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Using tablets in the EFL classroom: Why & How

tablet e-book english language classroomVerissimo Toste, an Oxford teacher trainer, joins us today to explore the benefits of using tablets in the language learning classroom.`

Whenever someone mentions using technology in the classroom, my first reaction is “Why?” And that was my recent reaction to using tablets. Why should students use tablets in the EFL classroom? How does it help them learn better? For me, the key is not the technology, it is learning.

Many teachers already use technology in the classroom. Many also use technology to take learning beyond the classroom. In this environment, I was curious about the role of the tablet in the EFL classroom. So, being a teacher trainer with Oxford University Press, I got some e-books, downloaded them onto my tablet and sat down to answer my own question: How do tablets help students learn better?

A few days and many hours later I had an answer; using a tablet can make learning more personal. The teacher can better appeal to the individual learner, to individual interests, individual learning styles, and individual difficulties.

So, knowing why, the next obvious question is “How?” There are many different activities. Here are two to introduce the use of tablets to your students:

  1. Writing their own notes

Students can add their own personal notes to different parts of the coursebook or the lesson. For vocabulary or grammar, each student can write their own sentence relating the language to their lives. 25 students in the classroom will have 25 different sentences. This will make the language relevant to each one, expanding on the work done in class. For a reading or listening text, students can write comments or ask questions, individually interacting with the text.

Classroom activity:

After reading a text, ask your students to use the note and write 5 – 10 important words from the text. One week later, ask them to look at the words in the note. Do they remember how the words relate to the topic? If they do, it confirms their reading ability (and memory). If not, they can go back to the text. They may choose to change some of the words, keeping the total to no more than 10.

Equally, students can write 5 – 10 questions about the text, or 5-10 True/False statements. One week later they can use these as a comprehension exercise as they re-read the text. For me, what is important here is that using a tablet, each student is focusing on their own words, their own sentences, their own questions. They are interacting with the language at their own level, based on their individual needs.

Students can also record comments. Instead of writing 5-10 words or sentences related to a text, students can record the words or sentences related to a picture. Later, they look at the picture and listen to their words/sentences. Since the picture is connected to the topic of a lesson, students learn when they choose the words or sentences, when they record them, and when they listen to them later.

  1. Using the pen tools

Students can use the pen tools to circle, underline, or highlight. In this way, they can focus on specific aspects of a text or language exercise. Again, 25 different students would focus on different words and sentences, personalising their work. For me, the pen tools help students bring out language patterns. Let me give you an example:

Students circle the subject and relate it to the verb, “George and I are”. By highlighting “going to”, students reinforce the “to”, which is something my students easily forget. They can then use another colour to highlight the verb, “throw”. Some students will use the pen to draw an arrow from the subject to the verb.

Classroom activity:

Ask students to do this with the grammatical structures they are learning. This will get them used to using the pen tools. Then, ask them to write sentences about themselves and their life using the structure they are learning. Having highlighted the form of the structure, students will probably make fewer mistakes.

Then, ask them to highlight the different parts in their sentences. This will lead students to notice any mistakes they have made and to be able to correct them.

Conclusion

These are only two activities to get you and your students started. There are many more you can explore as you and your students get used to using tablets in the classroom.

As your students use their tablets, they are personalizing their learning, adding to their lessons. Each student begins from the same starting point, but develops individually, adding their own content, and thus meeting their individual needs and learning preferences.

The key is to focus on learning, to help your students learn better with their


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Using e-books to enhance the learning experience for your students

webinarpicAhead of our webinar on using e-books in class, Stacey Hughes, an Oxford teacher trainer with 20 years teaching experience, looks at how using e-books can enhance the learning experience for your students.

As e-books become more popular, you may find yourself asking what all the hype is about. After all, an e-book is just a book on a screen, right?

Not anymore. While early e-books just replicated the print book, today’s e-books have enhanced features.  Video and audio plays straight from the page, and some e-books let students slow down the audio, record their own version, and compare to the original.  Students can answer questions, and then check if they’ve got the answers right straight away with automatic marking.  They can create written or voice recorded notes, draw on the page, and highlight words they might be struggling to pronounce so they can go back later to practice them. And if you set your students a page to complete for homework, once they’ve finished the student can email the page to you for marking.

All these interactive features are great, but pose a challenge for teachers who are new to e-books. How do you teach with an e-book?  How do you manage the class?  How do you balance the activities in class to include pair and group work alongside the e-book?

In my upcoming webinar I will talk about different types of e-book and how you can start using them. I will highlight common interactive features and tools and give practical ideas on how to exploit these for learning. I’ll also give tips for how to effectively manage the use of e-books in a class.

e-Books have been shown to increase student motivation and their popularity is on the rise, so now is a great time to see what they’re all about and whether they’re right for you and your classes. Join me for my webinar entitled ‘Using e-books in class: practical tips and ideas’ on 9th or 10th September 2015.

register-for-webinar


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Teaching with Web 2.0 Tools (Part 1)

Educational-Computer-Games-For-KidsMagali Trapero Turrent is an ELT Editor at Oxford University Press, Mexico. She is the author of several series published by OUP as well as a teacher and former OUP Educational Services teacher trainer. In her post, she shares her ideas for using Web 2.0 tools to develop learner’s language skills.

