Enhancing Learning Autonomy in an ESP class by using LMS Google classroom

1. Enhancing Learning Autonomy in an ESP class by using LMS Google classroom NedaRadosavlevikj , Ph.D Southeast European University 2019

2. The importance of implementing Software management system at universities (objectives) • Support learning in HE institutions • Provide balance between teaching, learning and management • At SEEU different digital systems were being implemented for over 10 years. • Makes possible for the teachers to create and deliver course resources and activities for students using the computer at any time or place. • Use Google Classroom – a software management system for assignments, discussion forums -to follow up classroom activities and tasks. • Study conducted with 30 students studying in an ESP course/the aim was to help Ss develop critical thinking skills, online resources, discussions (in/out of the classroom)

3. SEEU LMS Experience • Three phases: First phrase: initial LMS usage at SEEU (2006-2008) Angel software ( Pilot program designed to provide training in order to improve and develop teaching skills utilizing modern methodology and technology, IT skills and design distance courses with ANGEL software) –commercial usage • Second phrase: in-house solution (2008-2016) Libri • Designed, developed and integrated with other existing university e-systems • Based on user preferences, integrated with other university systems such as roster, grading. • Third phrase of LMS experience at SEEU started by the end of 2016 (integrating Libri with Google drive) • Google classroom- LMS solution is in use at SEEU from 2016 to present as a solution for financial barriers and user’ requirements • Tracks the activity of the instructors in the system and on the system usage. • Generates reports that are analyzed to identify factors that maximize its usage

4. LMS (Learning management System ) • LMSs are web-based technologies that provide instructors and students the possibility to share materials, submit assignments and connect and chat online(Lonn et al.,2009). • LMS provides an online folder for the course management, instructor can post teaching materials/assignments whilst students can access the learning content, submit assignments as well as participate in other online activities • The primary aim support learning management, were promoted tools for learning content management, student schedule, attendance grading and similar. • LMS’s value has increased especially as e-learning is becoming one of the main activities in HEI • LMS keep evolving and are being more and more accepted

5. ESP assessment criteria • Attendance and Participation 10% • Google Classroom 10% • ( assignments, discussion forum) • Quiz (traditional/online) 10% • Presentation posted on GC 20% • ( 15% delivery, 5% feedback) • CV and Cover letter (drop box online) 10% • Final Exam 40%

6. Objectives of ESP course • Traditional: The basic objective is to enhance students’ speaking skills in class… online :discussion forums • The second objective is to improve their speaking skills by delivering a presentation on a particular topic selected in class • The third objective is to improve their expression • The final objective is to heighten their communicative skills • LMS used for assignments that Ss haven’t delivered in class(use drop box), discussions, post presentations in DB before presenting it in class, use Videos

7. Different approaches bring the real world to the language classroom through visuals • Visuals have been an important component of the language classes over the years. To be exact, the use of visuals aids for presenting, training, and teaching languages has been around since the 1920s – 1930s, consisting mainly of film strips, pictures, slides and pass-around objects. • Videos were considered the most appropriate visual aid when the teachers were not native, as the Comprehension-based Approach claimed. This method was also based on the idea the 2L learning was similar to 1L acquisition, so students received a lot of audiovisual input in the first stages of the learning.

8. The impact of Video on the learning process • Video is an active process, “ an outgoing and highly interconnected process of monitoring and comprehending” and “ a complex, cognitive activity that develops and matures with the child’s development to promote learning” ( Marshall, 2002:7) • Video promotes high cognitive activity for active learning: “ well-designed multimedia messages can promote active cognitive processes, even when learners seem behaviorally inactive” ( Mayer, 2001:19).

9. Enhancing language skills • Video materials enhance student’s language skills: listening, speaking, writing, reading and grammar. • Authentic content helps introduce interesting topics, new words, grammatical concepts, and other enhancing communicative activities. • Educational content motivate student’s discussion, debates, role-plays, dialogues, and group presentations ( Wolf, McGill & Tuzi el al., in Morat & Abidinn, 2011:96).

10. Benefits of Discussion Forums • Individualization of learning: personal responses are not limited in time or length • Encourage critical thinking: effective forum topics are open-ended and designed to encourage Ss to take a position on issues. • Student autonomy: Ss have flexibility to reflect on their thoughts and read responses of others. • Increased interaction time • Democratic exchange: In online forum each student has a voice that will be heard by anyone who chooses to read his or her comments • Time to formulate responses • Ss learn about the content from another perspective • Ss experience a professional communication process • Ss find a content/expertise resource

11. Assessment of a LMS usage • Level O, null situation. Level no use of the system. Teacher do not post learning content on the system and does not invite Ss to enroll on the course. • Level 1, teacher using the system for basic activities: uploading the syllabi, lesson contents & assignments. At this level Ss use the system for downloading learning materials & submitting assignments. • Level 2, includes the elements of previous level in addition to this is the use of communication & assessment tools. This level of LMS usage includes features such as: quizzes, tests, surveys and similar by both teachers & students. • Level 3, covers advanced use of LMS (recording lessons, applying more innovative methodologies in the course delivery such as flipping classroom.

12. Teacher’s role in promoting learner’s autonomy • To prepare learners and promote learner autonomy in the classroom • Develop technological and educational skills for transmission of information outside the classroom (preparation of material for Ss to work at home –videos, digital documents, and web links) & material for reviewing Ss work (practical exercises and questionnaires)

13. Theory • By the use of LMS teachers help learners become more autonomous by using the software management system information can be transmitted synchronically & ashcronically. • De la Cruz distinguishes 3 approaches or views for examining and analysing the relationship between teaching & learning. These models are: behaviourism, humanism, and the cognitive approach. • Cognitive approach dominates: learning is an internal process by which the learner interacts with the environment • The cognitive approach emphasises active & constrictive aspects of learning and the fundamentals are: previously acquired knowledge, structuring of knowledge in increasingly complex schemes.

14. Method Questionnaire 20 teachers from 5 different universities in Macedonia How much teachers use internet in teaching English as a Second Language? Do teachers find the LMS useful when teaching ESL? Did they received training before they used LMS?

15. Do you use internet when teaching ESL?

16. How often do you use internet when teaching English?

17. What kind of materials from internet do you use in your teaching?

18. How do you use the electronic resources in teaching English as a foreign language?

19. Do you use the method Blended learning in your teaching?

20. Do you use the digital system at your university for teaching English?

21. For what do you use the digital system at your university?

22. Do you use the digital system when teaching English?

23. Do you want to use the digital system at your university?

25. Conclusion • Engaging students in the process of learning and by using instructional media technologies enhances student’s access to information, applying information, communicating with other students and in that way making the whole process engaging and active.

29. 21st century classroom Multimedia Learning Multimedia Generation Networked world Digital natives Information skills Interdisciplinary curriculum Media skills