Technology and Teaching English for Specific Purposes - Research Proposal Example

TECHNOLOGY AND TEACHING ENGLISH By Student’s Name Course+Code Class Institution Date Class Blog 1. Context The class consists of thirty adult learners undertaking English studies. Most of the learners are foreign and English is their second or subsequent language. There are ten Japanese students, eight Chinese students, four Gambian students, four Korean students and four Australian students who are learning and furthering their knowledge in the English language. The ages of the learners are from 20 to 40 years. Twelve of the learners have come from other countries to specifically study English. Eight are professionals in different fields while ten are full time English students in the university. The learners are very competent in the use of the computer and have massive knowledge on the use of social networks. The language skills range from average to good as a number of the foreign learners have foreign language learning anxiety. Speaking skills are excellent due to the effort that the facilitator has put into speech practices. The learners are however still reticent in their interaction particularly out of class and as well as in their work places. Furthermore, most of them are anxious about writing and have faced difficulties in their English studies due to this. The students are therefore seeking to improve their communication and writing through the use of a class blog where specific communication and writing tasks will be assigned to the learners with a weekly report of progress. The tasks presented will be subject to correction from fellow students who blog on the platform. In the learning of language, the use of blogs is helpful in assisting students to explore new ideas, link familiar and unfamiliar ideas, explore possibilities and share them over the classroom blog. This execution of knowledge is helpful to students as they are able to deduce their own meanings on the basis of a wide platform of views. Furthermore, the blog motivates the users to write on their personal experience and therefore improve their language skills. The presence of a computer laboratory with a maximum number of computers has made it easy for the students to access online information and other activities that require the use of the computer and the internet. Moreover, most of the students in the English class have personal computers which are necessary for the implementation and continuity of the class blog. The personal computers and high technology phones for those who have them will make its simpler for the learners to access the blog at all times. The school additionally has WiFi which is necessary for accessing the internet. As the blog requires an internet connection for the blog members to access at different times, this WiFi provision is extremely essential for the operation of the blog. The classroom blog will have guidelines to ensure that no harm comes to the users of the blog. As such the members of the blog are restricted from sharing information that is private. Additionally, the members of the blog will be required to understand that the blog is an extension of the classroom therefore most of the rules that are applicable in the classroom will have to be followed on the online platform as well. 2. Literature Review A weblog, otherwise known as a blog is a website that is personalized and one that has a collection of entries (Goh, 2016). The entries in a blog are inclusive of pictures, videos and commentaries that are similar to journal entries. The blog is basically the website that has all the information and the links that pertain to the subject that the blog is about. The blog is maintained by a blogger while the blogosphere represents the entire community of blogs and bloggers that is interlinked and networked (Goh, 2016). In order to stay updated to the blog, readers have to be subscribed. The personal website allows for individuals subscribed to the blog to share information among one another. The use of blogs in a classroom setting is essential for increasing motivation among learners, encouraging critical thinking and extending the classroom scenario on an online platform (Zhang et al, 2014). As with other blogs, the classroom blog comes in various dimensions. A classroom blog may be created for the purpose of showing the list of classroom assignments. Additionally, the blog may show a gallery of the works done in the classroom and provide room for commentaries. Bloggers with high expertise have the ability to publish a weblog that has assignments and links to various information including documents used in the classroom (Goh, 2016). These different strategies are used to integrate technology and academics to make an online platform. The advancement of technology has made it a requirement in the classroom such that it is not an accessory but the foundation of learning. Technological changes are used to enhance student learning (Laurillard, 2013). The role of technology in the classroom can be assigned two different roles. One is where the students learn from the technology while the other is where the students learn with the technology (Laurillard, 2013). The form of learning form the technology requires that the student go through computer training and tutorials that teach on how to use the computer ad several features in the internet. The form of learning is consistent with learners who have no experience with technological devices and gadgets. The current generation consists of learners who are in tune with technology and have massive digital experience. These learners therefore learn with technology. Using technology in the learning process requires simulations of the technology and online tools. The use of technology such as classroom blogs by itself does not guarantee success in the particular study (Balchin and Wild, 2016). Technological use, however, as a method of teaching is essential in the contribution to the potential achievement of the student. The use of technological devices in studies encourages the use of reading and writing skills which in turn assist in the learning of language concepts. Digital technologies provide the organization of information and the assimilation of this information enhances knowledge (Kong, 2014). Technology is additionally important in the raising of the interest of the students. The technological use of the blog for instance creates a new learning platform where the student not only recognizes the use of the blog but also uses it to help them in their studies (Hsu et al, 2014). The provision of technology enables reading, writing and research as the information is easily accessible. The use of technology in education can be explained using the learning styles theory. The learning styles theory basically explains that there are behaviors that are cognitive, effective and psychosocial which indicate how individuals perceive, interact and generally respond to the learning environment (Riding and Rayner, 2013). These learning styles have been categorized in different methods though there is no definite method that has been classified as standard