Short Story: How the Monkey Found TROUBLE
Teammates:
Bazilah Raihan bt Mat Shawal as the wife and Moozimoo
Wan Fariha bt Wan Azami as the narrator
Wan Nurul 'Arifah bt Wan Nor as the monkey
HOW THE MONKEY FOUND TROUBLE
“Where’s Freddie the Fox?” asked the Monkey.
“He has met trouble,” replied his wife.
“‘Trouble’? Who is this ‘Trouble’? I have never seen him. What does he look like?” asked the Monkey.
“Don’t talk like that! Someday you might find trouble and then you won’t like his looks at all,” warned his wife.
But the Monkey wanted to know more about ‘Trouble’. So, he went to Moozimoo, the wise one who knew most things.
“Where is ‘Trouble’? I would like to meet him,” said the Monkey.
“Do you really want to find trouble?” asked the wise old one.
“Yes,” replied the Monkey. “I want to see what ‘he’ is like.”
“You shall,” said the wise old one. “Wait here for a moment.”
Moozimoo went away for a short time and returned with a sack on his shoulder.
“Here, brother,” he said to the Monkey, “Carry this sack out of the forest into an open field. Then, open it with great care. You will see ‘what you will see’.”
The sack was very heavy but the Monkey managed to carry it to a field. “Now,” he said as he put the sack down. “I am going to see what ‘Trouble’ is like.”
Carefully, he untied the string with which the bag was tied. Out jumped a big dog. The big dog gave one bark and leapt at the monkey.
The monkey squealed with fright and ran for the nearest tree. But the dog got hold of his tail and bit a piece off. The monkey climbed to the top of the tree, while the dog sat at the foot of the tree....waiting.
click here to listen to the story.
Wednesday 22 September 2010
Tuesday 7 September 2010
Task 3: WWW Lesson Plan
PERSONALITY AND DREAMS
Level: Form 4- Intermediate
Time: 1 hour 10 minutes
Topic: Dare to Dream
Theme: Science & Technology
Language Content: Adjective of Quality
Educational Emphasis: Creative and Critical Thinking Skills (CCTS), ICT Skills, Multiple Intelligence (MI), Values and citizenship (VC)
Moral Values:
1)Everyone should set a goal to achieve
2)The importance of knowing yourself better
Previous Knowledge: Students have learned to create an e-mail account and know how to send a short e-mail.
Aims: At the end of the lesson, students should be able
1)To practice sharing a 'link' using e-mail
2)To learn vocabularies that describe characteristics and personality
Technical Requirements: One computer for a pair of students with an Internet connection and a Web Browser, e-mail for each pair.
Websites: http://www.pipx.net/personal/email/personalityquiz.htm
http://en.wikipedia.org/wiki/Soichiro_Honda
Preparation:
1) Look for sites that conduct a simple personality quiz.
2) Check on the suitability of the quiz provided on the sites.
3) Prepare the worksheets
Procedure:
Set Induction (10 Minutes)
>Teacher recaps the previous lesson on how to send a short e-mail to friends.
>Teacher asks students to share some of their strengths and weaknesses.
>Teacher introduces the topic of the lesson.
>Teacher shares the story of Soichiro Honda,the founder of Honda Motor Co., Ltd. who believes in the power of dreams.
Development (5 Minutes)
>Teacher introduces several websites that provide fun quizzes about personality, IQ, relationships and etc.
eg:
http://www.gagirl.com/quiz/quiz.html
http://www.funtrivia.com/
http://www.takefunquizzes.com/
http://www.quizopolis.com/fun_quizzes.php
>Teacher browse the sites and show the example of quizzes available
Activity 1 (40 minutes)
>Teacher asks students to visit the specified website:
http://www.pipx.net/personal/email/personalityquiz.htm
>Teacher instructs students to complete the quiz in 15 minutes
>After completing the quiz, teacher asks students to write down information about the result of their personality
>Teacher asks students to compare their personality with their partner.
>Teacher distributes the worksheets and asks students to fill in the worksheets.
>Teacher asks students' opinion regarding to some careers suggested in the personality quiz website that suit their personality.
i) Do they think that career really suit them?
ii) How they relate their characters to their dream job.
>Teacher gives assistance when needed.
Activity 2 (10 minutes)
>Teacher instructs the students to sign in their 'pair' e-mail
>Teacher teaches students how to share a 'link' with their friends
>Teacher asks students to share the link of personality quiz website with other pairs in the class as well as with the teacher
Conclusion (5 Minutes)
>Teacher reviews the lesson
>Teacher emphasizes on the moral values.
Follow-up Activity:
>Students are required to write a short essay about their dream job or what they wish they could be or have in the future and relate it to their personality that they have obtained from the quiz. The essay should be submitted in the next class.
Worksheet:
Level: Form 4- Intermediate
Time: 1 hour 10 minutes
Topic: Dare to Dream
Theme: Science & Technology
Language Content: Adjective of Quality
Educational Emphasis: Creative and Critical Thinking Skills (CCTS), ICT Skills, Multiple Intelligence (MI), Values and citizenship (VC)
Moral Values:
1)Everyone should set a goal to achieve
2)The importance of knowing yourself better
Previous Knowledge: Students have learned to create an e-mail account and know how to send a short e-mail.
Aims: At the end of the lesson, students should be able
1)To practice sharing a 'link' using e-mail
2)To learn vocabularies that describe characteristics and personality
Technical Requirements: One computer for a pair of students with an Internet connection and a Web Browser, e-mail for each pair.
Websites: http://www.pipx.net/personal/email/personalityquiz.htm
http://en.wikipedia.org/wiki/Soichiro_Honda
Preparation:
1) Look for sites that conduct a simple personality quiz.
