a report on constructing e-learning courses for college efl students in taiwan
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A Report on Constructing E-Learning Courses for College EFL Students in Taiwan. Kuei-fen Tai 戴桂芬 Department of Foreign Languages and Literature 外文系 Chung Hua University 中華大學 Hsinchu, Taiwan 台灣新竹. Background. - PowerPoint PPT PresentationTRANSCRIPT
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A Report on Constructing E-Learning Courses for College EFL Students in Taiwan
Kuei-fen Tai 戴桂芬Department of Foreign Languages and Literature 外文系Chung Hua University 中華大學Hsinchu, Taiwan 台灣新竹
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May, 2007 ELT 2007 Kuei-fen Tai 2
Background
The Internet and World Wide Web have also become inevitable parts of people’s lives, especially true for college students.
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May, 2007 ELT 2007 Kuei-fen Tai 3
Background-cont.
Jones and his fellow researchers discovered in 2002 that “college students are early adopters and heavy users of the Internet”.
Personal experiences with students also show they welcome an innovative teaching method.
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May, 2007 ELT 2007 Kuei-fen Tai 4
In answer to the trends and to better motivate students’ English learning, as ESL/EFL teachers, we should not shut ourselves in the ivory tower of traditional teaching methods.
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May, 2007 ELT 2007 Kuei-fen Tai 5
Construction of E-Learning Courses 1. Learning English through Online
Chatting• In years 2005 and 2006, the author
has utilized online chatting to support English teaching.
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May, 2007 ELT 2007 Kuei-fen Tai 6
Findings from Online Chatting Sessions Error TypesBrown indicated in 1994 that sourc
es of errors of interlanguage were: (1) interlingual transfer (2) intralingual transfer (3) context of learning and (4) communication strategies (Brown 1994: pp. 213-217).
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May, 2007 ELT 2007 Kuei-fen Tai 7
Examples of Error Types
1. Interlingual Transfer 平淡是幸福說: Judy worries her skin is gett
ing black...
miffy 說 : Let’s go to 濱崎步’ s concert ba!
2. Intralingual transfer Lo Lo: How can I invite another classmates?
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May, 2007 ELT 2007 Kuei-fen Tai 8
Examples of Error Types—cont.
3. Context of learning 上帝關門會開窗說: dear sir...i like the ring you made s
o much 4. Communication strategies 平淡是幸福 說 : go to 快速道路 first. then go to nu
mber 3 高速公路 平淡是幸福 說 : then get out in 關西交流道 平淡是幸福 說 : then you see sign of 六福村 . follow
sign is ok.
平淡是幸福 說 : teacher, how to say those words?
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May, 2007 ELT 2007 Kuei-fen Tai 9
Findings from Online Chatting Sessions
Features 1. Instant Language Repair Lo Lo 說 : I distroied yesterday’s speech. Lo Lo 說 : destroyed
2. Uses of Emoticons and Animated Graphics SOPHIA in blue 【淘汰倒楣的機車】缺錢中說 : Teacher looks
very busy bteen our conversation..^^''‘ 美鳳 傳送「熱情香吻」動畫快遞
3. Closer Teacher-Student Relationship
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May, 2007 ELT 2007 Kuei-fen Tai 10
Construction of E-Learning Courses—cont. 2. Using E-Campus Platform
Principle E-Learning on E-Campus
Encourages contact between students and faculty
Yes
Develops reciprocity and cooperation among students
Yes
Encourages active learning Yes
Gives prompt feedback Yes
Emphasizes time on task To some extents
Communicates high expectations To some extents
Respects diverse talents and ways
of learning
Maybe
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May, 2007 ELT 2007 Kuei-fen Tai 11
Front Page of E-campus
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May, 2007 ELT 2007 Kuei-fen Tai 12
Main Menu Page of E-Campus
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May, 2007 ELT 2007 Kuei-fen Tai 13
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May, 2007 ELT 2007 Kuei-fen Tai 14
Teachers can upload pre-prepared materials to the handout list. The system accepts both file uploading and URL connecting. The following Picture is an illustration of the handout list.
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May, 2007 ELT 2007 Kuei-fen Tai 15
Sample Handout Page on E-campus
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May, 2007 ELT 2007 Kuei-fen Tai 16
Students can also participate in discussion by initiating or responding to topics in the discussion board.
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May, 2007 ELT 2007 Kuei-fen Tai 17
Discussion Function on E-campus
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May, 2007 ELT 2007 Kuei-fen Tai 18
Exercises are sometimes assigned and students have to upload their files to the E-campus for the teacher to grade.
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May, 2007 ELT 2007 Kuei-fen Tai 19
Homework Page of E-Campus
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May, 2007 ELT 2007 Kuei-fen Tai 20
After completing, students hand in their assignments via uploading them onto E-Campus. Teachers can either read all homework files online or save them back to the hard disks of their personal computers. The Picture below is the homework list on E-Campus:
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May, 2007 ELT 2007 Kuei-fen Tai 21
Homework List on E-Campus
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May, 2007 ELT 2007 Kuei-fen Tai 22
Construction of E-Learning Courses—cont.
The author has used several authoring software to produce teaching materials, and has found a commercial software Editor( 編輯手 ) 2004 is a useful one.
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May, 2007 ELT 2007 Kuei-fen Tai 23
Sample page generated by Editor (編輯手 ) 2004
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May, 2007 ELT 2007 Kuei-fen Tai 24
BENEFITS and LIMITATIONS
BENEFITSUse of multimedia elements.
Flexibility and convenience.
Expression of opinions.
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May, 2007 ELT 2007 Kuei-fen Tai 25
BENEFITS and LIMITATIONS—cont.
LIMITATIONS
Drawback of Messengers in General
Technical Support
Time-Consuming
Students’ Various English and Computer/Internet Proficiency
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May, 2007 ELT 2007 Kuei-fen Tai 26
Students’ Feedback
Most students reveal positive reactions towards the e-learning. Hence, using computer technology to promote students’ learning interests and hence improve their English language abilities seems to be a right track to go on.
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May, 2007 ELT 2007 Kuei-fen Tai 27
With the far and wide power of instant messaging tools, it can be hoped that college students from both sides of the Taiwan Strait can communicate on line, and English teachers can benefit through various kinds of E-Communications, which should contribute a great deal to linguistic and pedagogical researches.
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May, 2007 ELT 2007 Kuei-fen Tai 28
Thank you for your listening.