in the styles of learning. Facilitators of English can tailor pedagogy so that it goes best with the style of learning that is recognized by most students (Laurillard, 2013). There have been suggestions that students should be allowed to adapt to their own learning styles. Furthermore, these learning styles should be in tune with the main teaching pedagogy that the facilitator uses. The facilitator can thus decide what ways to use in the delivery of instruction. This approach has however been criticized as students may end up manipulating information to suit the teaching pedagogy as opposed to learning within their own context (Tyner, 2014). The teaching style may also be different from the learning style thus posing a challenge to learners. In teaching, best practices usually define the way the teaching should take place. Blogs are known to provide an opportunity for students to reflect (Richards, 2015). These reflections are best seen in the comments that are posted about the subject under discussion. The learners therefore have an opportunity to explore their learning experiences in English, gain better comprehension of the study and appreciate the learning. The facilitator is able to set exercises for the students to do in the blog. The interactive platform helps students to explore more and address the challenges that they face during their classes. The tension that is sometimes present in class particularly during the introduction of a new segment or topic can be avoided as the students are free to air their thoughts and concerns in their own private space (Laurillard, 2013). This privacy is also a fact that further allows for reflection. Most facilitators of education that is accompanied with technology accept cognitive theory as an important part of education technology (Spector, 2015). Cognitive theory has been directly addressed with the implications being assigned directly to facilitating of learning. Studies have embraced the cognitive theory in the field of technological learning (Herrington et al, 2014). Two decades ago Resnick (1986) identified a cognitive task analysis for Mathematics. As opposed to an analysis of behavior which comes up with task sequences ad hierarchies, cognitive analysis comes up with knowledge and information descriptions’ representations from which students are expected to create and process the descriptions. An analysis by Greeno in 1987 describes the strategy of representation of knowledge through mathematical tasks where the way in which learners perform subtraction is analyzed. Cognitive objectives which are part of behavioral objectives form an analysis of the cognitive task. Greeno shows illustrative representations of schemes, not statements that are written on what the children are required to do with the criterion and the situation in which the knowledge has to be processed. The cognitive strategy in the analysis of learners is meant to avail the mental model descriptions of students and not their performance before the delivery of the instruction. This is the theory behind the use of computers to tutor students where the way in which students capture information in memory is recognized as well as the changing of that information. This is opposed to the revolution around students’ performance of tasks. Cognitively placed strategies of instructions are chosen based on their potential aptitude to change representations rather than to define behavior. The emphasis is therefore applied on the representation of knowledge and on the premise that learning takes place as a representational change. The examples given show the application of theory to instruction that has been emphasized upon by educational technologists. These examples reveal the implication of the change to using cognitive theory in the learning environment. The classroom blog represents a different learning platform that has different provisions. This online platform provides learners the chance to write and acknowledge their prior understanding of previous concepts in the English language and examine their beliefs and experiences. Critical skills are developed as well in the blogging process. The use of classroom blogs therefore is essential in the teaching of language concepts and can augment student learning through the use of their preferred learning style (Mercer, 2016). Classroom blogging provides additional opportunities for writing and practicing of the language. It encourages critical thinking and learners can self reflect. A blog provides a new and interesting experience for learners thus improving the motivation of students. The integration of technology into the classroom thus gives the provision of motivation, increased writing and interaction skills and overall improved language proficiency (Lee, 2017). Blogging is constructive in the study of the English language as it promotes critical thinking skills. Differentiated instruction is achieved through using a number of learning styles. The simplicity of the weblog makes the whole learning experience easier. On the other hand the use of weblogs in the learning scenario may be curtailed by several factors including the lack of internet access especially from home (Akbari et al, 2016). Bogs may require periodic responses which do not coincide with school times. The professionals in the English class face the possibility of being of lacking time to blog constantly. Time is therefore limited thus a detrimental factor to the implementation of the blog. The time factor is additionally challenging to the facilitator. The expectation for the teacher to be present during both the classroom lessons and blogging may be too much for the facilitator. Despite the advantages of the class blog, the weblog may still fail to interest some learners. Other learners may feel uncomfortable using the blog while some may lack the computer expertise to blog. The devices used to blog may face malfunctions therefore creating difficulties with the blog. 3. Implementation and Rationale Based on my students’ language skill needs which include the improvement of writing and communication skills, I will introduce the suggestion of a classroom blog to help my students write reflectively and improve their interaction skills. During the first stages of the classroom blog, I will discuss the idea with my students and allow them to suggest different concepts that can be implemented in the working of the blog. Based on the ideas of the students, I will introduce the general concept of the blog which will involve further learning of English outside the classroom walls. I will allow the students to vote on the ideas that they feel should be implemented and those that should not. The first chance for setting up the blog will be given to students in the class who are well versed in technological matters and are willing to start up the blog. The blog will be subject to expansion as the program continues. The blog will therefore be used to practice further on the lessons that have been learnt in class. The blog will additionally provide an opportunity for the students to adequately give feedback as opposed to the classroom context where time is