2) Check on the suitability of the quiz provided on the sites.
3) Prepare the worksheets
Procedure:
Set Induction (10 Minutes)
>Teacher recaps the previous lesson on how to send a short e-mail to friends.
>Teacher asks students to share some of their strengths and weaknesses.
>Teacher introduces the topic of the lesson.
>Teacher shares the story of Soichiro Honda,the founder of Honda Motor Co., Ltd. who believes in the power of dreams.
Development (5 Minutes)
>Teacher introduces several websites that provide fun quizzes about personality, IQ, relationships and etc.
eg:
http://www.gagirl.com/quiz/quiz.html
http://www.funtrivia.com/
http://www.takefunquizzes.com/
http://www.quizopolis.com/fun_quizzes.php
>Teacher browse the sites and show the example of quizzes available
Activity 1 (40 minutes)
>Teacher asks students to visit the specified website:
http://www.pipx.net/personal/email/personalityquiz.htm
>Teacher instructs students to complete the quiz in 15 minutes
>After completing the quiz, teacher asks students to write down information about the result of their personality
>Teacher asks students to compare their personality with their partner.
>Teacher distributes the worksheets and asks students to fill in the worksheets.
>Teacher asks students' opinion regarding to some careers suggested in the personality quiz website that suit their personality.
i) Do they think that career really suit them?
ii) How they relate their characters to their dream job.
>Teacher gives assistance when needed.
Activity 2 (10 minutes)
>Teacher instructs the students to sign in their 'pair' e-mail
>Teacher teaches students how to share a 'link' with their friends
>Teacher asks students to share the link of personality quiz website with other pairs in the class as well as with the teacher
Conclusion (5 Minutes)
>Teacher reviews the lesson
>Teacher emphasizes on the moral values.
Follow-up Activity:
>Students are required to write a short essay about their dream job or what they wish they could be or have in the future and relate it to their personality that they have obtained from the quiz. The essay should be submitted in the next class.
Worksheet:
Monday 30 August 2010
In Class Task 7; HYPERTEXT and HYPERMEDIA
Have you ever wondered about the power of crystals? Did you know that crystals have the metaphysical power of healing? Using certain crystal methods, crystal healing can help a number of physical problems. This metaphysical healing relies on the innate powers of healing crystals. For example, rose quartz is great for emotional healing, amethyst crystals for headaches, malachite for the stomach, lapis for anxiety, and jade for the heart....just to name a few.
From as far back as the days of the legendary lost city of Atlantis, through the ancient Mayan and Hebrew civilizations, and including Far Eastern and Native American cultures, crystals and gemstones have been used both in spiritual rituals and as aids to physical healing.
How do crystals work? No one seems to know for sure. Tales tell that they were first used in Atlantis. Crystals became important to the people of that civilization who believed in their capacity to store and amplify any power source fed into them - physical, mental, emotional, or spiritual. Practitioners of modern-day crystal therapy believe that the stones' ability to work as conductors allows them to focus energy via a person's thoughts to stimulate healing - both physical and nonphysical.
Crystals are used in meditation and spiritual ceremonies, laid on the body during types of massage or bodywork, when a person is resting, or placed in drinking or bathing waters. It is claimed that an odd number of facets on the stone aid in healing, while an even number of facets create the best energizers. Red, yellow, and orange stones are said to produce energy, clear and aquamarine stones are healers, and lavender and blue-violet stones create calming effects.
Friday 27 August 2010
Article Review
Title: Using Mobile Phones for Vocabulary Activities: Examining
the Effect of Platform
Language Learning and Technology,Volume 14,Number 2,June 2010,p.p 95-110.
http://llt.msu.edu/vol14num2/stockwell.pdf
by Glenn Stockwell.
About the author: He is a Professor in Applied Linguistics at Waseda University, Tokyo, Japan. His research intensifies on areas include computer-mediated communication, mobile learning, and the role of technology in the language and learning process.
E-mail: gstock@waseda.jp
click here to review the article.
The research aims to investigate the differences in the scores achieved in activities and the time required to complete those activities through the use of mobile and PC platform. Besides, it also explores whether learners are improving in speed and scores over time on each platform. It was a quantitative study which has been conducted longitudinally in three years involving 175 learners from the School of Law who enrolled the first-year English –language Subject at Waseda University. Learners were aged between 18 and 21. The samples have to learn the vocabulary outside of class. Vocabulary activities are considered as part of assessment and the activities were available to the learners either on PC or on their mobile phone known as VocabTutor. Brief explanation was given on how to use and complete the activities. They were free to choose either using the PC or mobile phone and even both and they can switch the use of it at any time they like. Grade was assigned depending on how many of the ten lessons they completed. The findings show that the difference in the score achieved in both platforms was insignificant and time constraint for completing the activities using mobile phone was slightly longer around 1.4 minutes for each activity. It was also found that there was no apparent improvement in terms of speed as well as no actual trends of scores achieved across the semester.
