Sessions / Location Name: Room 15
Virtual: You cannot enter virtually via this page. Click on the titles of individual presentations or go to the Live Page
Being immersed in virtual reality using a headset device encourages language use and improves learner confidence. Launching a virtual reality program is a fairly simple process. In this session we will introduce you to the Immerse Virtual Language Experience Platform, an integrated application to connect with learners in virtual reality for facilitated language instruction. This session will provide step-by-step details to prepare you to bring your English program to life in virtual reality.
In this hands-on workshop, participants will learn the techniques and digital tools for designing and implementing lessons on visual storytelling in the ESL classroom. The workshop looks at the stages of storytelling from brainstorming, storyboarding, scriptwriting, recording, and editing to producing student-centered short films. Participants will leave the session with techniques for implementing visual storytelling in their lessons as well as their own handcrafted visual story to share with their students.
In asynchronous online learning environments, students often report a feeling of isolation or disconnect from their teachers and classmates that negatively impacts their learning experiences. Thus, a challenge educators face while teaching online is how to effectively build a rapport with students to help create a community of learners. This presentation will describe innovative approaches to providing feedback that can diminish this feeling of isolation, increase motivation, and improve student-teacher rapport in online learning environments.
Cancelled Eurovision Comparison Writing With Google Suite Applications #2155
The presenter will illustrate a lesson that was used with university students to teach comparison essay writing. The topic was Eurovision performances, and the applications that were used were Google Docs and Jamboard. Through this session, attendees will develop a greater awareness of how Google Docs and Jamboard can be used for brainstorming and collaboration while also increasing opportunities for meaningful communicative output.
English Bento is a digital platform that can be used in class or for homework. It trains speaking, pronunciation, vocabulary, as well as other English skills with 11 different activities. A brief demonstration of how educational principles drive each activity will be given. This is followed by a description of the instructor’s dashboard which allows teachers to create classes, set assignments, and track students’ progress using three metrics: progress, score and time on task.
With COVID-19 continuing to have an impact on education, the EFL teaching community has the opportunity to work together to develop and adopt effective standards that will allow us to move beyond the emergency remote teaching mindset to a more structured form of remote teaching with best practices in place to address the technical, educational, social, and psychological needs of both students and teachers.
Three researchers, two at the university level, and one at a public high school, are continuing to build a community to develop tech skills through AR, VR, and other 3D modelling technologies and to enhance their students’ learning in English. This workshop will go over the development of the technology used in the classroom, the workshop and lectures given to the students, and the development and status of the high school students’ developed research projects.
Use of MALL in university language learning contexts looks set to grow as students’ natural affinity for mobile technology continues to increase. This presentation will discuss a semester-long study designed to research the efficacy and the experience of using the mobile-learning application Duolingo as a language learning aid. It examines the impact of the regular use of this application on student language acquisition through pre- and post-tests, and it investigates student attitudes through survey results.
Providing feedback is essential for teaching. However, we wanted to make the classroom more student-centred by allowing students opportunities for self-correction through activities that encourage output from them. Students were asked to reflect on their performance in mid-term and final speaking tests before being given feedback from us in order to provide an opportunity for them to identify their own strengths and weaknesses. We look at the benefits and limitations of this reflective process.
Il y aura quatre présentations cette année: 1) Les défis et changements intervenus dans l’enseignement en ligne au cours de l’année écoulée dans un établissement universitaire; 2) Repenser la classe de français en présentiel avec l’expérience de l’enseignement en ligne; 3) Compte-rendu d’une expérience de simulation globale en ligne dans un dispositif combinant oral synchrone et écrit asynchrone; 4) Organiser et évaluer les classes de français en ligne: défis et pistes de réflexions.
Im ersten Beitrag vergleicht Harting die Meinungen von Lernern zum Einsatz von Video on demand und Zoom-Online Unterricht. Im zweiten Beitrag zeigt Gunske von Kölln, wie schon Lernende im A1 Unterricht die Perspektive älterer Personen kennenlernen können und präsentiert eine Studentenumfrage dazu. Abschließend stellt Vögel Wendungen für Themenwechsel und Gefühle vor, die Lernende (A1/A2-Niveau) beim Schreiben von Dialogen gesucht hatten. (Vorträge auf Deutsch)
This presentation provides two new perspectives about language teaching on TBLT, Living Newspaper Readers Theatre (LNRT), and a way for almost instantaneous reflection on student performance (cloud-based feedback). The presentation will first describe what LNRT is, and how to effectively give immediate online feedback about both style and form of performances. Most importantly, we will describe research conducted on LNRT and cloud-based feedback. We will end with reflection by attendees.
Due to the Covid-19 pandemic, instructors globally have struggled with how to effectively use online tools and features to help their students. Now, as in-person classes resume, the question is how to effectively utilize what was developed online in the physical classroom. This presentation will outline measures taken to improve students’ online experience of a first-year writing program and describe practices we will continue after the move back to in-person instruction.