorder on the iPhone was used to record a pair-presentation practice session and then this recording was self-reviewed for features that the teacher had said would be assessed, such as fluency and pronunciation.
3. One student had heard about the ability to search in Google by voice with the Google App and wrote that checking to see if the app would respond correctly to her oral search terms was fun pronunciation practice for her.
4. Several students said they used flashcard apps such as Gengo Flashcards which is an integrated app that allows you to create flashcards using your own photographs along with inputted text which can be spoken back to you in a range of languages.
5. Some students mentioned they use English language news apps such as BBC, CNN, Discovery, Time and MTV.

Of the 5 students who answered that they felt they hadn’t yet used their smartphone for a specific language learning activity, 4 answered that they would be interested in learning about what functions/apps were good for this purpose. The remaining 1 student answered that he/she had no wish to use their smartphone for specific language learning activities because he/she didn’t like using technology in this way. This student said he/she enjoyed using textbooks for language learning and the smartphone was just for calling and simple Internet access in Japanese. Although limited, this data indicates that even if some students already know how to use their smartphones for language learning, a key role for instructors can be to encourage and support all learners in how smartphones can be used for particular language activities. This can be done through classwork and homework which makes use of the devices and with the promotion of free/paid apps that teachers feel would be useful for the learners to use. Such promotion could be done through an ‘app of the week’ style segment of a lesson or in class/institution newsletters.

Conclusion:

From the results of the first administration of the questionnaire, combined with what has been written on learners’ and educators’ blogs and in articles about smartphones in general society and specific learning environments, the researcher predicts that this on-going investigation will reveal that the number of students in his classes who own a smartphone will continue to rise, most likely rapidly because of the current popularity and availability of the devices across most mobile networks. He also predict that smartphones will become normalized in Japanese society within 1-2 years and potentially be readily available to all students for use both in and out of the language learning classroom. He anticipates that the research will also help reveal in what ways smartphones are already being used for language learning, which can assist teachers in encouraging and supporting smartphone use by language students. Normalization of this technology will help to re-define educational practices by giving more opportunities for students to access and manage their own learning, with the guidance and pedagogical support of the teachers.

Link for the paper

   

  

#GROUP DISCUSSION 2

    1)      How has CMC transform the dynamics of interaction?

- Computer Mediated Communication (CMC) makes a big change to the pattern of communication among people. As suggested by its name, CMC makes people interact via technology rather than just communicating face to face as done by people from previous decades when computers are still not vastly used. People in this modern era interact by various different means of communication using computers. For example, they use instant messaging, emails, bulletin boards, video conference and social networking sites. In fact, those means of communication are more widely used if compared to face to face interaction because people are getting comfortable using those methods of conversing.

    2)      How has this transformation shape society?

- There are pros and cons in everything we do. Therefore, there will also be the positive and negative effects of using the CMC, especially towards the society.

Ø  We tend to know everyone, virtually.

In the virtual world as in the sites on the internet, we did not really see the person. Therefore, we tend to be friends with everyone especially in the social networking sites even though we did not know them. This might be because it is so easy to be bonded with people on the internet. For example, in Facebook, what we have to do to enter someone’s life is to just simply click the ‘add’ button and once he/she approve the request, we are said to be his/her friend, as simple as that. However, if we stumbled upon them in real life, we did not really talk to them.

Ø  People are becoming socially awkward

When most interaction is done via the internet, the soft skills of the users of the computers are getting tarnished. As a result, we don’t know how to mingle with people anymore, we don’t know how to develop better social relationships with others, we don’t have the skills in using languages and we don’t even know how to be flexible and how to adapt when dealing with various kinds of people. Therefore, people are becoming socially awkward and that reduces our quality as a human being.

    3)      Is this mode of communication in sync with Islam?

- Yes.  Through CMC we can strengthen the relationship among Muslims and Islam encourages us to be close to each other.

Plus, the fact that we can actually have virtual friends from different religion also is an advantage for us as we can use the medium to spread da’wah. We should bear in mind that thehukm for spreading da’wah for us as a Muslim is FardAin, which means each and every one of us should preach others, depending on our capabilities.

#WEEK 6: COMPUTER MEDIATED COMMUNICATION(CMC)

REFLECTION

In the current world that we are living in, we feel that CMC (Computer Mediated Communication) is an important tool in language learning. This is because most of us use CMC, whether it is synchronous or asynchronous, in our daily lives. At this time, we depend on emails, Skype, WhatsApp and etc to communicate with others. Mobile phones, smart phones, tablets and other devices that has the Internet connection is also considered as CMC. 