Basically, this research has captured my interest as it explores on the effectiveness of using mobile phone- a gadget that mostly everybody is using it and brings it everywhere, as a medium to learn vocabulary. As a matter of fact, mobile phone nowadays can be considered as a multipurpose gadget because we can use it as MP3, camera, voice recorder etc. despite its main function to make phone calls. However, in Malaysia, mobile phone has not been fully utilized in language teaching due to certain factors. Perhaps, this is the time for us to develop applicable programs or software that utilizes this multipurpose tool to the fullest. As for me, I only have the dictionary application in my phone and I found it is very beneficial for me because I do not have to bring the thick dictionary everywhere like a geek. However, based on my review on this study, I noticed that the findings of this study is not really convincing because the sample were allowed to switch the use of platform any time they want. Therefore we cannot assure that the score of one particular learner is increasing or decreasing. Let’s say for instance, learner A has been using mobile phone for the first three activities and he or she has scored 5/8 for the first activity and keep on increasing one point for the next two activity, while learner B has been using PC also for the first three activities and scored 6/8 in every activity, however for week 4, both have changed the used of platform but only learner A has increased in score achieved. Subsequently, the result has been analyzed in general and not for every individual regardless of the switch made. Thus, we cannot see the improvement as the data showed no significant increased. That is why I can see the researcher obtained incongruent data when he claimed there were no real trends that became apparent in the scores for the activities. In order to improve this study to be more reliable and empirically valid, I think the researcher can build a control group in which the sample in this group should only use the PC for the activities and another group is to be experimented where the sample need to use the mobile phone for the activities. In fact, if the researcher intends to look at the improvement of scores achieved, I think it would be more accurate if it was assessed individually. Nevertheless, this study has given significant impact in the teaching and learning ESL in general and in Malaysian context. All these while, we have been overlooking on the use of small and compatible tool in broadening the language teaching prospect. Though some have been utilizing it, the awareness and effort given are still inadequate. We can see that in Japan, the development of technology supports the teaching and learning process in which in the article the researcher has mentioned that there were no incompatibility issues in the use of mobile phone for the activities since all three major mobile phone carriers in Japan have equipped the mobile-system with Internet-capable handsets. So we should move towards it as well. In conclusion, this study has given positive implication especially for teachers to utilize as much as possible the use of technology in language teaching so that teaching and learning process will not only take place in classroom setting.
(shock to know that this is exactly 800 words)
the Effect of Platform
Language Learning and Technology,Volume 14,Number 2,June 2010,p.p 95-110.
http://llt.msu.edu/vol14num2/stockwell.pdf
by Glenn Stockwell.
About the author: He is a Professor in Applied Linguistics at Waseda University, Tokyo, Japan. His research intensifies on areas include computer-mediated communication, mobile learning, and the role of technology in the language and learning process.
E-mail: gstock@waseda.jp
click here to review the article.
The research aims to investigate the differences in the scores achieved in activities and the time required to complete those activities through the use of mobile and PC platform. Besides, it also explores whether learners are improving in speed and scores over time on each platform. It was a quantitative study which has been conducted longitudinally in three years involving 175 learners from the School of Law who enrolled the first-year English –language Subject at Waseda University. Learners were aged between 18 and 21. The samples have to learn the vocabulary outside of class. Vocabulary activities are considered as part of assessment and the activities were available to the learners either on PC or on their mobile phone known as VocabTutor. Brief explanation was given on how to use and complete the activities. They were free to choose either using the PC or mobile phone and even both and they can switch the use of it at any time they like. Grade was assigned depending on how many of the ten lessons they completed. The findings show that the difference in the score achieved in both platforms was insignificant and time constraint for completing the activities using mobile phone was slightly longer around 1.4 minutes for each activity. It was also found that there was no apparent improvement in terms of speed as well as no actual trends of scores achieved across the semester.
Basically, this research has captured my interest as it explores on the effectiveness of using mobile phone- a gadget that mostly everybody is using it and brings it everywhere, as a medium to learn vocabulary. As a matter of fact, mobile phone nowadays can be considered as a multipurpose gadget because we can use it as MP3, camera, voice recorder etc. despite its main function to make phone calls. However, in Malaysia, mobile phone has not been fully utilized in language teaching due to certain factors. Perhaps, this is the time for us to develop applicable programs or software that utilizes this multipurpose tool to the fullest. As for me, I only have the dictionary application in my phone and I found it is very beneficial for me because I do not have to bring the thick dictionary everywhere like a geek. However, based on my review on this study, I noticed that the findings of this study is not really convincing because the sample were allowed to switch the use of platform any time they want. Therefore we cannot assure that the score of one particular learner is increasing or decreasing. Let’s say for instance, learner A has been using mobile phone for the first three activities and he or she has scored 5/8 for the first activity and keep on increasing one point for the next two activity, while learner B has been using PC also for the first three activities and scored 6/8 in every activity, however for week 4, both have changed the used of platform but only learner A has increased in score achieved. Subsequently, the result has been analyzed in general and not for every individual regardless of the switch made. Thus, we cannot see the improvement as the data showed no significant increased. That is why I can see the researcher obtained incongruent data when he claimed there were no real trends that became apparent in the scores for the activities. In order to improve this study to be more reliable and empirically valid, I think the researcher can build a control group in which the sample in this group should only use the PC for the activities and another group is to be experimented where the sample need to use the mobile phone for the activities. In fact, if the researcher intends to look at the improvement of scores achieved, I think it would be more accurate if it was assessed individually. Nevertheless, this study has given significant impact in the teaching and learning ESL in general and in Malaysian context. All these while, we have been overlooking on the use of small and compatible tool in broadening the language teaching prospect. Though some have been utilizing it, the awareness and effort given are still inadequate. We can see that in Japan, the development of technology supports the teaching and learning process in which in the article the researcher has mentioned that there were no incompatibility issues in the use of mobile phone for the activities since all three major mobile phone carriers in Japan have equipped the mobile-system with Internet-capable handsets. So we should move towards it as well. In conclusion, this study has given positive implication especially for teachers to utilize as much as possible the use of technology in language teaching so that teaching and learning process will not only take place in classroom setting.
(shock to know that this is exactly 800 words)
Monday 16 August 2010
In Class Task 6; Reflection on the use of Hot potatoes
First and foremost, i would like to thank Dr. Izaham for introducing the hot potatoes to us. i never thought that there's such a software that really helpful and make things easy especially for teachers to come out with an interesting approach to teach the language.
