TASK 3 Designing An ESL CALL/CALLT-Courseware/Website/MOOC/Game

For  Task 3, I have created a website using Wix in order to teach Preposition. The name of my website is Prep-MY-Position.


Below are the link to my website:

https://princesstearsdrop.wixsite.com/ymspreposition

TASK 2 LESSON PLAN WEB 2.0

FORM: 2 Bestari DATE: 12 November 2018 LEVEL: Intermediate TIME: 9.00 - 10.20 am (80 minutes) THEME: People TOPIC: Writing a Fairytale BACKGROUND KNOWLEDGE/PREPARATION: 1. Students have already learned how to write sentences that include setting character event  and adjective in the previous lesson. TECHNICAL REQUIREMENTS 1. Computer 2. Internet connection 3. Projector 4. LED screen. LANGUAGE FOCUS: Short Story

Learning Objective: By the end of the lesson, students will be able to make a short fairytale using StoryBoardThat website using the vocabulary in the Wheel of Fortune. Success Criteria (SMART): 1) Students are able to make story by making use of FOUR (4) mechanism which are, setting, character, event and adjective. 2) Students are able to extract ideas from stimulation (vocabulary) to make a story of their own.

Starter: (10 minutes)

1.            Teacher ask students if they like to read fairytale. 2.            Teacher ask students if they have ever tried to make a fairytale of their own. 3.            Teacher tells students that today they are going to make a fairytale of their own. 4.            Teacher shows students 4 categories of words through WheelDecide (setting, character, event and adjective). Wheel Decide | Setting Wheel Decide | EventWheel Decide | Character Wheel Decide | Adjective 5.            Teacher shows sample fairytale created using StoryBoardThat. (https://www.storyboardthat.com/storyboards/yuuki/the-knight-s-quest) 6.            Teacher shows students on how to create their own story using StoryBoardThat.

Activity 1: Once upon a fairytale (65 minutes)

7.            Teacher gives instructions. 8.            Students will be divided into groups of three. 9.            Students are required to spin WheelDecide to decide compulsory word they must include in their story. 10.         Students are required to use the StoryBoardThat website to create their story (https://www.storyboardthat.com). 11.         Students are given 15 minutes to do the task. 12.         Students may use proper noun to name their character, place and events. e.g: knight – The Great Mojo    village –Halabala Village    tournament – Battle of the Strong 13.         Students may add additional character, place and events to their story. 14.         Students are required to saved their work and share the link on padlet. (https://padlet.com/princesstearsdr/MyFairytale) 15.         Students are required to present their story to the class after finishing. 16.         Each group are given 5 minutes to present their work. 17.         Students will receive feedbacks from teacher on their story. 18.         Group that is voted as most interesting story by the class will be given rewards by the teacher.

Plenary Wrap: (5 minutes)

19.          Teacher recaps today's lesson. 20.          Students shares their opinion about the lesson. Follow-up Students will work individually to create a much more detailed and descriptive writing in order to make their writing more interesting, longer and become a complete essay. Students need to post their essay on their blog. ( https://www.blogger.com/ ) e.g: character (dragon) – eyes as sharp as shards, thick scales as hard as crocodile skin place (swamp) – wet, damp, dark, creepy events – obstacles ( got lost, got hurt), encounter ( kids pranking, scammer)

REFERENCES LINK

WheelDecide - Wheel Decide | Setting
Wheel Decide | Event
Wheel Decide | Character
Wheel Decide | Adjective

StoryBoardThat - https://www.storyboardthat.com
https://www.storyboardthat.com/storyboards/yuuki/the-knight-s-quest

Padlet - https://padlet.com/princesstearsdr/MyFairytale

Blogspot - https://www.blogger.com/

WEEK 9 HYPERLINK

There is another sky by Emily Dickinson

Emily Dickinson

There is another sky,
Ever serene and fair,
And there is another sunshine,
Though it be darkness there;
Never mind faded forests, Austin,
Never mind silent fields -
Here is a little forest,
Whose leaf is ever green;
Here is a brighter garden,
Where not a frost has been;
In its unfading flowers
I hear the bright bee hum:
Prithee, my brother,
Into my garden come!

Written Analysis
Video Analysis

WEEK 6 GAME EVALUATION : Adjectival Adventure Game

1. What does the game attempt to “teach”? Are there different levels of difficulty for different proficiency levels?

The game attempted to teach grammar, specifically adjective. The game starts off by providing the player with background knowledge on adjective. The background knowledge was delivered through a backstory of the player in a class with computer characters learning about adjective in a class. Later, the player was set on a mission to help the town's people from a "curse" that disable them from using adjectives in their daily conversation. There was no different level of difficulty for different proficiency levels found in this game. But, I do believe that this game is most suitable to be played by beginner level language learner as it is quite easy and very interesting as it provides the learner with a fun learning environment.

2. What is the game’s best feature, aspect etc?

I like how the game is simple and easy to play even for a non-expert gamer like me. Therefore, even if the students are not very good at playing games, they would be able to easily understand how the game works. Moreover, the game provides a clear instruction on what is needed to be done when in regards to fidning thee correct adjectives. The explanation in the backstory is really easy to understand and example provided were very helpful.

