development of web-based multimedia content for enhancing in- service teachers' english...

Development of Web-based Multimedia Content for Enhancing In-

service Teachers' English Language Proficiency and Self-Access

Training Program

Development of Web-based Multimedia Content for Enhancing In-

service Teachers' English Language Proficiency and Self-Access

Training Program

삼성경제연구소Presenter: Inseok Kim (Dongduk Women’s University)

Date: October 11, 2008 Place: Seoul National University of Technology

The 11th KAMALL Conference

22

The order of presentation

ⅠⅠ IntroductionIntroduction

The overview of the TETE practices (KICE, KERIS, POEs)The overview of the TETE practices (KICE, KERIS, POEs)

IIII Prerequisites for successful classroom English learningPrerequisites for successful classroom English learning

IIIIII

Linguistic elements necessitated for successful learning of classroom English Linguistic elements necessitated for successful learning of classroom English

3

6

Design and Development ofMultimedia ContentsDesign and Development ofMultimedia Contents

7

ⅥⅥ

VV

Self-access training Self-access training 42

Concluding remarksConcluding remarks 43

Planning phase, design phase, development phasePlanning phase, design phase, development phase

Five steps for developing a self-access training programFive steps for developing a self-access training program

33

▪ Most English classes are not taught in English English is learned not as a skill, but as a subject area. possess a limited repertoire of classroom English▪ difficulty with running a class in L2

Better to teach

through English

Linguistic training Needed for classroom

situations

Teachers feel more competent in teaching English Students tend to respect their English teachers more. Students learn English better through more comprehensible input. L2 learners’ English learning will be successful in the long run,

Underlying Assumptions behind TETE

Teacher competence

makes a great difference in student outcomes.

ⅠPart Introduction

44

KERIS (2001)

(Multimedia Software)

KICE (2000) POEs (2000)

Handbook Handbook

Ministry of Education (MOE)

Change of English Educational Policy

Change up for Newly revised English curriculum (7th) Need to improve English instruction

Practice

Rationale

Problems

English competency takes L2 learners a life time to develop.

Teachers are simply too busy to take on classroom English training program.

Sent English teachers to the training program Urged teachers to use English for more than 10% of

class time Students were encouraged to use English as often

as possible.

Teachers’ competence affects students’ learning of English The maximum use of English will help students learn more English. In-service teachers make little use of English.

Call for improving English instruction in grade schools

ⅠPart Introduction

55

Introduction IPart

Five-Year Improvement Plan(Feb of 2008)

Cultivating fluent English SpeakersThe Revival of the TETE Issue

Hiring 15,000 fluent English teachers over the period of five years (English teaching professionals with no English teaching certificates by MEST)

Reforming the curriculum of English Education majors or related majors

More strict English teaching licensing

Improving the infrastructure for EnglishTeaching in grade schools

Provision of Self-access online digital English Learning materials (2007) (Three Levels – Total 48 lessons) Teach and Learn in Korea (TALK, 2008)■ Funded 50 million dollars to have hundred elementary schools of 13 POEs install videconferncing system for English learning ■ Embark on a 50 million dollar project to develop digital English textbooks for elementary schools

Students will speak English

with moderate fluency.

66

IIPart Prerequisites for Successful Classroom English Learning

Dynamic Nature of Language Proficiency

Required Proficiency

Fluency/Integrative

Vocabulary

Pronunciation

Grammar

TaskSociolinguistic Culture

Clifford (1983)

77

Prerequisites for Successful Classroom English Learning IIPart

Clifford (1983)

88

Prerequisites for Successful Classroom English Learning IIPart

<Prerequisites of Classroom English Learning>

Classroom English Competency

Basic Interpersonal Communication Skills (BICS)

Classroom EnglishClassroom Discourse

Vocabulary

Communicative

Grammar

Collocations

and Idioms

Pronunciation

99

IIIPart

Three phases of software production

Planning phase

Design phase

Development phase

Three phases of software production

Planning phase

Design phase

Development phase

Planning, Design, and Development of Multimedia Software

1010

Planning phase

- the heart of software development

Database of Classroom English

Demo of model Lessons of the textbook

Models of Classroom English Teaching

Creating multimedia filesDevelopment of Prototype Creating multimedia filesDevelopment of Prototype

Design phase

Development phase

III Design and Development of Multimedia Software

Part

Learning Principles, Learning Features, Algorithm and storyboards

- Research Stage

1111

IIIPart

1) Compiling a Database of Classroom English

Planning Phase

(1) Greeting people (2) Introducing oneself (3) Introducing somebody else (4) Asking about somebody's health (5) Giving and thanking (6) Apologizing … etc.