So far, learning how to use hot potatoes really makes me feel excited to try and explore further. Before this, i only enjoy the language games or exercises on-line not knowing that we can simply create it on our own- how wonderful. In fact, its simple way to use really helpful particularly for a novice like me (plus the guidance from dr. Izaham). Definitely i will be clueless if i were asked to use it abruptly without step-by-step guidance from Dr. Izaham.
The best part of Hot Potatoes for me is JCloze. I like using JCloze as it can switch a dull reading exercise into an interesting and interactive one. we can put pictures, audio sound as well as video for the learners so that it will be more attractive and even it would be very helpful for them to understand the passage. I talk based on my experience because when i was in school, i hate reading close passage because it is very boring. Though the concept is basically similar, yet the use of pictures, audio and all that will give a new-look to the close passage and this will indirectly decrease the level of bored among learners.
Anyway, using JMatch is also interesting. I have experienced playing the matching exercises on-line and that time i was wondering how they (the authors of the website) can come out with that exercises or games. it seems very sophisticated to me indeed as we can simply 'click and drag' the answers. so as i have been exposed to the use of JMatch in Hot Potatoes, i finally have all the answers for my questions before. now it was no longer that sophisticated to me as long as we have this sophisticated software- Hot Potatoes.
Nevertheless, we cannot always expect that things will always be easy. same goes with the use of Hot Potatoes. now it has shown its real colour as it has challenged us through the use of JMix. i bet, it is quite confusing to keep on 'linking' back and forth and yet it still not working like how we expected it to be. perhaps it means to say that "hey, don't look easy on me!"... well,anyhow i am still learning on how to make it smoothly linked to the next and previous questions. after all, it is our duty to continue on learning even outside the classroom.
As the matter of fact, the exposure to Hot Potatoes is something very beneficial for me as it somehow taught me on how to integrate the use of computer and internet in language teaching. thanks to the inventor of Hot Potatoes.
So far, learning how to use hot potatoes really makes me feel excited to try and explore further. Before this, i only enjoy the language games or exercises on-line not knowing that we can simply create it on our own- how wonderful. In fact, its simple way to use really helpful particularly for a novice like me (plus the guidance from dr. Izaham). Definitely i will be clueless if i were asked to use it abruptly without step-by-step guidance from Dr. Izaham.
The best part of Hot Potatoes for me is JCloze. I like using JCloze as it can switch a dull reading exercise into an interesting and interactive one. we can put pictures, audio sound as well as video for the learners so that it will be more attractive and even it would be very helpful for them to understand the passage. I talk based on my experience because when i was in school, i hate reading close passage because it is very boring. Though the concept is basically similar, yet the use of pictures, audio and all that will give a new-look to the close passage and this will indirectly decrease the level of bored among learners.
Anyway, using JMatch is also interesting. I have experienced playing the matching exercises on-line and that time i was wondering how they (the authors of the website) can come out with that exercises or games. it seems very sophisticated to me indeed as we can simply 'click and drag' the answers. so as i have been exposed to the use of JMatch in Hot Potatoes, i finally have all the answers for my questions before. now it was no longer that sophisticated to me as long as we have this sophisticated software- Hot Potatoes.
Nevertheless, we cannot always expect that things will always be easy. same goes with the use of Hot Potatoes. now it has shown its real colour as it has challenged us through the use of JMix. i bet, it is quite confusing to keep on 'linking' back and forth and yet it still not working like how we expected it to be. perhaps it means to say that "hey, don't look easy on me!"... well,anyhow i am still learning on how to make it smoothly linked to the next and previous questions. after all, it is our duty to continue on learning even outside the classroom.
As the matter of fact, the exposure to Hot Potatoes is something very beneficial for me as it somehow taught me on how to integrate the use of computer and internet in language teaching. thanks to the inventor of Hot Potatoes.
Wednesday 11 August 2010
Friday 30 July 2010
Website Critics
1. What does the application attempt to “teach”?
The application is attempt to expose the learners to the basic knowledge of English such as the vocabulary, grammar, speaking (especially the pronunciation), listening and reading as well as writing. If the learners use this application, they can in fact learn and improve their spelling ability as well as in sentence structure. An interesting part of this application is it attempts to teach the learners on the use of English in context. This is apparent as it includes the use of idioms and slang, the proverb, reading signs, ‘daily listen and repeat’, jokes and most of all, it highlights the current news as it closely associates with the Voice of America (VOA) - The Voice of America is one of the sources for news and information from the United States and around the world. Besides, the learner can improve their lexis in many areas such as animals, food, science, business, health, travel and etc.
This application would be very helpful in assisting the learners to improve their pronunciation and gain confidence in speaking as they can learn how to pronounce any word with correct pronunciation. The uniqueness of this application is it provides articles or news together with the audio whereas the learner can simply go to the “Reading with MP3” section, choose any area of interest and ‘click’ on the “play” button to listen to the audio. Thus, the learner will be exposed to the real pronunciation while reading and the pronunciation provided does not sound artificial or rigid as if they are listening to the pronunciation provided in the digital dictionary or other gadgets. In fact, learner who uses this application will get the opportunity in learning the pronunciation through song. There are list of songs that the learner could choose, listen to and repeat or sing along the song. Therefore, this application would benefit not merely the visual learner but also audiotory learner. In addition, the level of exercises, games or quizzes provided in this application are very organized as learners may choose to do exercises according to their level.