Having the opportunity to expand the horizon of my traditional EFL classroom has been just as exciting for me as for my students. However, I must admit that, as a digital immigrant, it was not simple at the beginning. It took many hours of focused as well as playful hours of dedicated inquiry to find the link between the learning goals of a CLIL lesson and the potentiality of different Web 2.0 tools to support them. I also had to determine how much scaffolding learners would need before engaging in web-based activities and how to integrate elements of the outside world that could enrich our lessons.

In preparing a science lesson, for example, the integration of international celebrations, such as the World Health Organization’s (WHO) International Health Day or the United Nations Observances, can bring the real world into the classroom. This, along with Web 2.0 tools, becomes a way of integrating the world of our learners with the real world—right there in our classrooms or as a home-school link.

Using Voice Thread for speaking activities

tools1tools2The typical classroom has learners that gladly engage in communicative activities and those that, given the chance, will avoid the task altogether. Creating speaking activities in Voice Thread, besides adding novelty and variety to lessons, can provide a formative assessment record. Voice Thread is a user-friendly tool that can integrate audio, video, images, text, documents and presentations—providing a multisensory, non-threatening environment where collaborative learning can flourish, even for learners that would otherwise not take part in communicative activities. Voice thread can be accessed using tablets, computers and mobile devices.

Once you have made a decision about the speaking function to focus on (performance, transaction or interaction) and given the language support needed by your learners, you can upload models for the speaking activity directly into your Voice Thread page for your students to view prior to doing the task.

In setting up activities, give learners an opportunity to personalize their experience. After all, that is what students do in the real world through social media, such as Facebook.

The following example presents materials for a science lesson. In the exploration stage of the lesson, learners can talk about what they think a healthy meal is. In a Voice Thread activity, learners can do the following using computers, tablets or their smart phones:

  • Take pictures and create a healthy food poster to present in the recording.
  • Make a video of healthy foods found in vending machines while they narrate.
  • Take selfies next to healthy food street stands and describe why it is healthy.
  • Make a video of their favorite home-made healthy meal and talk about it.
  • Take a picture of their refrigerator and describe its contents.

Additionally, students can ask questions based on classmates presentations or add information to a previously posted presentation before they move into the next stage of the lesson.

As learners get more knowledge on the topic—healthy food, in this example—they can then work with information from international organizations, such as the World health Organization, to learn more about healthy or unhealthy food and its impact on other communities throughout the world.

Using again the science example, and to celebrate International Health Day 2015, a question is added to the activity to activate students’ previous knowledge on food safety—the focus of the celebration. Students proceed to record their current knowledge. Examples of activities that can be created in Voice Thread to activate previous knowledge are the following:

  • Create a cloud with the words you associate with food safety and explain to your classmates the ones you think are the most important.
  • Record an acrostic poem using food safety.
  • In pairs, create a video for a community announcement on what you think food safety is.

tools4tools3 These activities, of course, can be adapted for other core subjects. The advantage of creating speaking activities in Voice Thread is that you can choose the type of speaking function to focus on (performance, transaction or interaction) and monitor each learners’ skill development as well accuracy issues that may arise. It also provides you and your learners with a form of digital portfolio or formative assessment record. Furthermore, it gives learners a reason to communicate in English in a way that it is used in the real world—as much of today’s communication happens through the use of digital tools.

In the next article in this series, we will explore the use of Web 2.0 tools for listening activities.

Please note that not all titles are available in every market. Please check with your local office about local title availability.


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Getting English language students to practice outside of class

College student using computerFor many teachers the extension of language learning outside the classroom can really benefit their students, but how can you be sure they’re using the right materials to further their practice? Freelance teacher trainer, Zarina Subhan-Brewer, looks at how Oxford Online Practice can complement their classroom activities.

“For the things we have to learn before we can do them, we learn by doing them.”   

        – Aristotle

How do we get students to continue practicing the things we want them to learn outside of the classroom? Normally, we give them homework and hope they do it. We no longer only have workbooks to depend upon for further practice, we have online material nowadays too. I don’t know if you’ve ever tried to learn a language online, but there’s a lot out there.

Parents, understandably, will assume that if their child is on an educational website that they don’t need to be monitoring their child and will feel happy that their child is learning. However, much of what is out there seems very ad hoc, with materials jumping about from grammar point to grammar point and sometimes with a very strange focus on some obscure vocabulary. The quality and suitability of some visual imagery out there being used for educational purposes, may not be ideal. So why and how can students use online learning safely and effectively?

Firstly, Oxford Online Practice is not random – it is designed to complement, but not duplicate, what is being studied in the book. It looks like the book, with similar or identical images, but the activities are additional to those in the textbook and workbook. The units cover the same topics and language content, with an opportunity to extend language and interact with it on the screen, for example clicking for further information, or dragging to match a response to a question / vocabulary / grammar item.

Grammar

Grammar practice in the Engage edition of Oxford Online practice.