As language learners, we believe that CMC is an essential tool for learners to acquire language. Learners can learn how to write by reading E-articles and E-books and talk like native speakers by watching videos on YouTube. Nowadays, people often have live video conferences to give lectures and talks.

From an Islamic perspective, we feel that CMC brings no harm to mankind if use wisely. As Muslims, are taught to use the things that we have in our time to acquire knowledge and in this case language. However, we feel that as Muslims, we should only do good with CMC and avoid whatever that can lead us astray. We think that we should use CMC to do da'wah to mankind all over the world. We can use blogs to share what we learn or we can also create video blogs or YouTube to tell stories of Islam to others. There are so many ways of spreading da'wah to others through CMC. It is a matter of whether you want to do it or not.

Al-Bukhari narrated it on the authority of Anas, as follows:

"Make things easy! And do not make them complicated! Be cheerful! And do not be repulsive."

We feel that CMC is a tool given by Allah to men of our age for us to acquire knowledge easily without any problems.

#GRADED ASSIGNMENT 1

SUMMARY

A Summary of an Empirical Article on CALL in Speaking Skills. 

The title of the article that we have found, A Research on a Student-Centered Teaching Model in an ICT-based English Audio-Video Speaking Class was taken from International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2010, Vol. 6, Issue 3, pp. 101-123.

In the article, the authors intend in investigating the achievability of the student-centered teaching model utilized in an English audio-video speaking class (EAVSC) in computer-assisted language learning (CALL) environments at their university through two quantitative longitudinal case studies. They mention the past system of learning English where it is focusing on students’ linguistics ability rather than their communicative ability and now the system has changed from the teacher-centered to student-centered in order to improve the students’ communicative ability. That is when the system of Communicative Language Teaching (CLT) emerges where the teachers are able to provide the opportunities for the students to familiarize themselves by communicating with each others. After that, the English Audio-Video Speaking Class (EAVSC) is being introduced to the teachers so that they can take full advantage of the use of ICT in teaching and enhancing their students’ ability in English speaking skill.

In the study, the authors have referred some works from the previous researchers which one of them is the teaching model under Constructivism. According to the theory of constructivism, learning is the process of meaning construction under a certain situation (i.e. social-cultural background), through resourcing, cooperating and interacting with people (Brent 1995; Chris 1995). Thus, this teaching methodology is relating to EAVSC where the students are required to communicate with the teacher and classmates in order to acquire their target language. Besides that, the authors are also referring to the Bachman’s Communicative Language Ability (CLA) model. According to Bachman, language competence comprises essentially a set of specific knowledge components that are utilized in communication via language (Bachman 1990, pp. 84-85). After that, there is the philosophy of Learner-Centered Education which has been improved by the appearance of Communicative Language Teaching. Through this method, students are in charge with their own learning processes while being supervise by the teacher within the classroom time.

In the article, the authors describe what actually the English Audio-Video Speaking Class is. It is classes where the students can easily get interact with each other even without face-to-face contact and being carried out in a digital audio lab provided with internet access and interconnected by an ICT facility, a digital learning system (WE-LL6000). The main teaching methodology that was being adopted in EAVSC is the Bachman’s theory of Communicative Language Ability (CLA). Then, the authors are also give out the activities done in this class which are pair-work dialogues, group discussions, debates, video-based role-plays or voiceover, and also personal statements. There is also some previous research that had been done concerning the EAVSC.

In the study, the authors explore two research questions which are; what kind of role does the ICT facility, in particular, the digital learning system (WE-LL6000) play in the EAVSC?, and does this teaching model in the ‘student-centered’ EAVSC in CALL environments achieve feasibility and effectiveness in enhancing students’ speaking abilities and their communicative language abilities? The subjects targeted for this research were 130 non-English majors’ students of P.R. China, specializing in the field of Computer Science and Technology, Information and Communication Engineering, and Electronic Engineering. All of them took the National College English Test Band Four (CET-4) and scored above 576/710. Then, the students will be divided into two independent classes in two semesters where 66 students in the first semester while another 64 students in the second semester and both of the classes being instructed by the same teacher. The context of the teaching is where both the students and the teacher is being equipped with audio communication and the teacher would divided the class either into groups or pairs for the given tasks and then will supervise and also record the students’ performances. Then, the instruments used in this research are the questionnaire, tests and also the data collection and analysis. The questionnaire was being distributed to the students at the end of each semester in order to survey the teaching and learning effects of a student-centered teaching model in an EAVSC in computer-assisted language learning (CALL) environments and the using of the textbook Learning English through Culture: Viewing, Listening, Speaking. The tests were divided into two; pre-test and post-test. Pre-test was conducted in the beginning of each semester in order to test the students’ proficiency while the post-test was conducted after the whole semester’s training and the topics were the similar topics with the pre-test. Lastly, the data collection and analysis were being done through the collection from pre-test and post-test.