2. What sorts of things is the application user expected to do with regards to learning the content?
Generally, this application is more focus on ‘drill and practice’. Besides, it also requires memorization. The learner’s cognitive ability will be empowered throughout the games and exercises as all of those have been organized from lower level of cognitive ability to higher level of cognitive ability such as ‘read and match’ to ‘look-memorize-choose’. In fact, there are some games that require the learner to memorize list of vocabulary beforehand then proceed to the game. Besides, there are a lot of games that demand learners to use their sight and hearing. Basically, this application is very user-friendly whereby the learner only needs to read the instruction clearly before starts doing the exercises or playing the games. In fact, the instructions given are very simple and easy to be understood by learners. Some exercises or games may look common but if the learner does not read the instruction deliberately, the learner might be lost in the middle of the activity.
However, for “Reading with MP3” and listening or hearing sections, I think it would be more effective if the leaner uses the headphones so that he or she can hear it clearly. This application demands the leaner to actively complete the exercises and play the games because there is time-set for particular games or exercises. While, for listening and speaking or pronunciation empowerment, this application gives the opportunity for the learners to listen and repeat as frequent as they want. However, this requires learners’ responsibility to listen and utter the word themselves so that they can practice. Otherwise the lesson may not be helpful in enhancing their pronunciation. Nevertheless, the drawback of this application is that it does not provide the ‘chatroom’, discussion or forum sections for the learner to have real conversation or discuss with others interactively.
3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?
In order to learn the content, the learner only needs to have basic knowledge of computer skills as well as basic knowledge in using the internet since this application contains many links. Basically, this application only requires learners to ‘click’ or ‘drag’, key-in, as well as listen and repeat. The instructions given are very brief and simple. It is explained step by step and using the simplest English in order to help the users to easily understand the instruction. Meanwhile, the tasks or games provided are easy yet very interactive. Most of the games, exercises and quizzes are in form of multiple-choice, guessing-games, matching in which it does not only applicable for those who has high level in computer skills.
In my opinion, this application would be the most suitable application for teachers if they want their students to get use with the computer. In fact, teachers can expose to their students on the use of internet to improve their performance because this application is not that complicated to be operated.
4. 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?
This application somehow reminds me when I was in primary school as my teacher used flashcards to teach us new vocabulary. Guessing-games, matching, sing along, memorizing and listening to the teacher are commonplace for beginners. I remember my Standard 5 teacher asked me to make our own flashcards in order to enhance our vocabulary and I have worked hard for it as she promised to give present for those who have the highest number of flashcards and have memorized all the vocabularies. Gratefully, I got the first prize and it has made me more excited to memorize more and more lexis. Based on my assessment on this application, I notice that it somehow adapted the same way of teaching and learning but it has been converted into more sophisticated form by using the computer. However, using this application for me is more effective as the users can have immediate response to their answers be it right or wrong. This is because the users can check their answers right after they have done playing the games or doing the exercises. The pronunciation also more precise compared to the teacher’s pronunciation in classroom and the users can listen to the correct pronunciation repeatedly.
Drilling is also commonplace in school. The exercises and games for grammar in this application particularly very much similar to the drilling style as it focus on specific area or aspect of grammar. For instance, if the focus is on parts of speech, then the exercises will be categorized according to adjectives, adverbs, nouns, etc. Nevertheless, this application also teaches grammar in-context as there are quizzes adapted from the VOA. When I was in school, there were bundle of such exercises that I have to complete for English classes and therefore I consider this application also applying the similar concept.
This application also reminds me when I was studying my third language in semester 3, 4 and 5 in which I have to listen to the CD in order to learn the correct pronunciation of Mandarin language. I realized that I was very excited to listen to the CD and I did listen to the CD every time before I sit for my Listening test though the lecturer never asked us to do so-but I did it on my own. In my point of view, this style of learning-listening to the audio is very effective and helpful especially for beginners. It will increase the level of confidence for every learner to use the new words that they have learnt in their conversation. Normally, some learners feel inferior and less courage to speak English as they are too much concern about their pronunciation beside the fact that they are weak in grammar.
5. Can you pinpoint some theories of language learning and/ teaching underlying the application?
The application adopted the basic concept of Grammar-Translation Approach particularly for the ‘grammar’ section where the learners are exposed to series of exercises and quizzes as well as games. These are closely similar to ‘drilling’ which is commonplace in Grammar-Translation Approach. In fact, it is apparent that there are sections where vocabulary is taught in the form of list of isolated words. It also somehow implement the technique of memorization in which for certain exercises or games, the users need to memorize list of words before proceed to the game.
Nevertheless, this application does not merely adopt the Grammar-Translation Approach because it does put much attention on the aspect of pronunciation which has not been given enough attention in Grammar-Translation Approach. Thus, in this sense, this application also applied the Audiolingual Method as it provides a great deal of opportunity for learners to listen to the correct pronunciation and practice it individually. Though, it does not allow the users to interact of involve in any real conversation. The users can only listen to the audio and repeat the sentence themselves. Yet, they are allowed to listen to the audio as frequent as they want. They also can adjust the speed of audio provided.
Another learning theory that somehow has been adapted in this application is Experiential Learning. As I have mentioned earlier, the users might in some way experience the discovery-learning themselves. For instance, as users complete the games or exercises on grammar level by level, they can then proceed to the ‘sentence machine’ section where they will indirectly learn the sentence structure. Though, there are only small part of this application that applying this approach.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
According to Dimitrious Thanasoulas, he views that the main principles of constructivism emphasizes on learning and not teaching and this principle also encouraging learner autonomy. In general, this application is emphasizing on the autonomy of learner. It does not teach its users step by step like what a teacher normally did but somehow it encourage the users to discover and gain the knowledge themselves through numerous exercises and games provided. The users will gradually learn the rules or grammar as they play the games beginning from lower level to higher level. It is more on discovery-learning basis and they can utilize their background knowledge in order to complete the exercises. The games have been arranged from lower level to higher level. As the user is successfully complete the first task, he or she will be more motivated to proceed to the next level. Throughout this concept, the user will gain some input as well as develop their motivation and self-confidence. Therefore, this website does apply the constructivist theory of learning in which its pedagogies proposed that learning is accomplished best by doing hands-on activity.
