Oxford University Press

English Language Teaching Global Blog


1 Comment

Easy, motivating and meaningful ways of using digital tech in the classroom

shutterstock_287594936James Styring taught English and Spanish to students of all ages and levels. He also ran teacher-training sessions and was an oral examiner for the Cambridge PET, FCE and CAE exams. James worked for ten years in editorial roles at OUP before becoming a freelance author. He has written more than 50 ELT titles. He joins us today to preview his upcoming webinar, ‘Easy, motivating and meaningful ways of using digital tech in the classroom’, taking place on August 24th and 25th.

How do ‘screenagers’ learn?

Everyone born in the last 15–20 years (AKA Generation Z) has grown up in the digital age. Tablets and smartphones are not an add-on but an essential part of daily life, something Generation Z has never lived without. Generation Z expects wifi and 4G as a basic need, the same as an expectation of running water and electricity for older generations. Trying to engage a classroom of Generation Z students doesn’t always hit the mark if a vital component of their life is missing: their digital side. ‘Screenagers’ and young adults miss the devices through which their life is mediated. Success with this generation depends on appropriating the students’ digital world and deploying it in valid ways in the classroom.

As teachers, what’s of interest to us are the character traits of Generation Z. What do we know about Generation Z and their learning style? They may have less-developed social skills than older generations, as they stumble along the pavement catching Pokémon. They like communicating in bite-sized messages and they’re masters of multi-tasking. This means they respond well to classes which involve a variety of inputs and a varied pace.

How can teachers help screenagers?

The webinar looks at how teachers can vary interaction patterns and pairings, mimicking students’ everyday communicative experience of flitting between Instagram and Twitter and WhatsApp within seconds and without missing a beat. Mimicking these patterns in class can stop itchy feet and dispel boredom. One way of achieving this is bringing classes to life digitally. Most teachers know this but many feel overwhelmed by the proliferation of ‘digital’ in TEFL. The blogosphere is alive with talk of LMSs and MOOCs and big data. ‘Digital’ can quite quickly start to feel alienating and off-putting, not to mention time-consuming and expensive to implement, as you imagine your school spending thousands on tablets or on access to a digital platform.

Well, the good news is that you don’t need any of that. There are lots of classroom activities that you can do for free and often with zero preparation utilising the phones or tablets that most students already have in their schoolbags. You can achieve meaningful outcomes from students taking out their tablets or smartphones (or even older ‘feature’ phones) and using them as a natural part of the lesson. All you need is an open mind and a little imagination. The reason for doing this is not some sort of gimmick. It’s a reaction to who we’re teaching. On average, Generation Z-ers reach for their device every seven minutes during the day to check status updates, to read messages, to post comments, and so on. There are pedagogically worthwhile reasons for having students get their phones out during class for a range of activities. So rather than battling through lessons with students feeling twitchy because they’re desperate to look at their phones, free the phone instead.

To hear more, join my webinar on 24th and 25th August. I hope you’ll also feel comfortable in sharing your own experiences of digital and contributing ideas for making it work.

register-for-webinar

 


36 Comments

25 ideas for using WhatsApp with English language students

shutterstock_287594936Philip Haines is the Senior Consultant for Oxford University Press, Mexico. As well as being a teacher and teacher trainer, he is also the co-author of several series, many of which are published by OUP.  Today he joins us to provide 25 engaging and useful classroom activities for language learners using WhatsApp.

There are three main obstacles to the use of technology in ELT. First is the availability of technology and internet connection in the classroom. Second is teacher techno-phobia. The final, and perhaps the biggest problem, is knowing how to use it for language learning purposes.

WhatsApp or similar messaging services can help overcome these obstacles. If our classrooms are not well equipped, we can take advantage of the technology that students have on their phones, even if there is no internet available in class. Many activities can be set up by the teacher and extended beyond the classroom when students later link to Wi-Fi. Alternatively, students can show each other their phones at different stages of activities.

Many self-confessed, techno-phobic teachers that I know use WhatsApp on a regular basis in their private lives, so already feel quite comfortable with it. However, the trick is to set up activities that make students do all the work without the teacher needing to share contact details. Each student need to have a WhatsApp buddy in the class who they communicate with via WhatsApp and carry out the activities.

Here are 25 ideas of how to make good use of WhatsApp for language learning. WhatsApp was the starting point for these ideas, but teachers will see that other applications and messaging services will work just as well. For these activities I make use of the following five features: text, photo, video, audio and emoji.

whatsapp1

whatsapp2whatsapp3


4 Comments

#IATEFL – The digital classroom: change of medium or change of methodology?

shutterstock_198926996Stacey Hughes, an Oxford teacher trainer with 20 years teaching experience, joins us to preview her upcoming talk at IATEFL, ‘The digital classroom: change in medium or change in methodology’, held on Friday 15th April at 3.30pm.