The rationale behind the use of the English Audio-Video Speaking Course (EAVSC) as to improve students’ English speaking skills is to provide a favourable communicative environment to stimulate their desire for interacting in the target language (English) and to create multiple opportunities for them to practice. If we compare this way of teaching students to speak English with the traditional way, we will notice that the traditional way emphasize more on explaining linguistics facts, and only few interactive activities were organized. This provides less space for the students to actually practice what they learn in English class.

In the EAVSC, the time for students to interact with one another is far more than the time allocated for the teachers to introduce the topic for the day. The students’ way of interacting with each other is either as a pair-work dialogues, small group discussions, big group discussions or debates, video-based role plays or voice overs and personal statements. However based on a result done as in the first survey, the most preferred styles of interaction are the pair work and the group work. Almost all of the subjects preferred the pair and group work. They said, pair work and group work gave them more chances to speak and to interact unlike the other styles which gave them smaller opportunities to talk because of the large number of speakers waiting for their turn to speak.

As for the second survey, the students were asked on the effectiveness of the ICT-based language lab in increasing students’ language production. The students agree that the use of CALL environment does actually help them in increasing their level of English proficiency. Based on the result, almost half of the subjects state that the use of computer is helpful towards their improvement.

In the third survey, the students were asked on their opinion of the teachers’ responsibilities in the EAVSC. More than half students give the same feedback that the new teachers’ responsibility in the ICT-based language lab is mainly to develop the students’ communicative language ability. In an ordinary classroom where no computer was used as in previous years, the role of a teacher is as a leader in the classroom. However, in this new form of learning space, their task is more to facilitate and observe the progress of the students in development of their English speaking skills.

In the fourth survey, the question is about the time that the students spent in doing their oral practice. 53.66% (more than half) of the students said that they made their oral practice in 50% to 75% of the entire period spent in the language lab. Therefore, this result also indirectly shows that the students are no longer passive information receivers but active participants in negotiating with the teacher for background information and in communicating with peers.

In terms of application of the textbook, some questionnaire data had been collected. Approximately, 98.37% of the students were satisfied with the textbook and the CD-ROM, especially with its rich and cultural knowledge and unique cross-cultural perception. The second data shows that 95.32% students proclaimed that the textbook was aiding them well in improving their listening and speaking proficiency.

When a survey conducted to ask their level of satisfaction with the EAVSC, 99.38% of them answered that they were satisfied with the way EAVSC treated them. They claimed that EAVSC really helped them in increasing their capability in English speaking skills and almost 100% agreed that by doing all the communicative activities and oral presentations, they can improve their listening and speaking proficiency. In the next survey on the effectiveness of the teacher’s help, 95.12% of them declared that the teacher was helpful in their learning process.

In overall, the role of ICT facility is a competent tool and it does help as an intermediate medium between the teacher and the students and it does help the researchers to keep data efficiently in a virtual space. The changes in the roles of the teachers and students are obvious. The students were no longer passive in class and the teachers were assisting the students in their tasks in the language lab. Overall, this new teaching method using CALL is a success.

Reference:

Zhihong Lu, L. H. (2010). A Research on a Student-Centered Teaching Model in an ICT-based English Audio-Video Speaking Class. International Journal of Education and Development using Information and Communication Technology (IJEDICT) Vol.6 , 101-123. Retrieved March 10, 2013 from ijedict.dec.uwi.edu/include/getdoc.php?id=4253&article

LESSON PLAN

Lesson Plan for Speaking Skill using Computer Applications

Class/Level: Centre for Foundation Studies students (KIRKHS)

Date: 13/3/2013

Time: During the speaking class (80 minutes)

Proficiency level of students: Level 6 students                     

Theme: EPT / TOEFL

Topic: TOEFL’s questions are similarly same as EPT’s.