In the aforementioned answer, I have stated that this website encourage the users to discover the learning themselves. This might not be explicit, but the concept is there. The website does not provide specific tutorials for every section available in this website for instance grammar. Yet, users can unconsciously acquire the rules through series of exercises and games that they have completed. Those exercises and games leave the users to make their own inferences, discoveries as well as conclusions. Nevertheless, this application does not totally disregard facilitation because there will be clues and hints given in order to facilitate the users in certain activities similar to the constructivist approach where it perceives teachers as facilitators.
7. 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?
Whether the computer was “master” of or “slave” to the learning process, I am also bewildering on this statement. Yet I refute the claim that computer was the ‘real’ master of learning process and a replacement for teachers. The need of teachers in assisting students’ learning process is inevitable. Though using computer can make the lesson more interactive and interesting, yet for certain area that requires clarification and deeper explanation, students still need teacher’s assistance. Definitely computer can provide immediate feedback right after every exercise of game, but it cannot provide further explanation as the feedback provided has been set and rigid. Therefore, if the students still cannot understand after reading the available information, they cannot ask for more explanation and example. But the situation would be different if there is a teacher to explain it to the students. This two ways communication may also help the students in improving their communication skills. Well, in order to come out with this opinion, I actually put myself as the student. I have experience blended learning with Dr. Ros Aizan when I was in part 5. I can read the notes on-line which has been prepared by my lecturer and we have the discussion forum if there is any question to discuss on. However, there are certain queries that I still wish for further explanation from the lecturer. In fact for this subject as well, I think it would be miserable for me if Prof. Izaham only posted the instruction and guideline on how to use the Hot Potatoes in his blog without beforehand demonstrated to us on how to use it in class. We have to accept the fact that different student or learner will have different interpretation or understanding over the same matter. Thus, we cannot simply perceive computer as “master” to language learning and ignore the role of teachers in assisting teaching and learning process. Nevertheless, the use of computer in learning process is like the ‘supplement’ to the learning process as it has boosted the effectiveness of the lesson.
Regarding the question whether the computer is merely an obedient servant to students, it is somehow depending on the way students utilize it. In some way, computer does help students a lot in their studies as it can make things easy. By using computer, students can present their ideas and thought in different way such as by using Power Point presentation or Excel. Besides, it helps in developing extra skills such as computer skills which is highly demanded in this era. But on the other way round, the students might misuse it as they can easily ‘copy and paste’ or plagiarize others’ work here and there. So, it is again depend on the students themselves. If they are aware of their responsibility, they will use the computer in a positive way.
8. Would you like to use the application yourself in your future work?
Definitely. I am very excited to play the games in this application. My favorite section in this application is the ‘Slang & Idioms’ section as I can learn the American slang and new idioms. This is very interesting for me because sometimes when I watch English movies, I hardly understand what the actors or actresses are trying to say because of the slang and idioms they used. This somehow could lead to misunderstanding. Therefore, as this application gives me the opportunity to learn it, surely I will utilize it to the fullest.
Besides, I also love the section for reading and listening as it can help me to improve my pronunciation. This application provides ‘tongue twister’as well as jokes together with pronunciation and this for me is really exciting. In fact, I can simply download the audio if I want to use it for my lesson later. So I think this website might be a good source for teachers who are looking for material for listening activity.
The games and exercises in this application also interesting and it can make us want to play more and more. Another thing that makes me eager to use this website because I can learn a lot from it especially in term of vocabulary, proverbs and idioms. Besides, this website is also free-of-charge where we can just simply use it anytime we want and it is also practical as I have said before that it is user-friendly.
Suggestions and Recommendations
This website for me is a rich source of knowledge in which I can see that the main focus is to empower the four basic language skills. Perhaps due to that reason, some elements have been overlooked. This website is so dull and not really attractive. The main page or home especially is merely full of sentence with no graphical or animation at all. It is more on straight forward basis and brief for immediate understanding. Thus, the novice users might be less attracted and have bad impression on the website. In fact, though some games and exercises do utilize pictures, but still it is colourless. Possibly younger learners like children will not really interested in playing the games in this website.
Besides, this website also does not provide chatroom or discussion section where users can discuss or interact with others. The chatroom may provide good opportunity for users communicate with others and apply their new knowledge or skills. This will become a virtual lab for them to test and experiment their knowledge as they will not feel shy if they did any mistake. This will somehow lead the users to contextual learning.
Website chosen= http://www.manythings.org/
Reference:
Brown, H.D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Edition). New York: Longman.
The application is attempt to expose the learners to the basic knowledge of English such as the vocabulary, grammar, speaking (especially the pronunciation), listening and reading as well as writing. If the learners use this application, they can in fact learn and improve their spelling ability as well as in sentence structure. An interesting part of this application is it attempts to teach the learners on the use of English in context. This is apparent as it includes the use of idioms and slang, the proverb, reading signs, ‘daily listen and repeat’, jokes and most of all, it highlights the current news as it closely associates with the Voice of America (VOA) - The Voice of America is one of the sources for news and information from the United States and around the world. Besides, the learner can improve their lexis in many areas such as animals, food, science, business, health, travel and etc.
