Using ICT tools in an EST remedial reading class

1. Using ICT tools in an EST remedial reading class Rubena St. Louis IATEFL, Cardiff, 2nd April, 2009

3. The programme, students & methodology • 3-term EST reading programme • Material • Methodology • Evaluation • Freshmen • Engineering and/or science majors • EFL (at least 5 years secondary school) • Low vocabulary/grammar knowledge

4. Poor vocabulary knowledge Poor reading skills Low motivation Help students: find and make use of their inner strengths through self-evaluation and reflection Allow for more participation in the learning process Help students become more confident Problem & Solution

5. Charting our course Vocabulary Grammar Linguistic Affective Confidence & Motivation Time Achievable objectives Prior knowledge Processing capacity Student factors Materials Objectives Putting it together Tools Getting feedback

6. Variety of exercise types Different levels of difficulty Individual differences Different sources of input Motivation Perceived control over content Confidence Perceived control over rate of learning Charting our course

7. What can ICT offer that pen and paper materials can’t? • Internet as a source of authentic material and medium for improving reading skills and strategies • Availability of tools for fostering learning • Means of communication

8. Structure & organisation Texts Reading skills Objectives Reading strategies Clearly identified Achievable Staggered over different courses Constantly recycled Integrated into activities Charting our course

9. Tutorials Reading skills review Texts Working on skills/strategies Different levels of difficult Vocabulary practice Surveys Modelling of strategies Discussion of advantages Discovery activities in pairs/groups Blended course Charting our course

10. Putting it together Class page with all the information relevant to the course Students’ virtual notebook Students’ page for sharing work with classmates Discussion forum Charting our course

11. Getting feedback • Confidence when reading texts in English? • preparation to read texts in English?

13. Getting feedback Improvement in reading comprehension in English

16. References • Ausubel, D. 1968 Educational Psychology – A Cognitive View. New York: Holt, Rinehart and Winston • Craik, F. y Lockhart, R. 1972 Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior 11: pp. 671-683 • Dornyei, Z. 2001 Motivational Strategies in the Language Classroom. Cambridge University Press. • Glass, S. & Selinker, L. 2001 Second Language Acquisition: An Introductory Course. Second Edition, London: Lawrence Erlbaum Associates • Gonzalez, D. & St. Louis, R. 1999 “Think Aloud Protocols and Metacognitive Reading Strategies”In EST Foreign Language Classes. MEXTESOL journal. Vol. 23, N° 211; 22. • Holec, H. 1981 Autonomy in Foreign Language Learning. Oxford: Pergamon. • Laufer, B. 1988 “What percentage of text-lexis is essential for comprehension?” In C. Laurén & M.Nordmann (eds.) Special language: From humans to thinking machines. Clevedon: Multilingual Matters. 316-323. • Little, D. 1991 Learner Autonomy 1: definitions, issues and problems. Dublin: Authentik. • Llinares, G., 1990. Estudio del “umbral lingüístico” necesario para la comprensión de textos en inglés. Actas del II Congreso Nacional de Profesores de Lenguas Extranjeras con Fines Específicos. Universidad Simón Bolívar, Caracas – Venezuela, 139-143.

17. McLauglin. B. Rossman, R. & McLeod B. 1983 Second language learning: An Information-Processing Perspective, Language Learning, 33 (2): pp. 135-158 • Nation, I.S.P., 2001. Learning vocabulary in another language. Cambridge University Press, Cambridge. • Nunan, D. 1999 Second language learning and teaching. Boston, MA: Heinle & Heinle. • Nunan. D. 1997 “Designing and adapting materials to encourage learner autonomy” In P. Benson & P. Voller, (eds.) Autonomy & independence in language learning. Addison Wesley- Longman. 192 – 203. • O’Malley, J. M. y Chamot, A. U. 1990 Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. • Schmidt, R. 1990 The Role of Consciousness in Second Language Learning. Applied Linguistics, 11 (2), pp. 129-159 • St. Louis, R. & Pereira, S. 2003 “Student Involvement in a EST Reading Course for remedial students: A case study” In The Reading matrix: An International On-line Journal. Vol. 3. • St. Louis, R 2006 Helping students become autonomous learners. Can technology help? Teaching English with Technology. Vol. 6, Issue 3 Retrieved from • http://www.iatefl.org.pl/call/j_esp25.htm • Tomlinson, B. (Ed) 1998 Materials Development in Language Teaching, Cambridge: Cambridge University Press

18. Class page Putting it together

20. Putting it together

21. Item model The moon has no light of its own but reflects the sunlight. It has no water or oxygen. Rocks and craters are plentiful on its surface. Scientists doubt that people or animals live on the moon. We could see both sides of the moon if our Earth did not rotate. Many legends and exciting stories are told about our nearest neighbor in space. We do not know what our moon looks like on the other side because _____. A. it rotates B. it has no light of its own C. our Earth moves around it D. our Earth spins on its axis Programme

22. More up to date Student motivation might increase Larger source of authentic input Designing of more “real world” tasks Student contribution to class Exposure to different kinds of text/audience Authentic material ICT advantages

23. ICT advantages

24. ICT advantages

25. TOOLS ON/OFF line User friendly Secure Cost effective Effective MATERIALS ON/OFF line User friendly Student affective Student engaging Time effective Charting our course