Language skill: Speaking

General objective: To enhance student’s vocabulary, pronunciation and speaking skills.

Specific objectives: At the end of this lesson, students should be able:

To pronounce words correctly.

 To improve student’s speaking and communication skills.

 To acquire new vocabularies.

Materials required for lesson:         

TOEFL iBT Speaking Conqueror

Powerpoint slides for instructions

Evaluation:

Students' skill to speak up their answers to the questions provided.

Students’ capability to construct answers in a limited time.

Students’ skill to speak texts with no major mistakes/errors.

Example of TOEFL iBT Speaking Conqueror

REFLECTION OF SUMMARY AND LESSON PLAN

In this modern 21^st Century, technology is vastly used. The young generation is the one that is most compatible with the technology. They cannot be detached from the technology even in a day. Thus, the use of computer in the Computer Assisted Language Learning (CALL) is a brilliant way to attract the youngsters in learning and it is an effective way of learning language as we can use the software and the interactive programs that are already installed in the computer.

Generally, the research that we did the summary on it above is an example of a good research done to investigate the effectiveness of using an ICT-based English audio-video speaking class in order to increase the students’ level of competence in English language. Their method of experiment is logic and practical in reality by all institutions in Malaysia. Thus, this method of teaching is applicable to all schools or higher institution if they intend to practice this method.

In our opinion, it is somehow quite nice if we can implement this way of teaching as majority of fresh graduates from universities, be it government or private ones, cannot speak fluent English. They may be good in other aspects of English like in reading and writing but to speak, they are not that good. To get a better example, try to look at students from rural areas. They are not so proficient in speaking English if compared to students from urban areas. They are not used to speak English unlike those students who live in big cities. Students originating from Kuala Lumpur, for example, are fluent in expressing their thoughts in English and they may not have any problems in speaking English simply because they are used to it as they mingle with their friends who are just the same like them, trained in speaking English since their early age. In the meantime, students from rural areas, they did not have those chances. Maybe because of the lack of awareness and when only minority of them used to speak English, they are not getting a conducive environment to practice the language. However, if all educational institutions in Malaysia can use this method of English teaching, it would be a very good step towards the betterment of all. Insha Allah. 

We also have learned how to create a lesson plan. Lesson plan is actually a teacher’s thorough description of the course of instruction for an individual lesson. We are instructed to make a lesson plan on how to teach speaking skills to students using computer applications. In order to do this, we need to think of the ways to introduce and teach the students of the new software that we plan to employ. There are many advantages that we get from doing this project. First and foremost, creating the lesson plan actually improves our knowledge as well as skills in teaching since the need of lesson plan for a teacher is actually of an utmost importance. Besides that, by creating the lesson plan, the goal of our task can be outlined and organized. We also learn that in every step or way of teaching, there is an objective that we have to achieve. Furthermore, by having a lesson plan, a teacher can utilize all the time given in the class productively and there will be no procrastination taken place.

In Islam, to be organized and clean is very much liked by our Prophet Muhammad s.a.w. Besides that, Islam also discourages us or dislikes people who procrastinate or waste their time with useless things.

#WEEK 5: Designing Effective Power Point Presentation

Reflection

Islam is the true religion which emphasizes knowledge. This is proven by the first revelation from Allah SWT that says, “Iqra’”. There is also a hadith that says, “Convey from me, even it is one word.”

In order to convey the ‘ilm to others, we have to do it in a correct and proper way. This is just to ensure that the audience gets the real message that we want to convey and of course it is to show that we really want to share with them what we know. One of the method to convey the knowledge is of course through the learning and teaching method in schools and universities. In those two institutions, we usually use power point presentations as the tool in class.

The purpose of creating the power point presentation is to assist the listeners towards things that we are going to present. Therefore we need to take care of some aspects in order to make the presentation affective, yet informative.

We agree on the five points that Madam Rozina had highlighted in last week’s class (4th March 2013). According to the slides, the text of a good power point presentation should be big, simple, clear, progressive and consistent. The text should be simple but all of them should be full with meanings. Using pictures in power point presentation is nice but make sure to put them accordingly and they have to be related with the topics that we are presenting. We can also use mind maps with attaractive shapes and colours in order to keep audience interested to listen to us. The background should be simple with some pictures at the corner or simple borders. If possible, we should avoid using pictures like this,

 as the background. It is too thread-like strand isn’t it ? Do not make the audience feel distracted with the pictures, too much animations and also how the text in the slides are presented. That is the main rule in creating a good power point presentation. 