This application would be very helpful in assisting the learners to improve their pronunciation and gain confidence in speaking as they can learn how to pronounce any word with correct pronunciation. The uniqueness of this application is it provides articles or news together with the audio whereas the learner can simply go to the “Reading with MP3” section, choose any area of interest and ‘click’ on the “play” button to listen to the audio. Thus, the learner will be exposed to the real pronunciation while reading and the pronunciation provided does not sound artificial or rigid as if they are listening to the pronunciation provided in the digital dictionary or other gadgets. In fact, learner who uses this application will get the opportunity in learning the pronunciation through song. There are list of songs that the learner could choose, listen to and repeat or sing along the song. Therefore, this application would benefit not merely the visual learner but also audiotory learner. In addition, the level of exercises, games or quizzes provided in this application are very organized as learners may choose to do exercises according to their level.
2. What sorts of things is the application user expected to do with regards to learning the content?
Generally, this application is more focus on ‘drill and practice’. Besides, it also requires memorization. The learner’s cognitive ability will be empowered throughout the games and exercises as all of those have been organized from lower level of cognitive ability to higher level of cognitive ability such as ‘read and match’ to ‘look-memorize-choose’. In fact, there are some games that require the learner to memorize list of vocabulary beforehand then proceed to the game. Besides, there are a lot of games that demand learners to use their sight and hearing. Basically, this application is very user-friendly whereby the learner only needs to read the instruction clearly before starts doing the exercises or playing the games. In fact, the instructions given are very simple and easy to be understood by learners. Some exercises or games may look common but if the learner does not read the instruction deliberately, the learner might be lost in the middle of the activity.
However, for “Reading with MP3” and listening or hearing sections, I think it would be more effective if the leaner uses the headphones so that he or she can hear it clearly. This application demands the leaner to actively complete the exercises and play the games because there is time-set for particular games or exercises. While, for listening and speaking or pronunciation empowerment, this application gives the opportunity for the learners to listen and repeat as frequent as they want. However, this requires learners’ responsibility to listen and utter the word themselves so that they can practice. Otherwise the lesson may not be helpful in enhancing their pronunciation. Nevertheless, the drawback of this application is that it does not provide the ‘chatroom’, discussion or forum sections for the learner to have real conversation or discuss with others interactively.
3. What sorts of computer skills is the application users expected to have in order to operate/access/use the application?
In order to learn the content, the learner only needs to have basic knowledge of computer skills as well as basic knowledge in using the internet since this application contains many links. Basically, this application only requires learners to ‘click’ or ‘drag’, key-in, as well as listen and repeat. The instructions given are very brief and simple. It is explained step by step and using the simplest English in order to help the users to easily understand the instruction. Meanwhile, the tasks or games provided are easy yet very interactive. Most of the games, exercises and quizzes are in form of multiple-choice, guessing-games, matching in which it does not only applicable for those who has high level in computer skills.
In my opinion, this application would be the most suitable application for teachers if they want their students to get use with the computer. In fact, teachers can expose to their students on the use of internet to improve their performance because this application is not that complicated to be operated.
4. 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?
This application somehow reminds me when I was in primary school as my teacher used flashcards to teach us new vocabulary. Guessing-games, matching, sing along, memorizing and listening to the teacher are commonplace for beginners. I remember my Standard 5 teacher asked me to make our own flashcards in order to enhance our vocabulary and I have worked hard for it as she promised to give present for those who have the highest number of flashcards and have memorized all the vocabularies. Gratefully, I got the first prize and it has made me more excited to memorize more and more lexis. Based on my assessment on this application, I notice that it somehow adapted the same way of teaching and learning but it has been converted into more sophisticated form by using the computer. However, using this application for me is more effective as the users can have immediate response to their answers be it right or wrong. This is because the users can check their answers right after they have done playing the games or doing the exercises. The pronunciation also more precise compared to the teacher’s pronunciation in classroom and the users can listen to the correct pronunciation repeatedly.
Drilling is also commonplace in school. The exercises and games for grammar in this application particularly very much similar to the drilling style as it focus on specific area or aspect of grammar. For instance, if the focus is on parts of speech, then the exercises will be categorized according to adjectives, adverbs, nouns, etc. Nevertheless, this application also teaches grammar in-context as there are quizzes adapted from the VOA. When I was in school, there were bundle of such exercises that I have to complete for English classes and therefore I consider this application also applying the similar concept.
This application also reminds me when I was studying my third language in semester 3, 4 and 5 in which I have to listen to the CD in order to learn the correct pronunciation of Mandarin language. I realized that I was very excited to listen to the CD and I did listen to the CD every time before I sit for my Listening test though the lecturer never asked us to do so-but I did it on my own. In my point of view, this style of learning-listening to the audio is very effective and helpful especially for beginners. It will increase the level of confidence for every learner to use the new words that they have learnt in their conversation. Normally, some learners feel inferior and less courage to speak English as they are too much concern about their pronunciation beside the fact that they are weak in grammar.
5. Can you pinpoint some theories of language learning and/ teaching underlying the application?
The application adopted the basic concept of Grammar-Translation Approach particularly for the ‘grammar’ section where the learners are exposed to series of exercises and quizzes as well as games. These are closely similar to ‘drilling’ which is commonplace in Grammar-Translation Approach. In fact, it is apparent that there are sections where vocabulary is taught in the form of list of isolated words. It also somehow implement the technique of memorization in which for certain exercises or games, the users need to memorize list of words before proceed to the game.
Nevertheless, this application does not merely adopt the Grammar-Translation Approach because it does put much attention on the aspect of pronunciation which has not been given enough attention in Grammar-Translation Approach. Thus, in this sense, this application also applied the Audiolingual Method as it provides a great deal of opportunity for learners to listen to the correct pronunciation and practice it individually. Though, it does not allow the users to interact of involve in any real conversation. The users can only listen to the audio and repeat the sentence themselves. Yet, they are allowed to listen to the audio as frequent as they want. They also can adjust the speed of audio provided.
