Reflection on Week 12 Reading

I think no one will doubt that computer-based testing is much more convenient for the test designers to run a test when compared with a paper-and-pencil based test. Different test setters can do the test at the same but not necessarily at the same place. With the aid of computer program, it can generate the real time reporting showing the marks of the test takers. However, there are some constraints when running a computer-based test. For instance, many test setters set the paper based on a paper-and-pencil one so there might be no big difference in terms of the design of the test and the test type may be restricted to MC, gap-filling or matching. The computer cannot make personal judgment so open-ended questions might not appear in a computer-based test.

Reflection on Learning Management Systems (LMS)

I do agree that most often learning takes place accidentally. In other words, learning takes place even though we do not notice it. With LMS, learners can select specialized tools to achieve learning goals and learning takes place instantly as it provides a place for content interaction.

Reflection on Week 10 Reading-revised

I think I made a mistake before. When we pair up students, we should choose 2 students learning different languages as their second language. In our context, we can pair up a student with Cantonese as their first language and English as their second language, with another student learning English as their first language and Cantonese their second. In this way, they can exchange their ideas in both languages.

Reflection on Week 10 Reading: Learner Autonomy and Tandem Learning

I quite like the idea of tandem learning. By practicing it, two learners of complementary L1 – L2 combinations are brought in a pair. In our context, we can bring any 2 students in a pair as their first language is Cantonese and second language English. Through CALL program, they will learn from each other through interactions via email, msn or video-conferencing. I think it is definitely possible in Hong Kong and students can learn in a more relaxing way.

Reflection on Week 9 Reading: Practical Considerations For Multimedia Courseware Development: An EFL IVD Experience

I think the project mentioned in the article is very meaningful and useful and the IVD system could help students learn their language better. Without internalizing the linguistic forms of a language, learners of it could hardly master it well. Like what is mentioned in the article, Hong Kong language teachers face a lot of problems in schools. It gives rise to the need of the CALL programme.

I am in favour of CALL, especially when learners are learning in their leisure time. With IVD, learners can learn through an authentic environment since video is recorded and incorporated into the programme. When learners learn a language from this kind of programme, they can acquire it by imitating speech acts, pronunciation, stress and intonation in a life-like scenario. As a result, the language is internalized and learners know how to use it in authentic situations.

Reflection on Hong Kong’s Amended Copyright Law

I think it is sensible for the teachers or educationalists to copy a short clip of a film as a teaching aid. I always make use of songs and video clips to arouse students’ interest when I address a problem, especially a current issue. Being granted the use of copyright, I can design my teaching materials more flexibly.

It is also fair for the students to use a small portion of a copyright work in their project with acknowledgement of the source of work. However, many pupils in Hong Kong do not know much about it and just copy and paste the whole passage from the web. The school should teach what students should do in order not to infringe copyright.

Besides songs and films, I always adopt news article in my teaching. I have to record the title of the articles I have used and my colleagues tell the publishers at a regular interval. I think it is very convenient for the teachers to make use of the hand-on information in their daily teaching.

Reflection on Week 6 Reading

I do agree that we need to take into account the students' need and ability when we design CALL material and I find The Richards & Rodgers model very useful: Approach, Design and Procedure. What we learnt a couple of weeks ago were the ways to evaluate a CALL programme-operational description, learner fit and teacher fit.
To begin a CALL programme, if we are not confident enough, we can try a small scale one like the one aims at developing a learning strategy to make the programme under our full control.

Reflection on Week 5 reading

I agree that online communication does have a lot of advantages like people are less stressed, more "outspoken" and with high participation rate. I came across a student who had emotional problems two years ago but with good English standard. He was so afraid of talking to anyone, including teacher that he fidgeted when you were talking to him. However, when I sent him emails, he replied to me almost instantly and fluently. I think online communication really gave him room for communication, which he could hardly do in real life situation.

After reading the study, I am still not quite sure how I can help students bridge the gap between online communication and the face-to-face one. A person who is good at online communication does not necessarily mean that he is also good at the real life one. How can I make use of the online communication to improve someone’s face-to-face communication skills?

Presentation--Sherlock Tang, Jenny Lo, Joyce Wong

We will lead our students to get access to the English learning website (Ohio ESL): http://www.ohiou.edu/esl/english/index.html
Criteria:1. whether the activity type—quiz is suitable for the learners (operational description)
2. layout—whether it is user-friendly (operational description)
3. timing—whether the 10-minute time limit is good for students (teacher fit)4. 1st language interference (teacher fit)
5. language difficulty (learner fit)

Relection on Internet for English Teaching

I agree with the authors of Internet for English Teaching that it is a complex process when teaching and assessing students through the Internet. I’m not very good at using IT, making use of IT in my daily teaching does pose a great challenge. As mentioned by the writers, it takes a lot of time setting up an on-line project.
To me, I think it even takes me a lot of time establishing a task, like a discussion board to my students at the initial stage. In my school, we have an E-class system and I am one of the teachers who is responsible for setting up the interactive forum or discussion board for the senior form students. At the very beginning, I spend much time familiarizing myself to the functions of E-class. Then, I need to think of the tasks and search relevant online articles for student reference. As mentioned in the article, some websites change their addresses over time and I need to check whether they are functioning on and off. After setting up the on-line task, I have to introduce the whole thing to the teachers and students. However, once the task is well-developed, it can be done very smoothly. During the briefing session, teachers need to tell students teachers will check student participation record and give them feedback. Teachers and students share their opinion interactively through this platform.After reading the part, I wonder if all students can really benefit from sharing a computer. If we would like our students to acquire IT skills through using new technology, will they really benefit when not all of them have equal chance to expose to it?

Hi

Hi there

Nice to meet you all.

Joyce