Today’s e-coursebooks and e-readers offer learners a range of tools that can enhance the learning experience, but is using an e-book really different? Does it require a different methodology? Does it have an impact on classroom management?  What are the benefits an e-book can offer?

First let’s think about a fairly standard lesson that uses a coursebook. You probably spend some time with students paying attention to you or to a listening track or video, some time with students working in pairs or groups, some time with them working alone. E-books don’t change that dynamic:

digital1

If we are happy with the scenario in the left column above, why should we bother changing? Why introduce e-books? Firstly, e-books can add flexibility: in the above scenario, teacher could choose to allow students to listen to the audio track on their own with headphones or in pairs.  Secondly, e-books have some features that can be beneficial to students. For example, students could listen to a graded reader and read along. They can speed up or slow down the audio or pause it and rewind to listen to a section again. Some students might even replay a section again and record themselves at the same time in order to compare their intonation or pronunciation of words.

digital2

Another reason for using e-books is that they are on tablets where students can also keep other learning resources: a learner’s dictionary, all their e-readers, and educational apps are a few good examples. Of course, with tablets and a wifi connection, students can use the internet to do webquests for projects that really open up and contextualize learning.

What about classroom management? Of all the fears that teachers say they have regarding introducing technology into the classroom, classroom management ranks highly.  However, managing a class with e-books need not be any different from managing a class with more familiar tools. The same management principles apply.

At my workshop at IATEFL, I’ll be asking teachers to think about some of the things they do in their class now before looking at some of the functionality of e-coursebooks and e-readers on Oxford Learner’s Bookshelf. We will talk about classroom management and think about how a class might look using an e-book. I hope you can join me!


4 Comments

Making online language learning safe

shutterstock_312877391Aisha Walker is Associate Professor of Technology, Education and Learning at the University of Leeds. With a background in linguistics, language learning and primary education her research areas include digitally-mediated communication, academic language and childrens’ engagement with digital technologies. Today she joins us ahead of her webinar Online risk and safety for language learners and teachers to preview what she will discuss at this online event.

The online digital world offers huge benefits to language learners and teachers.  Much of our everyday language use takes place in digital environments and is mediated by digital tools.  This means that it is sensible for language teachers use these tools with their students.  After all, students will need to be able to communicate in the target language using digital tools as fluently as, say, handwriting (if not more so).  Nowadays, we are likely to write business emails rather than letters; to send Facebook messages rather than birthday cards and to check the news using social media rather than the daily newspaper.  Language learners need to be able to negotiate all of these new contexts and to use appropriate language in digital spaces.

Digital tools and media also offer opportunities for authentic communication with people across the globe.  However specialised our interests we can look online to find people who share them.  For example, the digital world is full of keen hobbyists sharing their ideas or patterns and showing off their newly completed work.  Gamers meet in multiplayer online games where they plan and discuss strategies or they play casual online games such as ‘Words with Friends’.  People use Twitter to talk about current events. Indeed, sometimes Twitter is the news!  Learners no longer have to write work that will languish in exercise books to be read only by teachers and parents; their work can be published to a genuine audience through blogs or sharing  sites such as YouTube or SoundCloud.  The audience can, and will, respond by ‘liking’ the work or through the comment system.

The opportunities offered by the online digital world are undoubtedly exciting but there is also a dark side.  Children may be exposed to inappropriate content or may use online shopping sites to buy goods that they are not legally old enough to purchase.  Extremist groups use social media to publicise themselves and this may draw young people towards extremism.   There are legitimate concerns about mental-ill health issues such as ‘thinspiration‘.  Criminals may use social media or games to find and groom victims; two such cases were recently featured in BBC documentaries (Alicia Kozakiewicz and Breck Bednar) showing that the dangers are real.

Teachers have to navigate the benefits of the online digital world whilst avoiding the risks both for their learners and for themselves.  For some teachers (and schools) this is too intimidating and so they avoid social media in their classes and do not encourage students to publish their work online.  In this webinar we will talk about some of the fears that participants have about using online digital tools and media with their learners.  We will discuss some of the options for safe online working and strategies that teachers might use such as setting ground rules for their learners.  I hope that in this webinar we can draw upon our collective wisdom and that participants will be willing to discuss their own fears and ideas although I will, of course, have some suggestions to offer!

If you’re interested in learning more about safety for language learners and teachers online, please register below for this free webinar, taking place on 23rd and 24th March.

register-for-webinar


3 Comments

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

Follow

Get every new post delivered to your Inbox.

Join 3,943 other followers