The role of WeQuests in learning a foreign/second language?

WebQuest was developed by Bernie Dodge is an inquiry-oriented activity in which some or all the information that a learner interact with comes from resources on the internet. It is constructed into an arranged pattern starting with the introduction that explain the WebQuest and gives the purpose of the project or task. The next part is the task that explains what students will do. Then the process is a list of what to do and how to do it. Here teachers add list of links for the student to follow to complete the task. Evaluation comes next, the way to evaluate student’s performance. Last is the conclusion which sumps up the task and encourages students to reflect and discuss on the task.

In WebQuest, learning is usually student-oriented where teacher integrates technology into his/her language classroom and takes the role of facilitator/adviser by encouraging students to be connected and involved. In addition, teacher provides Web resources and ideas to guide the students. WebQuest encourages cooperative/collaborative learning; hence students take up roles that contribute to problem-solving through group work. Depending on the Webquest students can take roles, such as a doctor, nurse, pharmacist etc. They will also feel active and enjoy their time in the classroom environment.

One essential feature of WebQuest is that it is Project-based which increases student motivation because the tasks given are usually created to reflect real world issues. The students use interesting real and recent resources instead of traditional textbooks or materials which makes it more fascinating and it also supports higher level thinking because the questions requires student to research, compare, analyze, induce etc. rather than just bringing information.

 

As a future language EFL teacher I will use Webquest with my future EFL students because it seems to be a good tool to enhance various language skills. I will use WebQuest to build a good connection between the students as well as myself and the students. Lastly, in order to encourage my student to open their minds and be independent.

Evaluating esl- lab website

We choose esl-lab.com which is owned by Randall Davis. He has B.A in Spanish education and master’s degree in TESL. He provided source on the left side of the site where both teachers and students can find information about the website as well as how to contact him. In the terms of use he made mentioned that his site is free to use online, but there are limitations on how the materials can and cannot be used unless one obtains a license. All materials at Randall's ESL are copyrighted (c) 1998 -2014 by Randall S. Davis and licensors, all rights reserved.

This website has two main purposes (1) self-access learning for students where they can do listening activities on their own to improve their listening skills. (2) Tips and materials for teachers. Here teachers can ask learners to do listening activities as a way to complement their classroom objectives. Information in this site has been presented in an organized manner with different learner levels so it is easy to find and easy to use and also the text is easy to read without any distraction. Even though the site design is not really attractive but it is appropriate for the intended audience.

The title of Esl-lab is appropriate to its purpose. The page loads easily and it is always available. Users do not need to pay or type in personal information before using the website. Randall put up links to additional information related to the topic. Tutorial videos and audios are available for first time users on how to get around the site. There is enough information and it is also current and accurate. Lastly, contents are easy to understand and the advertisements did not overshadow the content.

Suggestions: After our evaluation, we can say that esl-lab website is really educative and will be beneficial for learners to enhance their listening skills. However there is still room for improvement especially the design which is kind of boring and unattractive. The contents can be improved by adding more images to attract younger users.

By

Amina Magaji

Amal Khalid

Malk Altaweel

Razan Sabbagh

“Do teachers need to create web-based language activities for EFL students in the Kingdom of Saudi Arabia? Why and why not?

Technology has made teaching and learning easier for both teachers and students. I believe teachers need to create interesting activities for language skills such as listening, speaking, reading and writing on the Web to facilitate their student’s learning. Sally Morrison mentioned some advantages of creating web-based activities as; Accessibility: By putting course material on the Web, teachers provide students with 24-hour, independent access to course information, and updates to Web pages and new assignments are immediately available to students. Renewability: Once created, materials can be updated easily and often. Adaptability: Web-based activities can easily be modified to support students at different proficiency levels or with special needs. Evaluation: teachers can easily assess their student’s work instantly. Feedback: teachers can give feedback to their learners with ease.Some learners need incentives to motivate them. A teacher can create web-based languages activities to encourage those students.

Virtual classroom with Ms. Peggy Tharpe

 

For the first time in my stay at YUC on a Wednesday in EDU 401 class we had a virtual classroom session. Dr. Hala was the moderator who introduced Ms. Peggy Tharpe who is an American English teacher,trainer and consultant, americanpronunciationcoach. I can’t actually remember how many students were in the class but roughly 15 to 16 of us and a guest teacher. The session was on for about 43 minutes.

The topic of the lecture was about “how Arabic influences the Pronunciation of English?” Ms. Peggy started by telling us a very interesting story on how she came to study why people sound so American when they speak Arabic. From her study she discovered that;

·         Arabic and English are spoken in different parts of the mouth.

·         Differences in vowel system.

·         Differences in consonant system.

·         Arabic breaks in sound can occur within words (glottal stop) while

·         English breaks in sound separate phrases.

·         Consonants are strong in Arabic whereas vowels are stronger in English.