Category 1: Classroom English classified by communicative

Functions

1212

IIIPart


Planning Phase

Category 2: Classroom English used for exchanging information

(1) Identity Are you Henry Steward? No, I'm his brother. (2) Profession Is he a musician? Yes, and he's an actor. (3) Nature of an object 'What is it? (It's) a box. Is it a dog or a cat? (4) Dimension, height, distance How big is your bag? It's not very big. How tall is that famous basketball player? /About six feet. How far is the school? /Only three hundred yards.

1313

IIIPart


Planning Phase

Category 2: Classroom English used for exchanging information

(5) Color What color is your book?/ (It's) blue and yellow. (6) Possession Whose pen is this? (I think) it's Jane's. (7) Quantity How many boys are there? Only five, but there are twenty girls. (8) Reason and cause Why are you late?/ Because my mother is ill.]

1414

IIIPart

-> Planning Stage -> 1) Compiling a Database of Classroom English

Planning Phase

Category 3: Classroom English used to ask students to do something

(1)Using a command, an injunction, an instruction

Stand up, Come here, Go to the board, Go back to your seat, Sit down. Look (here), Look at the picture (the board, your books, page 16,...). Listen (carefully), Listen to me (John, Susan, Myriam , the song,...). Repeat after me (after Richard,...). Ask Joan (Robert, Tom, Betty, your neighbor). Ask me (him, her,...) a question. Answer her (his, my) question. Spell your name (the word,...).

1515

IIIPart


Category 3: Classroom English used to ask students to do something

(2) Using a polite request or an invitation

Lend me your book, please. Help me, will you? Can you show me your picture? Please raise your hands.

(3) Making a suggestion How about a little game now? What about learning a new song?]

Planning Phase

1616

IIIPart


Planning Phase

Category 4: Classroom English used to express one's opinion, judgment, or preference

(1)About different sports

Do you like football (soccer)? Yes, I do. I love it. or No, I hate it; it's very boring. Which sport do you like best? Tennis is my

favorite. I prefer basketball.

(2) About pastimes and holidays

What do you do on Sundays? I like watching television. or I like playing with my brothers and sisters. or I prefer cycling or swimming.

1717

IIIPart


Planning Phase

Category 4: Classroom English used to express one's opinion, judgment, or preference

(3) About different singers, actors, books, films

I like Jean-Paul Belmondo : he's very funny. I think he's silly. Look at this picture. Do you like it? Oh, yes. It's a lovely picture. I don't like it at all.

1818

IIIPart


Planning Phase

Category 4: Classroom English in accordance with types of classroom

activities 1) Warming activities before starting a

class

Hello, children (boys and girls). Good morning, teacher (Mr. X, Miss Y, Mrs. Z). How are you? Fine, thank you. Not too bad. What's the matter with you, Tim? I'm tired. You went to bed too late! Look at the sky. What's the weather like? Lovely. Cloudy. It's going to rain.

1919

IIIPart


Planning Phase


activities 2) Expressions used to review the previous lessons

Is everybody here today? No, Sandra is not here. Thank you, Bob. Everybody is here except Sandra. Now, Listen everybody. Do you remember the last

lesson? What do you remember? The bad boy and the nice dog. Yes, the bad boys lost his bag and the dog...

2020

IIIPart


Planning Phase


activities 3) Expressions that can be used during a main class

Listen to me, please. The new lesson is about Betty going to the zoo with her parents. We're going to learn the names of six animals at the zoo. Do you know what a zoo is?

Betty will ask questions about these animals. She will learn a lot of interesting things. And we will learn with her. Then we will learn a new song. All right? What a pity Sandra is not here today! We will tell her about Betty at the zoo tomorrow.

2121

IIIPart


Planning Phase


activities 4) Directing words or commanding expressions

used before starting a class Listen everybody. Are you all ready? Then we can

start. Look at this picture. Listen to the tape. Say this word (sentence) with me. Open your books at page eight. Look at the pictures and listen again. Take your books and your pens or pencils. Draw an elephant and a giraffe. Write the words 'elephant' and 'giraffe' under the

pictures. Now shut your books and copybook. We're going to talk about...

