Professional Documents
Culture Documents
The CALL materials within this site have been designed to support the EAP modules (5-hours per
week) on my Foundation Business and Humanities Pathway programme:
http://www.intostudy.com/en-gb/universities/newcastle-university/courses/international-foundation-in-business-and-management
http://www.intostudy.com/en-gb/universities/newcastle-university/courses/international-foundation-in-humanities-and-social-sciences
Students are aged 16-20 and are from a wide range of countries.
Learners began this course in September 2017 with an average overall IELTS score of 7 and will have
completed the programme by mid-June 2018.
Materials integrate multi-skills due to the timing of the activities as students are now consolidating
their learning and revising for final exams. The materials are set up in class and blended to some
extent, as students are expected to review and revise tasks throughout a three week period. Lessons
and learning outcomes (appendix A) are planned to accommodate evolving cognitive ability such as
the stages evident in Bloom’s taxonomy but ultimately to encourage students to reach higher order
thinking.
When planning content, we looked together at the module learning outcomes and examination
criteria and students selected the following as areas they wanted to improve:
As these activities are all relevant for exam preparation, I felt it important that students could revisit
them as often as needed, i.e. via their own accessible webpage
(https://foundationbusinessandhumanities.weebly.com/) as repeated exposure leads to more
successful learning (Ellis, 2005:45).
I produced a cyclical process where I could incorporate all of the student needs by linking them
together with one theme. I opted for ‘communication between staff and students’ as this is
something that learners have experience of. I also wanted to reduce overloading students with
multiple topic areas. Usually, I would design materials separately for a business or humanities
context but in this case, I considered Krashen’s affective filter hypothesis (1985) and how much
demand was already being placed on the learners with second language learning and digital literacy
needs. Therefore, a more generic context seemed appropriate.
A key factor when planning these lessons is how to incorporate meaningful CALL resources so I
followed the SAMR model when considering task design (Puentedura, 2013). In other words, shifting
towards transformation of learning activities as opposed to enhancement; the latter implying that e-
tools are used as a direct substitute and therefore do little to persuade the user of their importance,
posing a risk of stifling motivation.
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A further key design aspect for these activities is ensuring they are accessible via phone throughout
the planned classes but with the option of tablet/laptop access too for home-based revision. The
teaching of transferable skills such as browsing effectively for research, online media, graphics,
presentations and video etc. (Godwin-Jones, 2016) needs to take into account this preference for
mobile phone accessibility; especially as students are interacting with a reduced screen size (Kress,
2010: 191). The underlying belief that using a mobile phone in the classroom can have negative
connotations (Thomas and Munoz, 2016) also needs to change to allow students and teachers to
fully immerse this tool as a natural vessel for enhancing learning. Not only must I plan for
accessibility but also the “habitus” of my learners - a need for speed and less concern with accuracy
(Kress, 2010:193). Consequently, I opted for the following CALL resources (see appendix B):
On our programme we encourage our students to be autonomous and to be both reflective and
critical thinkers, therefore our ethos connects with the constructivist learning theory. Vygotsky’s ZPD
(1978) fits well with my own style of collaborative learning with both teacher and peer scaffolding a
regular occurrence in learning activities. The promotion of learner autonomy also fits well with the
affective filter hypothesis (Li, 2017:35) and we strive to give our learners the confidence to engage in
self-directed study, to enhance the classroom experience. Generally my approach mirrors theory
ensemble (Hubbard and Levy, 2016) as it is eclectic and hybrid according to the type of task taking
place and the individual learner needs and this is evident when we look at the CALL activities that I
produced and how they transcend amongst all four of Li’s TELL stages (2017:14) summarised below:
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As with all learning materials, there should be such variation in order to produce lessons that adapt
according to lesson aims; student needs; and learning outcomes.