·         The problem with learning all the extra vowels for the Arabic speaker and extra consonant for the English speaker. eg

American		Standard Arabic
vowels	12-18	3:3+2
consonants	20	27-28

When the session was over she asked some questions and some answers were given. E.g. one question says, what works best to master unfamiliar consonants? Some students say, practice and listening skills. Ms. Peggy agreed, adding that even research has shown that the earlier one listens to a language the better they acquire the accent. 

Advantages

Accessibility: one can access a virtual classroom from home, office, internet café or any other place which has an internet connection.

It brings experienced people and learners from all over the world together in highly interactive virtual class.

Recording: all sessions in a virtual classroom can be recorded and you can watch and listen to the entire session at any time.

Disadvantages

Not all schools have the technology and the internet.

Cost of the technology.

Some feel that education quality will go down because of "mass" communication learning systems.

I will like to use virtual classrooms like blackboard in my classroom. Depending on where I am in the world. In Saudi Arabia I don’t think it will work because of the restrictions on the use of cameras and videos. However, things are rapidly changing.

Wordle in EDU 401

“Normalisation of Bax in the Saudi Kingdom”

Bax in this article critically analysis and evaluates the history of CALL. And gave explanations of the three current classes of Restricted, open and integrated CALL. He argues that the three current classes of CALL give a complete examination of institutions and classrooms than previous examinations. At the beginning Bax discussed the history of CALL, using Warschauer’s three phases of CALL Behavioristic, Communicative and Integrative. That he thought seems to have a number of significant weaknesses, which he briefly discussed with sub-headings as; Inconsistencies, Unclear criteria, Integrative CALL, What are these phases? .Then he answered the three questions mentioned in the article, where has Computer Assisted Language Learning (CALL) been, where is it now and where is it going?

 

Changes which Bax suggested and the means proposed of achieving normalizations.

Bax suggested that we are currently using the second approach, Open CALL, but that our goal should be to attain a state of ‘normalisation’ in which the technology is invisible and truly integrated. Normalisation as defined by Bax is the stage when technology has become part of every society like “PALL” and “BALL” because these technologies are totally integrated into education. For CALL to be fully integrated into language learning, Bax suggested that;

·         Teachers and students should use it as an important part of their everyday lesson e.g. pen or a book.

·         They should use it without any distress and overemphasis.

·         It should play an important role in the lesson and other aspects of learning that it will go virtually unnoticed.

·         It will be normalised when the students’ needs are examined first and using the computers to promote learning.

Furthermore, Bax described three steps which are needed to be taken for normalization to occur:

·         Identifying the important factors which normalization requires.

·         Audit the use of each teaching context for the identified in the light of these criteria.

·         To make amendments in our recent practice in each aspect that is required for normalization. Bax stated that following this procedure will give each institution and teacher a clear framework within which to audit progress, and within which any obstacles to integration and normalization can be identified and dealt with. He also argued that there is need to ethnographic analyses, in order to understand CALL better.

Explain how these changes and means could be applied to our Saudi context. (The possibility of reaching Bax’s normalization, why is it possible, when is it possible/reached/achieved, how will it be reached, etc.)

Saudi Arabia is fast growing in all aspects of education and is moving towards normalisation. We can see in almost all the higher institutions computers can be found. In my opinion, the Saudi government should provide computers and devices that are needed by schools to achieve this goal. Teachers should be trained and students should be exposed to technology every day in the classroom. Normalisation is already on its way in people’s lives as they cannot do without technology days. Therefore, more and more effort should be employed in integrating technology in the educational system.

“Challenges of creating web-based activities in Sally Morrison” Interactive language learning on the Web”.

Modern technology has made teaching and learning easier for both teachers and students. Today, teachers can create interesting activities for language skills such as listening, speaking, reading and writing on the Web to facilitate their student’s learning. But there are many challenges in creating Web-Based activities for teachers. Sally Morrison mentioned some of these obstacles in her article on “Interactive language learning on the Web”.

First, teachers do not have the technical skill and knowledge to do so. Although Basic HTML skills is required to create simple Web based activities , many teachers lack even this. And what worsen this is that teachers do not devote their time in obtaining new this skills. 

Second, the variability of students’ access to computers. What type of computer and browser will they be using? What is the connection speed at which they will be accessing activities? These are questions teachers must answer before creating online activities. If students will be accessing the Web from a variety of computers with a variety of Web browsers and modem speeds, this must be taken into account in designing online activities.

Third, the need to design Web pages that meet accessibility guidelines for individuals with disabilities so that students with special needs are not left out.

In addition to the issues mentioned above, I will like to add constant access to the internet maybe one reason that can hinder their effort. If there is no reliable internet it may be impossible. Another difficulty  is the time. Not all teachers have spare time to sit and design activities that needs a lot of time and energy.