Another learning theory that somehow has been adapted in this application is Experiential Learning. As I have mentioned earlier, the users might in some way experience the discovery-learning themselves. For instance, as users complete the games or exercises on grammar level by level, they can then proceed to the ‘sentence machine’ section where they will indirectly learn the sentence structure. Though, there are only small part of this application that applying this approach.
6. How well is the constructivist theory of learning applied to the chosen website(s)?
According to Dimitrious Thanasoulas, he views that the main principles of constructivism emphasizes on learning and not teaching and this principle also encouraging learner autonomy. In general, this application is emphasizing on the autonomy of learner. It does not teach its users step by step like what a teacher normally did but somehow it encourage the users to discover and gain the knowledge themselves through numerous exercises and games provided. The users will gradually learn the rules or grammar as they play the games beginning from lower level to higher level. It is more on discovery-learning basis and they can utilize their background knowledge in order to complete the exercises. The games have been arranged from lower level to higher level. As the user is successfully complete the first task, he or she will be more motivated to proceed to the next level. Throughout this concept, the user will gain some input as well as develop their motivation and self-confidence. Therefore, this website does apply the constructivist theory of learning in which its pedagogies proposed that learning is accomplished best by doing hands-on activity.
In the aforementioned answer, I have stated that this website encourage the users to discover the learning themselves. This might not be explicit, but the concept is there. The website does not provide specific tutorials for every section available in this website for instance grammar. Yet, users can unconsciously acquire the rules through series of exercises and games that they have completed. Those exercises and games leave the users to make their own inferences, discoveries as well as conclusions. Nevertheless, this application does not totally disregard facilitation because there will be clues and hints given in order to facilitate the users in certain activities similar to the constructivist approach where it perceives teachers as facilitators.
7. 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?
Whether the computer was “master” of or “slave” to the learning process, I am also bewildering on this statement. Yet I refute the claim that computer was the ‘real’ master of learning process and a replacement for teachers. The need of teachers in assisting students’ learning process is inevitable. Though using computer can make the lesson more interactive and interesting, yet for certain area that requires clarification and deeper explanation, students still need teacher’s assistance. Definitely computer can provide immediate feedback right after every exercise of game, but it cannot provide further explanation as the feedback provided has been set and rigid. Therefore, if the students still cannot understand after reading the available information, they cannot ask for more explanation and example. But the situation would be different if there is a teacher to explain it to the students. This two ways communication may also help the students in improving their communication skills. Well, in order to come out with this opinion, I actually put myself as the student. I have experience blended learning with Dr. Ros Aizan when I was in part 5. I can read the notes on-line which has been prepared by my lecturer and we have the discussion forum if there is any question to discuss on. However, there are certain queries that I still wish for further explanation from the lecturer. In fact for this subject as well, I think it would be miserable for me if Prof. Izaham only posted the instruction and guideline on how to use the Hot Potatoes in his blog without beforehand demonstrated to us on how to use it in class. We have to accept the fact that different student or learner will have different interpretation or understanding over the same matter. Thus, we cannot simply perceive computer as “master” to language learning and ignore the role of teachers in assisting teaching and learning process. Nevertheless, the use of computer in learning process is like the ‘supplement’ to the learning process as it has boosted the effectiveness of the lesson.
Regarding the question whether the computer is merely an obedient servant to students, it is somehow depending on the way students utilize it. In some way, computer does help students a lot in their studies as it can make things easy. By using computer, students can present their ideas and thought in different way such as by using Power Point presentation or Excel. Besides, it helps in developing extra skills such as computer skills which is highly demanded in this era. But on the other way round, the students might misuse it as they can easily ‘copy and paste’ or plagiarize others’ work here and there. So, it is again depend on the students themselves. If they are aware of their responsibility, they will use the computer in a positive way.
8. Would you like to use the application yourself in your future work?
Definitely. I am very excited to play the games in this application. My favorite section in this application is the ‘Slang & Idioms’ section as I can learn the American slang and new idioms. This is very interesting for me because sometimes when I watch English movies, I hardly understand what the actors or actresses are trying to say because of the slang and idioms they used. This somehow could lead to misunderstanding. Therefore, as this application gives me the opportunity to learn it, surely I will utilize it to the fullest.
Besides, I also love the section for reading and listening as it can help me to improve my pronunciation. This application provides ‘tongue twister’as well as jokes together with pronunciation and this for me is really exciting. In fact, I can simply download the audio if I want to use it for my lesson later. So I think this website might be a good source for teachers who are looking for material for listening activity.
The games and exercises in this application also interesting and it can make us want to play more and more. Another thing that makes me eager to use this website because I can learn a lot from it especially in term of vocabulary, proverbs and idioms. Besides, this website is also free-of-charge where we can just simply use it anytime we want and it is also practical as I have said before that it is user-friendly.
Suggestions and Recommendations
This website for me is a rich source of knowledge in which I can see that the main focus is to empower the four basic language skills. Perhaps due to that reason, some elements have been overlooked. This website is so dull and not really attractive. The main page or home especially is merely full of sentence with no graphical or animation at all. It is more on straight forward basis and brief for immediate understanding. Thus, the novice users might be less attracted and have bad impression on the website. In fact, though some games and exercises do utilize pictures, but still it is colourless. Possibly younger learners like children will not really interested in playing the games in this website.
Besides, this website also does not provide chatroom or discussion section where users can discuss or interact with others. The chatroom may provide good opportunity for users communicate with others and apply their new knowledge or skills. This will become a virtual lab for them to test and experiment their knowledge as they will not feel shy if they did any mistake. This will somehow lead the users to contextual learning.
Website chosen= http://www.manythings.org/
Reference:
Brown, H.D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd Edition). New York: Longman.
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