SUPPLEMENTARY ACTIVITY – FP010 CALL

SUPPLEMENTARY ACTIVITY:
COMPUTER ASSISTED LANGUAGE LEARNING

Javier Mauricio Serrano Gutierrez

COFPMLAEILE573899

Master in applied linguistics to English as a foreign language

funiber 2018

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 SUPPLEMENTARY ACTIVITY – FP010 CALL

Student’s name:Javier Mauricio Serrano Gutierrez

Group: COFPMLAEILE573899

Date: 29 July 2018

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CONTENT TABLE

1. Introduction 4

2. Description of the tool strenghts and weakenesses 4

3. Adaptation and design of a lesson 5

4. Conclusion 6

5. Bibliography 6

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Padlet: a lesson complement

1. Introduction

The first goal of this document is to describe “Padlet” as a web source application
focuses on the development of digital and communicative competences. The second is
to describe and evaluate the application in terms of communicative competence and
the usefulness of this device to the class. The third is to apply an activity to a lesson for
young adult’s elementary students. Afterward, a description of the tool's strengths and
weakness that were discovered during the planning of the activity. The foremost target
of this document is to describe the appropriacy or an approach of the tool “Padelt” to
teach English to students in an A2 level course, according to the Common European
Framework.

2. Description of the tool strenghts and weakenesses

Padelt is a collaborative website, it's like a wall where a teacher and a student can find
already made templates to design and share contents as in a web page. Students do
not need specific editing knowledge to design a content page. In this application, both
students and teacher can share a different kind of sources like photos, a web page, a
video from YouTube. Likewise, as a teacher, this tool is useful to post a worksheet and
T can prompt students to post comments on each posting and everyone can use
another Padlets from a different author to enrich the site.

In terms of language, the application is a multi-language source in which people from

totally over the world can have access to it. It is easy to share things on this application
and it has the function of sharing through an email or through social networks. The
author Torres,L.(Torres,2018) refers that “The main objective in the use of technology
in second language education is to develop the basic communicative skills in the
language the students are learning”. An this is reflected in the app given that a learner
can learn a language in both productive and comprehension skills.

In Addition Torres states that “For second language learners, it is very important to live
real communicative situations in which they learn how to express their ideas and
opinions, and to develop their oral and written fluency and accuracy”. (torres,2018) This

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tool a learners can contribute and give their opinions the links added to this app
contribute to the development not only of accuracy but fluency skills.

This tool is designed to get all participants to collaborate, everyone can generate
content and the purpose of the teacher is not only as an editor, there can give feedback
to all participants because its comments function at the end of the post. It is attractive
for the students and there is a bunch of possibilities for them to create content.
Students can design a story timeline, or they can create their own e-portfolios. They
can use it as an organizer of tasks, or maybe they would like to use it as a photo
gallery where they can show their research, etc.

In terms of educational purposes, the teacher may use it as a means to plan lessons:
this app can be used as an agenda or an organizer, the T can include all materials that
may be useful for the lesson and T can design an activity based on the development of
communicative competence.

Taking in to account this advantage, this tool fulfills the principles of communicative
competence because you can share activities or web pages to develop their linguistic
competence like grammar activities or T can post a worksheet. In addition, the website
contains all possibilities to post-listening activities, because the T can post videos from
the real contest from Vimeo or YouTube, as a speaking activity students may post a
video clip about their daily routines as an example.

The only restriction that can be observed about this tool, it that it needs Wi-Fi
connection and it is almost impossible to have constant access to a Wi-Fi connection. It
holds all the possibilities to share and collaborate and comment on the links the T
share so that it is a very good tool for all the digital teachers and learners which may
want to contribute in postings of this kind.

3. Adaptation and design of a lesson

In this section, a description of the lesson plan will be presented to describe the
approach of the application PADLET https://padlet.com/mauricioserra29/2sdihw2mlh5z

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to the L3 class. First of all, the topic of the lesson is daily activities, some pages were
selected and a worksheet to represent the lesson plan for this issue.

A video clip was selected from YouTube to represent the general goal of all the
activities. Some grammar activities taken from AGENDA web were selected and a
source of writing to comment on it the students’ routines. There is a listening activity
also taken from Esl-lab and Ss solve and activity of listening for gist and solve multi-
choice questions. As an evaluation of the activity, there is also a Kahoot quizz . Each
stage of the activity has got the possibility of comment and the idea is that the students
share their own written.

4. Conclusion

The application Padlet which I did not know before is a great application in which
student can design, post, collaborate and contribute in their development of the
communicative competence. The teacher may use this as a means of lesson planner
taking into account the t roles as a facilitator. This tool requires that the T design
activities through another form of application that may be included in the postings. The
tool contributes to the development of accuracy and fluency skills which what makes it
the greatest tool to learn a language.

5. Bibliography References
English Exercises. (2018). Retrieved from http://www.englishexercises.org/
English exercises online: grammar, listening, reading... (2018). Retrieved from
http://www.agendaweb.org/
Kahoot! | Learning Games | Make Learning Awesome!. (2018). Retrieved from
https://kahoot.com/
My Daily activities. (2018). Retrieved from
https://padlet.com/mauricioserra29/2sdihw2mlh5z
Padlet is the easiest way to create and collaborate in the world. (2018). Retrieved from
https://padlet.com/
Randall's ESL Cyber Listening Lab - For English Students. (2018). Retrieved from
http://esl-lab.com/
TORRES, L. (2018). In Computer Assisted Language Learning (p. 30). Fundación
Universitaria Iberoamericana.

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Woodward English. (2018). Retrieved from https://www.woodwardenglish.com/

YouTube. (2018). Retrieved from https://www.youtube.com/