#WEEK 4: CALL in Language Skills

CALL in language skills as what have been illustrated or shown in the picture above covers every aspect of language skills including listening, speaking, reading, writing and grammar. The use of computer in language studies has indeed led to numerous benefits and it too, has even been proven by the past as well as present researchers. As students, we are also agreeing with this. The use of computer is very advantageous to students. With the help of the computer, there are ample ways we can improve our skills using the technology and softwares. For example, in listening skills, we are trained to listen carefully on the content words and understand the meanings without being distracted. This is good as it teaches us how to be a good listener and being one has a variety of good outcomes or effects in our life. In speaking skills, there are numerous sites or softwares where or which we are taught how to pronounce words correctly and how the grammar, syntax, intonations and pragmatics work together and simultaneously boost our confidence in communicating with others. In reading skills, the use of colors attracts the readers to focus and read. It also functions to stimulate the brain to remember the important messages. In writing skills, the use of spelling checker is very advantageous as it assists the learners in spelling their words correctly. The learners can also interact with other people on the Internet through social network sites, chatting room, etc. Last but not least, in grammar skills, there are also loads of grammar practice multi-media programs available on the Internet in teaching us how to construct grammatically correct sentences. All these five skills are very prominent in our daily life and without them we may not be able to share, communicate, listen and preach effectively to others. Hence, since the use of the computer and technology nowadays assist in advancing our language skills, we should utilize it as much as we can. 

Reflections

From Islamic perspective, Islam always stresses the importance of gaining and mastering knowledge, and thus, gaining and mastering technology. Muslims with knowledge of computer and ICT could make full use of the technology in improving themselves in their language skills and many others. Technology could also be used to further enhance the understanding of both Muslims and non-Muslims on Islam. There should be a new generation of preachers or daie who could utilize modern tools and technology to spread the correct understanding of Islam. Multimedia, to take an example, could be used to teach young children how to read the Quran correctly. It is interactive and combines the usage of most senses. This would make the learning of the Quran more exciting, especially to today's children.

Using technology for da'wah is in line with using wisdom and beautiful preaching in da'wah as mentioned in the verse. The advancement of technology also demands that the audience be techno-savvy as well. Hence, why not take the advantage of this development in order to improve ourselves with the knowledge of Islam? Why should this technology not be used in our quest to truly understand Islam?

#WEEK 3: Islamization of Knowledge

Reflection of Islamization of Knowledge

                Islamization is the concept of structuring the life of human being in line with the principle of Islamic teachings. Basically it is like changing or having new thoughts regarding our previous ideas and concepts in life.

                Nowadays, most education around the world is secular-based education that separates the religion from the state.  In Islam, we must fulfill our life for Allah and none of our activities, principals and ideas should be separated from Allah.  Islamization of knowledge covers, not just the field of education but practically everything in our lives. As Muslims, we should revert to whatever non-Islamic thoughts that we have learned before into the true Islamic way of thinking.

                For example, the Liverpool tagline, “You’ll never walk alone” can be Islamized by simply taking it as a step closer to remember Allah s.w.t. “You’ll never walk alone as Allah s.w.t. is always by your side, protecting you and guiding you.” 

#WEEK 2: Electronic Portfolio

What is electronic portfolio?

Electronic portfolio or also known as digital portfolio is an electronic evidence collected and managed by users (students), usually on the Web and is then evaluated by their teachers. The use of e-portfolio in learning nowadays is due to the advances in research and technologies. People start to turn to the new teaching methods and strategies which are way more innovative and convenient. E-portfolio, unlike the traditional portfolio where information and data used to be collected in bulky scrapbooks, provides ample benefits to the users. Many universities and schools nowadays are currently working to make sure that students are gaining practice and experience by means of electronic portfolios.

Reflection

As we know, via e-portfolio we can share information and knowledge with other people without any limitations. The learning of this topic in class has really opened our eyes that e-portfolio is indeed very advantageous as compared to the traditional portfolio where time, space, and access  become the ultimate boundaries. In our opinions, besides being the medium of assembling information, e-portfolio can also be the medium of spreading and swopping knowledge; we can get various information from others on the Internet and  we can also be the source of information to them as well. Besides that, as we are Muslims, e-portfolio can also be a good platform for us to spread Islam to the world. 