2222

IIIPart


Planning Phase


activities 5) Expressions used for learning activities

Is everything all right? Now, Tim, ask Harry where the cat is. Harry, can you answer the question?, Who can? Good! But be careful; is she on the basket or in the

basket? What's this?, Are you sure? Say it again. Write the name again. What are you drawing?, Look at page eight again. Look at the board everybody. Read the sentence, Bill, Susan, Bob,... Take your copybooks and write it down.

2323

IIIPart


Planning Phase


activities 6) Expressions used to wind up activities Have you all finished? Stop drawing (writing). Is everybody clear?, Any questions? Remember the new words (and their pronunciation!) Now we're going to learn a little poem.

7) Expressions used to correcting errors Yes, Janet, good!, Right! Good for you., Well done! Good, but you can say it better. Will you repeat?/ I haven't finished./ No. Listen. Betty, will you say it for her?/ I haven't finished./ Yes, that's it. Susan, can you say it now?

2424

IIIPart


Planning Phase


activities

8) Expressions used to end the class Well, that's enough for today., It's time to finish., Time is up. You've been very good. Have you all finished? Shut your books : it's time to clear up. Hurry up! Remember what we learned today... For your homework, you'll have to read the little poem again... Myriam, will you please collect the drawings with the new words. When is our next lesson? I will tell you a new story, a very nice story. Goodbye, everyone. See you next Friday.

2525

IIIPart


Planning Phase


activities 9) Songs, rhymes, and chants(1)It’s a time for a song. Let’s sing. How about singing a song? Do you feel like

singing? Shall we listen to a song? What shall we sing

today/next/first? What is your favorite song, Thomas? Now I have a new/pop song for you.(2)Do you know this song? You might know/recognize this song. You already know this song. This melody should be familiar. Here is a song by The Beatles.(3) Repeat the words after me. Try to sing the words after me. Listen carefully to the tune/melody/words.

2626

IIIPart


Planning Phase


activities 10) Teacher Comments

★★★★★ Excellent! Very good! That’s excellent! That’s very good!★★★★ Good! That’s good! Well done! Great! Yes, that’s right –

good! ★★★ That’s it! That’s better-well done! (to show improvement) That’s nearly/almost right – try again! (to show progress)★★ Not quite right – try again! Not quite right – will someone else

try? Not quite right! [Name], you try!★ No – that’s not right! Try again!/Will someone else try?/ [Name], you try!

2727

Schema Building Model Direct Feedback Model: Initiation --> Response

(positive) --> Feedback Indirect Model: Initiation --> Response (negative)

--> Feedback Elicitation Model: Initiation --> Response (failure)--

> Delayed Feedback Reinforcement Model: Initiation --> Response

(successful) --> Reinforced Feedback

IIIPart

2) Models of Classroom English Teaching

Planning Phase

2828

IIIPart


Planning Phase

Schema Building Model

2929

IIIPart


Planning Phase

Direct Feedback Model Initiation --> Response (positive) --> Feedback

3030

IIIPart


Planning Phase

Indirect Model Initiation --> Response (negative) --> Feedback

3131

IVPart


Elicitation ModelInitiation --> Response (failure)--> Delayed Feedback

Planning Phase

3232

IIIPart


Planning Phase

Reinforcement Model Initiation --> Response (successful) --> Reinforced Feedback

3333

IIIPart

3) Presentation of Model Lessons Taught by Using Classroom

English

Planning Phase

■ Writing Lesson Plans for English textbooks

■ Video shooting the class

■ Aligning it with multimedia engines such as ASR,

TTS, TTS, etc.

■ Programming aligned contents into a digital module

program

3434

IIIPart

The Integrated Approach for Designing Interactive

Multimedia Content

Design Phase

1950s Behaviorist Approach

Programmed instruction materials were based on Skinner’s behaviorism.

1970s Cognitive Approach

Cognitivists including Ausubel, Bruner, Gagne, and others dominated thinking about learning

1990s Constructivist Approach

The influence of Dewey, Piaget, Vygotsky and others led to the emergence of the constructivist view of learning

Multimedia Software Multimedia

Software

3535

Learning Features

TTS/STT

Engine

Automatic Sound

Recognition

Vocabulary Learning aligned

With ASR

RepeatRecordReply

Compare

Random listening Random listening practicepractice

Pronunciation trainingPronunciation training Dictation ExercisesDictation Exercises

Functional Exercises

CATError Retrieval

System

Checking and Checking and trainingtraining

ComparingComparing

Learning vocabulary in Learning vocabulary in contextcontext

Pronunciation practice Pronunciation practice with the ASR enginewith the ASR engine

Three Learning Three Learning PrinciplesPrinciples

implementedimplemented

Relevancy of three Relevancy of three learning principles to learning principles to learning features learning features explainedexplained

Identifying incorrect Identifying incorrect pronunciationspronunciations

Correcting Correcting pronunciationspronunciations

Modeling, Modeling, Exercises, Exercises,

My Own ModelMy Own Model Evaluation ModelEvaluation Model

The following learning features will be implemented in the multimedia content.

