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04/08/23

Use of ICT to teach/improve the speaking of EnglishDr Paula Hodgson

Intended learning outcomes• Develop skills in designing English speaking

tasks for blended learning through the use of ICT;

• Develop a global perspective when connected using ICT, particularly identifying appropriate learning opportunities to practise speaking English with native and non-native speakers;

• Develop critical thinking and reflective thinking skills when discussing and debating innovative practices with technology integration for language learning and teaching.

Building speaking competence

Your experience in school

L2 English speaking

Communicating with L1 & L2 speakers

▫Chat▫Conversation▫Discussion/debate▫Formal speech

• Use appropriate register (formal or informal) in conversations*

• Use appropriate interaction skills and conversational strategies

(English Language Curriculum and Assessment Guide for secondary 4─6, 2007)

Effective oral communication• Accuracy: the skill of using pronunciation (which covers speech

sounds, stress, rhythm and intonation), grammar and vocabulary correctly to communicate ideas and express feelings;

• Fluency: the skill of linking what one says together and producing it at a reasonably “normal” speed;

• Appropriateness: the skill of using the right sort of language (e.g. formal or informal language) to suit particular situations;

• Cohesion: the skill of producing spoken utterances which “hang together” grammatically;

• Coherence: the skill of producing spoken utterances that “hang together” semantically and logically; and

• Interaction strategies, such as seeking further information, asking for clarification, negotiating meaning, and taking turns appropriately at relevant points in an oral interaction.

(English Language Curriculum and Assessment Guide for Secondary 4─6, 2007)

Perceived usefulness of speaking activities

NET teacher

Discussion with peers

In-class discussion

Social interactions

Computerized exercise

Developing/improving L2 English speaking competence

• Authentic approach▫ Doing projects/conducting research with English oral

activities, e.g. conducting interviews, reporting findings▫ Having activities with non-local students

• Creative approach▫ Performing in an English drama▫ Composing lyrics and participating in English singing

activities▫ Running a campus radio programme

• Functional approach▫ Making a debate▫ Having a group discussion in English▫ Doing role play in a scenario-based learning context

• Reflective approach▫ Reporting on, reflecting on or reviewing events/activities▫ Logging oral journals

Speaking activities in class

Provide opportunity for creativity oral practice/presentations

Students using their words to describe the places after viewing the movie Myst III: Exile ▫http://www.youtube.com/watch?v=XDOhNb5lO0k&NR=1

Students practise making requests in unscripted role play ▫http://www.youtube.com/watch?v=yWGpU4WqcTE

Technology-mediated speaking activities (1)

Group activities:•Having synchronous voice conferencing (teleconferencing: small group)•Having group video conferencing (pair, trio, multi-party) Technical : How to set up a conference call in Google

• http://www.youtube.com/watch?v=JFGJRfoK9xQ&feature=channel

Technical: How to set up a group conference call in Skype http://www.youtube.com/watch?

v=MIYN_R2YtaY&feature=related

•Presenting project with multimodality in blog

• http://vimeo.com/16955389

Individual activities:•Practising/rehearsing with web-based audio clips (practising pronunciation, stress, tones)•Recording and reviewing recorded speech/discussion (fine-tuning pronunciation, reflection on communication skills)•Publishing digitized record and editing with Audacity for podcasting/iTunes (fine-tuning pronunciation, accuracy )•Building a voice blog (narrative stories)

http://thestory.org/special-features/ahmed-s-diary

•Building a voice journal (songs) http://www.myspace.com/audiojournal

▫ Online tutor (synchronous real-time conversation)

Technology-mediated speaking activities (2)

TPCK: developing/improving competence in L2 speaking in-class and after class activities (blended learning)

Key stage 3: F.1~3 Key stage 4: F.4~6

Content knowledge

Pedagogical knowledge

Technological knowledge

ReferencesDucate, L. and Lomicka, L. (2009). Podcasting: an

effective tool for honing language students’ pronunciation. Language Learning & Technology, 13(3), 66-86.

Kukulska-Hulme, A. and Shield, L. (2007). An overview of mobile assisted language learning: can mobile devices support collaborative practice in speaking and listening? ReCALL, 19(7), 1-20.

Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212-27.

Sun, Y. (2009). Voice blog: an exploratory study of language learning. Language Learning & Technology, 13(2), 88–103.

Web referenceEnglish Language Curriculum and Assessment Guide

(Secondary 4 - 6)▫ 334.edb.hkedcity.net/doc/eng/eng_lang_final.pdfGmail voice and video chat ▫ http://www.youtube.com/watch?

v=JFGJRfoK9xQ&feature=channelHow to set up a conference call in Google▫ http://www.youtube.com/watch?

v=JFGJRfoK9xQ&feature=channelHow to set up a group conference call in Skype▫ http://www.youtube.com/watch?

v=MIYN_R2YtaY&feature=relatedVuRoom: Enable multiparty video conferencing from Skype

(15-day free trial)▫ http://www.youtube.com/watch?v=h95jTcZJ5LI