limited per lesson. In order to manage the blog well and improve in areas where the students have challenges, the blog will focus more on the topics that the students seem not to understand well. The blog will be limited to the English class and the students will have an opportunity to place a fellow student as the blogger. Due to the need to provide accurate instruction, I will give, assign and monitor the information being fed over the blog. The blog will provide an opportunity for me to give details on the classroom lessons and get the thoughts of my students on the same lessons. I will introduce mini platforms for the students to write and post essays, reflective reports, narratives and other types of writing on the blog. These writings will be based on the teachings that I will have chosen as the weekly topic on the blog. The learners will have opportunities to comment on the writings posted by fellow students. I will advise the learners to write reflective reports on the lessons and share voluntarily over the blog. These experiences will introduce the students to an interactive setting which improves their communication skills in the English language. The reflective writing is meant to enhance cognitive learning through encouraging critical thinking and improving the comprehension skills of the learners. The reflective writing and other writing types improve the writing skills of the learners as well. The importance of the class blog method of delivery of teaching is based on the learning styles theory and cognitive theory. The class blogs are an online tool that enhances interaction and exchange of information which enhances learning of the English language. 3.1 Rationale The introduction of the blog will provide an opportunity for detailed information from classroom work to be shared thus expanding the resource base for the learners. This information is crucial to learners as it saves them the time of getting other resources and narrows the context to what study is required as per the context of the lesson. Detailed information will assist the learners to fully grasp the context of the English language based on the representation of the course such as through reflective writing, pictures, videos and songs posted on the blog as well as other written material. The variety of resources that can be accessed through the blog target the various styles that the learners can receive information. The perception and interpretation of English will be easier as well as there are different media through which the lesson materials are presented that are favored by the learners. Given the honesty that is accompanied by the writing of and in blogs, the learners get to express the thoughts through a platform that will not judge them as they have that freedom to say what they truly feel about the class, the way the lesson was handled and the improvements that can be made about the delivery of the lesson. The enthusiasm on the blog is higher than that of the classroom and students may stay longer on the blog forum as compared to the classroom forum. This passion makes the students write better work which may be evident in terms of reduced grammar mistakes. The fact that the students are encouraged to individually learn from the platform makes the facilitation less of a language and more of learning that is collaborated. Basing on the fact that most of the students are mostly foreign learners, the freedom allowed in the blog will be imperative in reducing the anxiety that is accompanied with the introduction and learning of a subsequent language. The interaction provided in the blog and the opportunity for reflection may provide the learners with an opportunity to discuss their anxiety. Furthermore, the chance to advice fellow students and correct mistakes improves the confidence of the learners in eth language. The aptitude of the students to communicate their feelings, enthusiasm and passions in the blog will improve their communication skills. The interactive skills will be improved through commenting on posts by fellow students. The use of the class blog is thus justified as it addresses the different styles that the facilitator can use to teach and those that students can learn. Additionally, the blog is simple to use and the allowance for the ideas of the students makes it easier for the operation of the blog. References Akbari, E., Naderi, A., Simons, R.J. and Pilot, A., 2016. Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), p.4. Balchin, K. and Wild, C., 2016. Exploring the role of recently-qualified English teachers in developing technology use in language classrooms through communities of practice. Goh, P.S., 2016. Using a blog as an integrated eLearning tool and platform. Medical teacher, 38(6), pp.628-629. Greeno, J.G., 1987. Instructional representations based on research about understanding. Cognitive science and mathematics education, pp.61-88. Herrington, J., Reeves, T.C. and Oliver, R., 2014. Authentic learning environments. In Handbook of research on educational communications and technology (pp. 401-412). Springer New York. Hsu, Y.C., Ching, Y.H. and Grabowski, B.L., 2014. Web 2.0 applications and practices for learning through collaboration. In Handbook of research on educational communications and technology (pp. 747-758). Springer New York. Kong, S.C., 2014. Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, pp.160-173. Laurillard, D., 2013. Rethinking university teaching: A conversational framework for the effective use of learning technologies. Routledge. Lee, L., 2017. Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 7(1), pp.19-33. Mercer, N., 2016. Education and the social brain: linking language, thinking, teaching and learning. Education & didactique, 10(2), pp.9-23. Resnick, L.B., 1986. Cognition and Instruction: Recent Theories of Human Competence and How It Is Acquired. Richards, J.C., 2015. The changing face of language learning: Learning beyond the classroom. RELC Journal, 46(1), pp.5-22. Riding, R. and Rayner, S., 2013. Cognitive styles and learning strategies: Understanding style differences in learning and behavior. Routledge. Spector, J.M., 2015. Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Routledge. Tyner, K., 2014. Literacy in a digital world: Teaching and learning in the age of information. Routledge. Zhang, H., Song, W., Shen, S. and Huang, R., 2014. The effects of blog-mediated peer feedback on learners’ motivation, collaboration, and course satisfaction in a second language writing course. Australasian Journal of Educational Technology, 30(6). Appendices Appendix 1: Lesson Plan Lesson # 1: Blogging Students’ abilities Excellent speaking skills Average writing skills Average communication skills Aim of the blog lesson To improve the speaking, writing and communication skills of the student Blog exercises Weekly reflective writing Essay, narrative and report writing Blogging Posting of questions Commenting and response to posts What the blog will improve The blog will improve the interaction of the learners and as such their communication The writing of different tasks will improve the writing skills of the students Read More