3. What is the game’s weakest feature or drawbacks?

The drawbacks of the game would be that I did not know how the father looks like, so at first, I had difficulties in finding the father to give him the pancake and I am not really sure of his whereabouts. So, I think it would be helpful if there was a map as to locate where the dad is as to at least not make me stray too far off from where I should go and maybe not to waste to much time in looking for him. Moreover, after sending the pancake to dad, there was no clear instruction as to where I should go after that. This is because if the game is to be played in the English class, it would waste some time as each subject period has its limit. Besides that, I found that when I helped Jon to find his adjective, NICE weather while him standing by the entrance of the park, he did not move from that spot anymore, thus blocking me from exiting the park. I have to start the game again and next time, talking to Jon while he is further from the park's entrance. Furthermore, I believe there were some spelling errors and errors in punctuations. For example, some dialogues did not include the commas (HEY wake up!) and full stops (Let us go Lola) in their sentences while some do (Hello, child). As an example for the spelling error, Hino said her dad "BOUGH me" instead of "BOUGHT me".

4. Can you pinpoint some theories of language learning and/or teaching underlying the game?

The first theory of language learning and teaching that I found underlying in the game is, Communicative Language Teaching, where the computer is used as a tutor as it provides player with option on which answer to choose and control over the movement of their avatar, then using computer as a stimulus to stimulate thinking and computer as a tool to be used to understand and learn language which in this game they are able to learn the grammar on adjective. It also includes the Instructional Strategies theory where students are given instruction on what they need to do, to move the character and send pancakes to the father, help the town's people get the correct adjective, and help mom to get some eggs. The game also provides independent practice as only one player is available for the game. It also encourages self-monitor and self-correct as the player have to choose their own answer and if fail, they need to try again to get the correct answer in order to proceed with the game.

5. An important criterion for evaluating a CALL program, task or an educational game is potential for language learning (i.e. will student learn something?) Does the game fulfill this criterion? If yes, how so? If no, why?

In my opinion, the game has fulfilled the criterion of having a potential for language learning as the game clearly caters on the grammar topic on adjective. The game's backstory also highlighted on the topic, adjective. The information in the backstory was delivered clearly as it was done like in a real teaching and learning lesson. The teacher first touches on the previous lesson's topic then connects it with present topic of the day. Furthermore, the whole game mission revolves around lifting the curse that prevents the town's people from using adjective. The player is responsible to help lift the curse by helping the town's people with the correct adjective that they needed, which only can be done with player full understanding of the topic adjective.

6. If you were to suggest that one change be made to the game, what would it be?

I would suggest adding on reward and punishment system in this game. For example, for every correct answer, the player will get points or star to be collected. Some answers may come with an extra reward, like a special gift, for example, when helping the girl to find the adjective for most beautiful seashell, they will get point rewards and a special seashell gift as special item collected and the uncle can give them a fresh fish to bring home to mother. For punishment of getting the wrong answer, the player points will be deducted or/and need to do an extra mission to be given a chance to answer it correctly again. This suggestion is in line with the behaviorism theory which promotes reward and punishment in education.

7. Would you recommend this game to learners and teachers alike?

Yes? Provide reason(s), No? Provide (reason)

Yes, I would recommend this game to learners and teachers alike as I believe that this game provides a fun teaching and learning experience. Moreover, it is in line with the 21st century education as it incorporates technology in their learning. Furthermore, it also in line with Communicative CALL where the computer is used as a stimulus to stimulate thinking and computer as a tool to be used to understand and learn language which in this game they are able to learn the grammar on adjective.

WEEK 5 Cognitivism - Quizlet (Antonym)

WEEK 5 Behaviourism

WEEK 3 What factors influence the development of language learning using the computer over more than 50 year?

Through the slides, we can see that it CALL has been developed through four phases (Behaviorist CALL, Communicative CALL, Integrative CALL and Web 2.0) over the years and now we are in the fourth phases which is the Industrial Revolution. Incorporating CALL in language learning has proven to be beneficial for both teachers and students. Though it was not always successful. During the Behaviorist phase, problem occurred as the CALL program involves repetitive drilling and practice which often kills students enthusiasm in learning. As we progress to Communicative CALL an approach that emphasizes interaction as the ultimate goal of learning a language, helping students use target language in variety of context and places great emphasis on language learning function has shown positive results. In this phase computer were used as a tutor, stimulus to stimulate critical thinking and tool to use and understand language. By making use of programs such as paced reading, text reconstruction and language game which provides variety thus motivate the students to learn better as it promotes students choice, control and interaction. As we move towards Integrative CALL, which are based on two important technological development which are multimedia and electronic communication. It provides more advantages than the previous phase does as it include more authentic learning environment, students have great control over learning at their own pace and individual path, skills are integrated and it also make way for content without sacrificing on language form or learning strategies. The foruth phase, Web 2.0, more tecahhing and learning strategies were integrated, such as, authentic learning, sharing, collaboration, cooperative learning, constructivism, and cognitivism. Now, as we are in the Insutrial Revolution phase, which contributes more digital technologies. These developments helps teachers to integrates the 21st century learning more easier and provide students platform to collaborative work and independent learning in a more fun way which at the same time encourage them to learn in a more fun experience learning environment