TECHNOLOGIES IN THE ESP CLASS

1. TECHNOLOGIES IN THE ESP CLASS ULIM. 23.01.2014 PETREA GALINA MH univ. as.

2. SYNOPSIS 1. Defining the need for CALL and CMC in the ESP class. Types and forms. Advantages and drawbacks. 2. Describing the findings of two successful experiences regarding the use of technologies. 3. Conclusions.

3. Computer Assisted Language Learning (CALL) CALL an instructional/educational approach that incorporates the use of technology into language learning. CALL has been seen as typically allowing for greater learner independence and student choice in the terms of pace, content, interest, learning style and medium.

4. MULTILITERACIES - multiple forms of media that students must navigate and make meaning of Digital natives vsdigital immigrants Digitally literate Adopt tech-gies Connected but have an Experiantial “accent” Immediate Social Visual spacialskills Teachers must apply technologies responsibly sometimes they have to let the bits go for the benefit of deeper learning. Technical skills are not substitute for language skills. Finding and collecting information does not equal learning. Teacher’s role is less that of an “all‐knowing” expert and more of a participant – yet calculated in terms of how the activities are designed with learner language goals, objectivesand outcomes in mind.

5. Studying the predecessor of the media, teachers would have a grasp of how to use it or whether it should be implemented at all. • Slides and overhead projectors → PowerPoint • Speech, radio news reports and cassette players →Podcasts • Log, diaries, and editorials →Blogs • Internet browsershave absorbed alll media from print to TV Setting objectives before selecting the technology safeguards the objectives. • PowerPoint templates are minimalist they force teachers and learners to keep their exchange simple and rapid, focused and comprehensible (preemptive focus on formby modeling chunks of grammar and vocabulary and the pattern and pace of teacher-student interaction increases.) • Identifying main ideas, listening for details or giving opinions could be just three objectives for listening to a podcast • For encouraging self conscious students to express their opinions to foster critical thinking teachers might think of other ways of exploiting technology – web based technologies.

6. Computer Mediated Communication - CMC CMC - can take place in real time or may be staggered over long periods of time allows communication and discussions begun in the traditional classroom to continue outside of it– until the next class. MaijaTammelin states about the distinction to be made between the virtual presence or telepresence and social presence, when referring to the role of presence in a network-based learning environment. With the help of such telematic media as email computer conferencing video conferencing and the WWW it is possible to create learning environments which do not require the physical presence of the participants. Social presence is the degree to which a person feels “socially present” in a mediated situation, linking the issue to a larger social context including eg motivation, attitudes, social interaction and social equality

7. Asynchronous text‐based CMC • Does not take place in real time - email, discussions boards • Students carefully consider the input of other participants as well as take their time in formulating responses. • Sts engage in self‐directed learning as they are able to consult resources that will help them negotiate meaning • Can be archived, so students can reflect upon their responses and teachers may target particular areas to focus on in future lessons. • Potential for collaboration . • Examples: www.englishforum.com; www.blackboard.com; www.moodle.org; http://groups.google.com

8. Synchronous CMC occurs in real‐ time • Students chat with others simultaneously • Provides ELLs with the opportunity for authentic negotiation of meaning with peers and support from the ESL teacher • Chat transcripts may also be archived and analyzed by the teacher for future lesson planning, and as a form‐focused activity for students. • Threaded discussions enable peer communication, help, correction and learning; can be monitored by teachers to advance a discussion or reign dead-end digressions or inappropriate exchanges between students • Blackboard and Moodle; www.skype.com; http://voicethread.com

9. PODCASTS Digital audio or video files that can be accessed and downloaded through the Internet. • Students may broadcast their own podcasts • Teachers can create and upload podcasts that include class lectures, materials and presentations, which students can download for reference and review. • Enhance student comprehension of content, students may work at their own pace and consult related resources to aid in their understanding • A means of pronunciation practice • An authentic activity publishing to a real audience - a motivating factor

10. BLOGS A series of entries written by an individual or a group and published on a web site. Blogs have various formats, which include not only text, but also images, video and audio • Interactive: readers may respond and comment to blog entries • An excellent venue for the development of writing • Serve as a form of e-portfolio that enables students to publish their own writing, discuss group assignments; peer review each other’s work, collaborate on projects and manage their digital portfolios • Blogs constitute small learning communities where members discuss issues, share viewpoints, collaboratively set goals • Foster a heightened sense of audience in bloggers and cause them to make a more careful account of what they write and how they write. www.edublogs.org. www.wordpress.com

12. VIDEO BLOGS (VLOGS) Vlogsenhance student learning, self-presentation, information exchange and social networking. • Implementation of electronic-speaking portfolios in a favourable manner because they help identify weaker areas in speaking, offer additional oral practice opportunities, alleviate speaking anxiety, archive learning progress and reinforce peer bonding. • Two negative criticisms––the absence of face-to-face interaction and the presence of rehearsal opportunities masking the true oral proficiency level.

13. VLOGGING PROJECT. Vlogs provide a multidimensional perspective about learning Sts had to upload four video clips as a compulsory activity on the course: A self-introduction, two responses to simulated interview questions and one business presentation. After preparing and uploading their own video clips students could visit each other’s works and make comments, peer review, give feedback, speak about strengths and weaknesses. Completion of the open-ended questionnaire in 300-500 words reflective journals, where sts analyzed their accomplishments, difficulties and areas of improvement and also reflected on their overall vlogging experience.

14. PEDAGOGICAL BENEFITS • Visual representation: students can see their own performance, including delivery, pronunciation, volume and facial expression. • Relief from time constraints: sts felt more at ease at completing their own clips and viewing the others’ ones. • Self-evaluation: Monitoring their speaking progress and reflecting on their oral performance students learned to self-assess in the vlog learning environment. • Professional development: help increase the professional development and competitiveness in job hunting. • Wider audiences: As the vlogs were publicly accessible the students received feedback from different perspectives, they helped reach wider audiences and take greater pride and responsibility in perfecting their vlogging tasks. • Peer learning: Vlogs are learning environment forming a learning community, indicating to problems and suggesting ideas, where multiple perspectives and collaboration is encouraged. • Technical capability: Some technical functions increased their motivation in using vlogs such as adding hyperlinks to share learning resources, customizing vlogs to claim ownership, and reuploading clips until they become satisfactory.

15. CONCLUSION My personal determination to implement carefully and responsibly electronic devices and technologies in my ESP classes was reinforced through the materials that I have consulted while preparing for this very useful forum and my resolution is to try to apply at least some of the ideas for the benefit of the Specialized Language Learning.