III

Part Design Phase

3636

IIIPart

Create algorithms and storyboards

Design Phase

<Sentence Practice Module Algorithm>

3737

IIIPart

Create algorithms and storyboards

Design Phase

<Functional Exercises Module Algorithm>

3838

IIIPart

Creating multimedia files

Development Phase

Files TypeMultimedia Tools

Text All classroom English complied

Prerequisites (Diagram)Videos, narration with English captions

Quick time

Models of Classroom English Use

3D animated video, narration with English captions

Automatic RecognitionSystem (ASR) aligned

(1) Functional Classifications(2) Classroom English compiled during Classroom Activities

Sound files (wav, MP3)

stereo qualityTTSSTS

Model Presentation of Lessons using classroom English

Video, narration with English captions

ASR aligned

Model lessons taught by American grade-school teachers

Video (ready-made) ASR aligned <Multimedia Files, Types and Multimedia Tools>

3939

IIIPart

Development of Prototype

Development Phase

4040

IIIPart


Development Phase

4141

IIIPart


Development Phase

Development of My Own Prototype

?

4242

IIIPart Development Phase

Handheld Wireless Internet Learning Devices(Handheld WILDs)

Tablet PCs

Cell Phones

PDAs

Delivery Mode

4343


Handheld

WILDS

4444


Rationale for Choosing Delivery Mode

■The CD-ROM/DVD platform may be an easy way out, but it requires the space and computing facility, and has the physical constraints of being place-bound.

■ The in-tandem online learning system can be a good alternative. But it still requires computers that need to be hard-wired to Internet connections through Ethernet or LAN.

■ The low cost and portability of Wireless Internet Learning Devices (WILDS) offer exciting possibilities.

■ These devices enable ubiquitous use of technology rather than technology being used intermittently as an add-on.

■ Wireless users are no longer tethered in one place by cables and connections.

4545

Program Operation CommitteeProgram Monitoring

Program Evaluation

Program Management

Staff

Development of a self-access English certificate program

Requirement for

completion

Selecting and Grouping

Co-work between Subject Expert/Project Manager

MEST

KERIS

POEs

Individual schools

Development of Self-access Multimedia Online Contents

In-service Teachers

Awarding the online classroom English Certificate

Online orientation

Opening the re-training program

IVPart Self-access Training Program

4646

Needs 3,000-4,000 hours of intensive training to be fluent/take 32 years to master English Full-time teaching with school chores In-house training is not a realistic solution to this problem

Materials to research Classroom English Database Model Use of Classroom English Model English classroom Teaching

Multimedia Content Designing learning features/ASR Creating algorithm and storyboards Creating Multimedia files

Self-access ProgramOpen-ended Program Hand-held devices Learning Wireless learning Self-directed learning

Self-access Online Program

Concluding Remarks Part V

Self-d

irecte

d tra

inin

g

Flu

en

t En

glis

h T

each

ers

4747

The significance of technology in opening up educational possibilities to distance English learners (namely English teachers in this case) has been emphasized over the last decade.

Many language teachers have often shown to be on the leading edge of computer-based technologies because of their involvement in communication.

Many in-service English teachers who want to get additional certification to enhance their English proficiency do not live close to host institutions. This presentation has focused on developing a self-access online training program for English teachers.

The pedagogical underpinnings have to be looked into before computer programmers take the program to the stage of the multimedia development.

VPart Concluding Remarks

Challenges and Future Directions

4848

Software systems to deliver content and facilitate learning should be addressed. The issues of program quality and online/WILDS modes of delivery should be also addressed.

Challenges may lie in advertising and attracting teachers to the online program. But the government provision of the digital devices such as Table PCs to each individual English teacher can serve as a greatest incentive.

MEST should allocate adequate funding for developing the online content this presentation has proposed.

The proliferation of online learning requires a “paradigm shift in bedrock views on training for English teachers.”

It is my hope that this presentation will give some insights not only to whoever is officially concerned with English teacher training, but also to multimedia program developers.

VPart Concluding Remarks

Challenges and Future Directions

END

4949

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