Indeed, whoever who is in the pursuit of knowledge, is walking their way to heaven. In sha Allah. :)

#GROUP DISCUSSION 1

1. Did the course incorporate the use of computer in the teaching and learning?

- Yes, Error and Contrastive Analysis did incorporate the use of computer in teaching and learning by detecting the grammatical mistakes done through the use of software such as Microsoft Office Word when students doing their work. Although the use of software in the computer can detect student’s grammatical mistakes, we can’t totally be depended on the computer alone. In other words, students also need to work together with the computer in learning and correcting each other’s mistakes. In this course, we learnt that each culture have different word choice and with the use of computer we can do research on different word choice of different culture. In conclusion, the use of computer in this course is very wide and it can be incorporated in such many ways.

2. Are the computer-based activities related to any of the THREE stages of CALL?

- Yes, especially in the stages of Communicative and Integrative CALL. In Communicative CALL grammar was taught implicitly and students work together with computer in learning by correcting each other’s grammatical mistakes. While in Integrative CALL, the computer is being used just as a tool in learning where it is a mechanism used in supplying information for the teacher and students.  The computer also is being used as the medium of interaction between the teacher and the learners and also between the learner and the other learner from across the whole world.

3. What are the important concepts in the THREE stages related to the activities?

-  COMMUNICATIVE CALL

Ø  Communicative CALL = Cognitive Approach

Ø  Computer = Pupil

Ø  Grammars was taught implicitly

Ø  Learner centered approach = Learners were left to discover the knowledge by themselves

 - INTEGRATIVE CALL

Ø  Integrative approach = the computer is integrated into the process of learning.

Ø  Authentic use of language

Ø  Task-based, Content-based and Project-based

Ø  Computer is being used as the tool for learning

#WEEK 1: History of CALL

Reflections

The use of computer in the process of learning and teaching is a current way of delivering knowledge to the learners. The reason is simply because technology is giving us so much impact and everyone on Earth tends to use technology in most of their daily activities. We do our laundry using the washing machine, we communicate with each other using the telephone which was invented by Alexander Graham Bell and even to do a simple mathematical equation, some of us would need to use the calculator. Technology made our life easier and it provides so much comfort in life. Without the technology, we would be likely spending most of our time to do some of our basic necessities. Therefore, the deployment of computer in learning and teaching process is something good and beneficial to the learners and also the educators.  

Virtual Classrooms

Attending class does not only mean that we have to literally go to class, sit on the chair with a small table attached to it and listen to the lecturers speaking in front of the class. With the rapid development of technology, now we can attend virtual classrooms and learn anything that is offered by the websites. Here, we provide some websites that functions as the virtual classrooms on the internet:

1) The Cyberitalian site is a place to learn the Italian language, discover the Italian culture and enrich their lives. It provides interactive lessons with audio, pronunciation guides, videos, self-administered exercises and exams and fun learning activities like puzzles, cross-words, reading/listening comprehension, sing along, cooking and many others. There will be also some new activities that will be added regularly.

2) The second example is the Madinaharabic site where learners can learn Arabic without having to pay anything to them. Therefore for students, especially the IIUM students, they can actually surf the website and extract the knowledge simply by clicking some of the buttons there.

Interactive Way of Learning

There are bundles of methods in Computer Assisted Language Learning (CALL). Quizzes and fun games are two top approaches of computer assisted learning. An example of the website that uses this kind of approaches is quia.com. It assists the instructors to adopt books, create classes and even to tract students’ progress. For the students, it helps them to complete their assignment in a fun way. They just have to register an account. That’s it!

Compact Disc

Even though we are not connected to the internet, the learning progress can still take place only with the presence of a computer. A CD (the abbreviation of a compact disc), which is a small plastic disc with a metallic surface on which information is recorded, also can be used as a process of learning. We still remember, during out school time, a CD used to be attached in each of our textbooks and teachers usually use it to explain the lessons and to keep students awake during the lesson time.

Virtual Connections

Social networking, instead of using it for the sake of socializing, it can also be used to maintain connections between the instructors and the learners. Connecting students to authentic environments is getting easier and more user-friendly with threaded discussion groups such as Google Groups and also Facebook Groups. It is becoming very popular during these recent days.

Conclusion

With the rapid growth of technology, the ideas and the implementation of it also changes from time to time. Some outstanding things have been done as a result of computer application and we believe that the use of computer as an aid for learners to acquire knowledge will experience an on-going development simply because of the facts that technology will be always springing up like mushrooms after the rain throughout out life.