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Overall Evaluation (*Please refer to appendix C for individual task evaluation)
Students gave very positive feedback overall (appendix D) and during a focus group, the central
theme seemed to be about ‘ease’ of access and timeliness. Students told me that they get tired of
logging in to lots of different portals so having everything accessible through one website was
popular and suggests future course design improvements such as the possibilities available via an
LMS i.e. Canvas. Students and staff were also able to identify the benefits of using CALL for more
authentic task types in the sense that they mimic the real exam tasks that students are taking – a
seminar discussion and written essay. Elements which would not have been possible through more
traditional learning methods are summarised below:
Enhanced materials with hyperlinks so students can have instant access to the original
sources used for answering the sample ‘w’ questions.
Cyclical or blended process of learning to reinforce key themes outside of the classroom,
‘anytime, anywhere’
Instant access to the materials via mobile phone
Speed of access for retrieval of multiple documents used in a three-week period (paper-
based items are often misplaced by our teenage learners).
Collaboration projected on the IWB enabling whole-group peer feedback
There remain areas for further development. One revision, after initial peer feedback, was to
formalise the instructions that I gave for accessibility. I had introduced students to the website in
class and I was able to monitor and guide them if there were any issues, yet to an outsider my tasks
were less clear from webpage viewing alone. I realised that I should reinforce these instructions by
adding them to the site. I also realised that in doing so, any absent students would have the
opportunity to catch up through site access.
Finally, for these particular revision tasks and these higher level EAP students, many of the H5P
options were not appropriate, and paper-based tasks worked better. However, our IELTS 5 students
need more traditional grammar input and could really benefit from the interactivity of HotPotatoes
for this purpose.
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Appendices
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Appendix A: Lesson planning Activities and Objectives for ‘Communication’:
- Generating ideas Using a test-teach-test approach to My Weebly website (R1) has an explanation of the
1. brain storm any ideas establish student ability in applying the -apply the 5w method in order to 5w approach and examples based on the topic of
related to the theme of 5Ws method when generating ideas. The generate ideas related to the topic of ‘Globalisation’ for comparison.
globalisation theme of ‘globalisation’ is used as a model, ‘communication between staff and Students can click onto each ‘w’ and they can also
2. compare ideas with those then students refine the process by students’ access original sources for optional further reading.
on the site, by also considering applying their own ideas to the theme of
the 5ws approach ‘communication between staff and -develop ideas when faced with a new The Weebly site links to a Menti task (R2) where
3. use the Menti app via the students’. subject area students then apply the same strategies to
site to create 5w questions generate ideas linked to the chosen core theme of
related to the theme of Weebly and Menti are used in class -collaborate with each other to critique ‘communication between staff and students’. This
‘communication between staff initially, via mobile phones, and accessible whole class submissions resource will be useful for self study reviews as it is
and students’ for review outside of class. Menti in setting the scene for later tasks (seminar discussion
4. collaborate whole group to particular supports the ‘R’ stage of the -evaluate how these initial ideas can then and essay task). NB: Students’ submissions have
consider the submissions and SAMR model as with it students can see be reformulated into a logical essay plan been stored in Ideas Generator 1 and 2
how initial ideas could then be whole class submissions, in real time, to
placed in different sections of widen collaboration, which enhances Both CALL resources are used in class initially and
an essay plan i.e. introduction, learners’ “output” (Motteram, in students are advised to review them outside of
a main body paragraph theme, Tomlinson, 2013) . class. Students are informed that the activities are
conclusion all connected and will develop over a three week
period, to encourage ‘buy in’ i.e. that there is a
long term goal and that spending time reviewing
materials will help with the follow on tasks.
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- Academic Reading The learners have individual needs when it -apply macro and micro reading Academic Reading: Many of my students are
and Vocabulary comes to vocabulary development. CALL is strategies to better understand an notorious for forgetting to bring back paper
1. gist reading to gain general often praised for encouraging autonomy academic journal article handouts so in this case, CALL provided a practical
understanding of an article (Reinders and Hubbard, 2013) so -extract key terms from an academic function by storing a link to the journal article, via
abstract introducing students to CALL apps such as journal article Weebly (R1). Students who forgot the text in
2. highlight unfamiliar terms Quizlet encourages them to be follow-on lessons were able to revise it with access
3. apply strategies to try and autonomous and accommodates different through their phone or laptop.