 

When it comes to differentiated learning, online textbooks are very powerful tools. I’ve always found that it requires a lot of preparation and organisation to constantly have something up my sleeve for the students who are picking up language quicker. While helping those requiring more time to grasp things, you have to keep the others occupied, right? All this with the dilemma that you don’t want the quicker ones getting too ahead in the book/workbook, while at the same time you don’t want your slower students to feel they’re having less fun and are ‘behind’. The beauty of online textbook material is that not only is it relevant and related to the topic of the book, your students can also do additional activities without the knowledge of whether their peers are ‘better’ than them or not. Because of the nature of the technology, a simple click of the mouse in a computer lab, or a tap on the tablet in the classroom gives them access to further practice of any sort.

Previously, reading and writing were the only skills that could be practically improved outside class, which meant students rarely heard any English outside the four walls of the classroom. Nowadays it is possible to assign an additional listening activity, without controlling a CD player or standing at the computer at the front of the class. So if you feel some students could do with going over a listening activity again in more detail, you can assign it to them.

Did you know students can even record themselves if they’re working on a computer / tablet? This means that students get the chance to really listen to their own pronunciation and compare it to the native speaker recordings on the Online Practice platform, so they learn much more in terms of both listening and speaking.

Online Practice takes homework to a whole new level, with students assuming more responsibility for their learning – autonomous learning at its best. But this isn’t to say that the students are simply left to their own devices – teachers can allocate particular activities, tailoring each class or student’s progress to suit their needs.

You can also organize your students into particular online groups. You can then monitor which exercises have been completed by which students and also what scores they achieved on each activity they try. Without collecting in physical work and marking it (because it is marked as soon as the student clicks on the ‘Submit’ button), you have a record of names, activities completed and grades for each student. This will save you from hours of administrative tasks, leaving you more energy for the actual teaching.

So your students will find varied and engaging activities that allow them to practice exactly the same language areas that you have been working on in class, with the added bonus of it being visually familiar. By allocating activities to students, they feel their individual needs are being met. Parents can breathe easy knowing that their children are on carefully designed websites that are entirely appropriate learning tools. And you as a teacher have more time to assess, monitor and actually teach. I’d say that was a win-win-win situation, wouldn’t you?!

These features are all available on the Online Practice components for the courses pictured below. Features and/or capabilities may differ for other Oxford courses.

engage-teen2teen-covers

 


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5 Apps Every Teacher Should Have in 2014

Mobile apps

Image courtesy of Jason Howie via Flickr

Sarah Fudin, Community Outreach Coordinator for USC Rossier Online, shares 5 mobile apps that every teacher should be using in 2014.

2014 brings a new year and many changes in education nationwide. As innovative technology is developed, new and updated apps are making it easier for teachers and students to integrate technology in the classroom.

Here’s a list of the five apps every teacher should have in 2014:

1. Evernote

Evernote app iconPlatform: Android, iOS

Evernote is a great platform for organizing notes, pictures, and voice memos. For teachers, it can be a great tool for collecting media. Evernote allows a person to take a photo and add a note. All information is stored in easy-to-organize tabs for simple retrieval. How can this app be used? A math teacher might catch sight of some great buildings downtown to use as examples in his geometry class, and he can quickly capture and remember it for use later in the classroom. Equally, students can use this app to collect and store data for projects or homework.

2. Socrative

Socrative app iconPlatform: Android, iOS

Socrative brings a spark to class assessment. It takes three minutes for teachers to set up and 30 seconds for students to download on their phones. With this app, teachers have a variety of assessment tools they can use to gauge student process. Questions are shown on a screen, and students use their phones to answer the questions. Results are automatically tallied and stored for the teacher to review. One feature, Space Race, allows students to work in teams to answer questions. For each correct answer, their team’s rocket moves up on the screen; the first team to get their rocket to the top wins.

3. Shakespeare in Bits: Hamlet

Shakespeare in Bits: Hamlet app iconPlatform: iOS

Shakespeare in Bits is great for English teachers. With narration and animation that accompanies the text, this app allows students to read books with greater comprehension. The app also contains an analysis section complete with a summary, discussion of themes used and descriptions of various images.

4. School Fuel

School Fuel app iconPlatform: Requires iOS 4.3 or later and Android 3.0 and up.

School Fuel puts students, teachers and administrators within a school on the same page. This app serves as an interface that organizes all the apps that teachers are using while allowing students to access them at any time. Instead of teachers having students download apps from a variety of sources, students can simply use this app to view and access all the apps the school is using. Teachers can also look to see what other teachers are using and add apps to the database.

5. Springpad

Springpad app iconPlatform: Requires iOS 4.3 or later and Android 2.2 and up.

Springpad takes organization a step further; this app not only gives you access to everything you save on all your devices, but it also recommends different places and tasks to you based on what you already have. For example, if you have a list of school supplies you are working on, Springpad will give you local options of where you can buy those supplies. Every note, list or project can also be shared with other teachers and classmates to make collaboration easier.

For many teachers, downloading and learning how to use new apps can be a daunting task. This list can help you discover new tools to enhance your classroom in a more efficient way to jumpstart a productive new year!

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