M10 ENL

COURSEWORK 2
REPORT

BEST072
English Language Teaching
Student ID Number: 5287754

CONTENTS
Introduction3
Intended learning outcomes and reasons....3
Description of the learning object and context.5
Problems experienced.6
Lesson learnt.6
Reference List8

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Introduction
The last decades have witnessed a growing number of computer-assisted
language learning (CALL) software which have delivered outstanding versatility
and innovative functionality and which have provided numerous learning
opportunities in the field of English language teaching. The use of such software
in language learning classrooms has proved to be successful not only because it
makes the teaching and learning process more interactive, but also because
CALL affords more learner-focused opportunities. The following reflective report
is intended to discuss a language learning object which was designed using the
software entitled SoftChalk Create and which consists of four interactive tasks
that will be further presented.
Intended learning outcomes and reasons
The four interactive tasks which represent the language learning object cover
both receptive (reading and listening) and productive skills (writing). The reading
and the writing tasks are accompanied by pairwork cooperation which can be
regarded as a speaking task. Thus, the lesson designed using the abovementioned software constitutes a model of integrated language instruction.
Sanchez (2000: 24) maintains that one of the main aims of language teaching is
to promote learner autonomy and to help learners to interact meaningfully inside
and outside the language classroom. Moreover, Johnson (2008: 185) claims that
learners need to use language for purposeful communication which is similar to
the one encountered in the real-world. This similarity led to an understanding that
effective communication performed outside the classroom is achieved by means
of both receptive and productive skills. As a result, the activities that form this
session rely on integrated language teaching which is described as the closest
classroom simulation of real-life interaction (Hinkel 2010: 115).

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Language acquisition can be ascertain as a complex process which can become
a chaotic one if the learning experience is not manageable and measured to
some degree. Klapper (2006: 236) maintains that measurement of language
learning contributes to a more enjoyable experience and to a deep-learning
process. One paramount method to ensure effective language learning is to
establish relevant learning outcomes which the learners should achieve at the
end of their course and which represent the results of their learning. In addition,
Klapper (2006: 163) states that it is good teaching practice to share the learning
aims and outcomes with the learners. This way, the teacher stimulates
autonomous learning and students are provided with opportunities to take charge
of their learning process.
The language learning object is designed for intermediate learners of English and
constitutes one session of a general English Language course for a mixed
nationality group of young adult learners. The activities designed for this session
have been carefully and constructively aligned with the learning outcomes of the
overall course. The intended learning outcomes focus on developing the learners
information and communication technology skills (ICT), on expressing wellstructured ideas at sentence-level and using topic-relevant vocabulary.
A good learning experience is achieved by incorporating Biggs model of
constructive alignment i.e., the content of the classroom activities should cohere
with the courses learning outcomes. This coherence benefits both the learners
and the teacher because students understand what is expected from them and
observe a sense of course continuity. Moreover, the teacher can concentrate
better on what he or she intends for the learner to achieve (Biggs 1996: 348).
The choice for these learning outcomes was made taking into consideration the
fact that the field of English language teaching has made noticeable steps
towards integrative CALL which places emphasis on language use in a
meaningful and authentic context by means of integrating the receptive and
productive language learning skills (Lee 2000: 2).
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Description of the learning object and context
The language focus of this learning object is on reading, writing and listening, but
also on speaking in the form of peer cooperation or peer correction. The main
activities include a warmer, a true and false activity, word and definition matching,
a writing activity in the form of sentence building, a listening activity with a fill in
the gap structure and a final activity about writing a descriptive composition.
The warm-up activity implemented in SoftChalk has the purpose to attract
learners attention and to get them ready to focus on the upcoming tasks. This
warmer involves describing pictures and guessing the topic of the lesson.
According to Velandia (2008: 11), such activities like the ones prepared for the
warmer represent effective ways to stir learners interest in the lesson, create a
sense of learner involvement and ensure the practice of the target language in a
less controlled way.
The true and false activity checks students comprehension of the text selected
for the reading task. At a first glance, this activity seems behaviouristic in that
learners choose either true or false and then receive the correct answer on the
screen. However, this behaviouristic activity becomes constructive learning when
students have to work in pairs and provide reasons for their answers by looking
in the text.
The matching activity may also be considered behaviouristic, because the new
words are presented as isolated items. However, the tasks behaviouristic nature
becomes constructive learning when the students are required to construct their
own sentences with the words previously given. Klapper (2006: 341) suggests
that new vocabulary is better memorized if learners can associate it with some
specific contexts, rather than learnt in isolation.

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The listening part is intended to check learners understanding of the input and to
expose them to native pronunciation. Field (2012: 210) maintains that a listening
activity followed by some comprehension questions is a good teaching practice
because the teacher can become aware of how students listen and diagnose.
The tasks that form this language learning object are developed for a
multicultural context. Moreover, the activities are not created for distance
learning, but for blended learning. The blended learning nature of the tasks is a
way to ensure that learners receive enough input to process and then try to
convert input into intake through interactive tasks designed on SoftChalk.
Problems experienced
The development of the application posed some difficulties in terms of
technological and assessment aspects. For instance, it is difficult to insert media
files and there are no opportunities for refreshing the web pages. Such
technological problems were resolved by looking into detail and understanding
how the software works. In terms of language content, it is difficult to provide
personalized feedback on SoftChalk. As a result, the tasks are accompanied by
activities that involve peer correction which ensures personalized feedback for
every learner.
Lessons learnt
Along the development of the application, the people involved in this project
realized that the use of this software was time-consuming, but the tasks were
more interactive in nature than they would have been if using traditional means.
From a personal viewpoint, this software is not that well-adjusted to deal with
speaking tasks and giving personalized feedback.

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In conclusion, SoftChalk represents a good way to develop language learning
activities which are very interactive and which can foster motivation in learners. It
is an excellent language learning tool which can assist teachers in their lessons.

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Reference List
Biggs, J. (1996) Enhancing teaching through constructive alignment. Springer
and JSTOR Higher Education 32 (3), 347-364
Field, J. (2012) Listening Instruction. in Pedagogy and Practice in second
language teaching. ed by Burns, A., and Richards, J.C. Cambridge: CUP, 207217
Hinkel, E. (2010) Integrating the four skills: Current and historical perspectives.
in The Oxford Handbook of Applied Linguistics. Ed by Kaplan, R.B. Oxford:
Oxford University Press, 110-126
Johnson, K. (2008) An Introduction to Foreign Language Learning and Teaching.
2nd edn. Harlow: Longman
Klapper, J. (2006) Understanding and developing good practice: Language
teaching in higher education. London: CILT
Lee, K.W. (2000) English Teachers Barriers to the use of Computer-Assisted
Language Learning. The Internet TESL Journal 6 (12), 1-14
Snchez, M.A.A. (2000) An Approach to the Integration of Skills in English
Teaching. Didctica (Lengua y Literatura) 12, 21-41
Velandia, R. (2008) The Role of Warming Up Activities in Adolescent Students
Involvement during the English Class. PROFILE Issues in Teachers Professional
Development 10, 9-26

M10 ENL
Coursework 2