‘guess’ the meaning of the learning styles for vocabulary acquisition Vocabulary: Quizlet (R3) is available to students
words with both context and e.g. rote learning with lists; kinaesthetic -approach vocabulary development more anytime, anywhere but we started using it in class
consideration of any root match up, and a gaming function autonomously both individually and whole group. The match
derivations -remember 5 new words and their 5 root game was particularly interactive and when
4. identify both stance and definitions transferred to the IWB, it became very competitive
main ideas from the text -locate the key terms in an abstract from as students were trying to attain the fastest time.
a journal article Students were encouraged to revisit the
-match terms and definitions vocabulary list outside of class also.
Revision week 2 Rationale and Background Learning Outcomes CALL applications
(students will be able to…..)
Week 2 In semester 1, students did not score very -recall key terms from the journal article We revisited the Quizlet app to check progress and
- Vocabulary review highly in the seminar assessment task so it -apply key terms to a seminar discussion students had improved their understanding of the
1.recap of vocabulary terms was important to build this into the -discuss, argue and negotiate to reach a core terms.
via Quizlet app – whole class revision classes. Here a task-based group consensus No CALL apps were used for the in-class seminar
- Seminar discussion approach was important and students discussion but the task sheets were uploaded to
1. preparatory stage to look at were encouraged to give peer feedback. the Weebly site so that students could conduct
the task sheet and prepare further group practice outside of class.
central arguments
2. links to previous lessons –
can any of the
themes/vocabulary terms be
linked to the 4 options?
3. seminar group discussion
(with peer observers)
4. feedback from peers and
teacher
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Revision week 3 Rationale and Background Learning Outcomes CALL applications
(Students will be able to…..)
Week 3 During a class review, students had stated Both the essay plan and timed essay tasks took
- Essay planning that they still had difficulty when -consolidate and apply stages 1-4 to a place in class and were paper based, as the actual
1. general brainstorm of ideas generating ideas. Spending time on writing final written task exam is in this hand-written format. CALL apps
around essay title an essay plan was an important formative -produce an essay plan supported both lessons however, as students were
2. themes formulated into a assessment of how much progress had able to log in to the Weebly site (R1) to recap key
logical essay plan been made in this area. ideas from the idea generator contributions,
3. review with students a journal article, vocabulary set and seminar
‘good plan’ and a ‘bad plan’ subjects. The students were happy that all of these
i.e. latter lacking in detail resources were available in one place, for ease of
4. students produce essay plan access.
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Appendix B: Screenshots samples of CALL activities R1, R2, R3, R4
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R2 Sample of Student Responses on Menti
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R4 H5P Mark the Word task 1:
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Appendix C:
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Appendix D: Student feedback
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Appendix E:
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Ellis, R., (2005), Instructed Second Language Acquisition: A Literature Review, Wellington: Ministry of
Education
Godwin-Jones, R., (2016), Looking back and ahead: 20 years of technologies for language learning,
Language Learning & Technology, 20:2, pp.5-12
Hubbard, P., and Levy, M., (2016), Theory in computer-assisted language learning research and
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Technology Routledge, London: Routledge, pp.24-36
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Kress, G., (2017), Speech and writing in an era of social and semiotic provisionality: multimodal
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Li, L., (2017), New Technologies And Language Learning, London: Palgrave
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affected-uk-households-spending-habits, Accessed July 2017
Puentedura, R. R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log
post] available at: http://www.hippasus.com/rrpweblog/archives/000095.html, Accessed April 2018
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Reinders, H., and Hubbard, P., (2013) CALL and learner autonomy: Affordances and constraints, In M.
Thomas, H. Reinders and M. Warschauer (eds), Contemporary Computer-Assisted Language
Learning, New York: Continuum, p. 359
Thomas, K., and Munoz, M.A., (2016), Hold the Phone! High School Students’ Perceptions of Mobile
Phone Integration in the Classroom, American Secondary Education, 44:3, pp.19-37
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available at: http://www.telegraph.co.uk/technology/2016/11/01/mobile-web-usage-overtakes-
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Vygotsky, L.S., (1978), Mind in Society: The Development of Higher Psychological Processes,
Cambridge: Harvard University Press, p.86
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