Unit 1 Packet:: Using Educational Technology in The English Language Classroom

Unit 1 Packet:
Introduction
Using Educational Technology in the English
Language Classroom
© 2018 by Iowa State University. Unit 1 Packet for the AE E-Teacher Program, sponsored by the U.S. Department of State and
administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To view a
copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Table of Contents
Welcome from Iowa State University .......................................................................................... 3
Overview ........................................................................................................................................ 6
Let’s Introduce Ourselves .............................................................................................................. 7
Introduction to Technology for English Language Learning ........................................................ 8
Self-Introductions Video of the Educational Experts and Applied Linguists ............................. 20
Experts Using Technology in the English Language Classroom .................................................. 22
Introduction: Technology Experts ............................................................................................. 22
Technology Tools ....................................................................................................................... 24
Experience with Technology in Language Teaching .............................................................. 36
Summary ............................................................................................................................ 37
This is a program of the U.S. Department of State administered

by FHI 360 and delivered by Iowa State University 2
Welcome from Iowa State University
Dear Participants,
We would like to welcome you to the "Using Educational Technology in the English Language
Classroom" MOOC. We are looking forward to getting to know you and to working with you
over the next five weeks.
Please be sure to download the course syllabus and also the assignment overview. Both will
help you keep track of the course and of your progress.
Please start by watching the brief welcome videos or by reading the transcript of the videos
below. After that, please go on to the next page.
[The videos can be viewed here: https://www.youtube.com/playlist?list=PLlE2-
ekUHe81PbzmJfOXgQS2bSoAEor8e]
Transcript:
Prof. Chapelle: Welcome to Using Educational Technology in the English
Language Classroom. I'm Carol Chapelle, and I'm a professor at Iowa State
University, where we have a lot of English language learners. We use
educational technology in our teaching, and we also conduct research on
new ways of developing and using technology for English language learning.
We teach many different technology courses for graduate students, and we
have selected some of the most important ideas from these courses for our
"Carol Chapelle"
MOOC. We're very happy that you've decided to join us!
by Iowa State
University is
licensed under CC BY 4.0
Prof. Hegelheimer: Welcome to the Using Educational Technology in the

English Language Classroom Massive Open Online Course or “MOOC” for
short. This video will introduce you to the team of instructors in the course.
We hope to help you understand the structure of the course and give you
some insight into our backgrounds and interest areas. My name is Volker
Hegelheimer and I am a Professor at Iowa State University, where I have
worked for nearly 20 years. I have conducted research in the area of
computer-assisted language learning and I am thrilled to have had the
"Volker Hegelheimer"
by Iowa State chance to work on this MOOC. Here at Iowa State University, we offer
University is bachelor’s, master’s, and PhD-level studies in applied linguistics and
Teaching English as a Second Language with a focus on technology.
I am even more excited to be able to introduce you to the outstanding team of developers and
instructors for the MOOC. What I find most exciting about our team is that we each have
expertise in different, yet related areas of applied linguistics. We all have had years of teaching
experience and we have all worked with technology in the language teaching classroom.
Liberato Silva dos Santos: Greetings to all. My name is Liberato Silva dos
Santos, and I’m originally from Brazil. I have been an English language
teacher for over 15 years. At ISU, I’m working on my PhD in Applied
Linguistics and Technology, and my focus area is assessment and CALL.
"Liberato Silva dos Santos"

by Iowa State University is
Ananda Muhammad: Hello, my name is Ananda Muhammad, and I’m

originally from Indonesia. I have taught English as a foreign language for 3
years. Here at Iowa State University, I’m working on my PhD in Applied
Linguistics and Technology, and my research interests are in pragmatics
teaching and assessment.
"Ananda Muhammad"
Kimberly Becker: Hello, and welcome to the MOOC! My name is Kim

Becker and I have about 10 years of teaching English as a Second
Language to adults in community college, university, and private
intensive English settings. Here at Iowa State, I am doing doctoral work in
corpus linguistics and computer-assisted language learning.
"Kimberly Becker" by Iowa

State University is

Tim Kochem: Hi, my name is Tim Kochem, and I have experience in both
business and language teaching. I’m a PhD student at Iowa State University
focused on educational technology and distance education.
"Tim Kochem" by Iowa

State University is

Overview
Goals:
After this week you will have...
• Met (a) your course instructors, Professor Carol Chapelle and Professor Volker
Hegelheimer, (b) the teachers who will help you in this course, Kimberly Becker, Liberato
Silva-Dos-Santos, Ananda Muhammad, and Tim Kochem and (c) experts who have
contributed to the course
• Met your colleagues who are also participating in this course
• Learned about the goals of the course
• Learned about and explored new technology resources like Google Docs, Videonot.es, etc.
• Completed follow-on quizzes
• Completed a self-assessment quiz
Below are the tasks that you need to complete in this section with the recommended time as a
guide. These time guidelines are only approximate: you may find that you spend longer or
shorter on some tasks, depending on your experience with and interest in the topic.
Tasks:
• Complete a Background Diagnostic. (10 minutes)
• Participate in a getting-to-know-each-other discussion. (20 minutes)
• Watch the lecture: Introduction to Technology for English Language Learning. (35 minutes)
• Complete the Introduction to Technology for English Language Learning follow-on quiz. (20
minutes)
• Watch the lecture: Experts Using Technology in the English Language Classroom. (15
minutes)
• Complete the Experts Using Technology in the English Language Classroom follow-on
quiz. (10 minutes)
• Participate in a discussion to share your experience with technology in language teaching.
(20 minutes)
• Evaluate yourself in the Unit 1: Self-assessment. (10 minutes)
• Read a summary of Unit 1. (10 minutes)

Let’s Introduce Ourselves
"Two professors shaking hands" by Iowa State University is licensed under CC BY 4.0
We would like to get to know you better and we would also like you to get to know each other.
Directions:
In the text box below (where it says "Reply"), please tell us a little bit about yourself, including:
• What is your name?
• What are you currently teaching?
• What do you hope to learn in this course?
When you are done, please click "Post Reply" to share your responses with everybody in the
course. We have included example introductions about us to start. Please return to this page
frequently so you can learn more about the other course participants.

Introduction to Technology for English Language Learning
[The video can be viewed here: https://www.youtube.com/playlist?list=PLlE2-

ekUHe82X5hnov3qRy7TlF1dKusRk ]
Slide 1. Welcome to the MOOC on Using Educational Technology in the English

Language Classroom. I’m Volker Hegelheimer and I’ll be doing the lecture today.
I’d like to start out by giving credit to my colleague Prof. Carol Chapelle, who put
this lecture together in the first place. The title is Technology and English Language
Learning. We’re going to start with an overview of the many different ways that
teachers are using educational technology for English language teaching today.
We’ll also meet the experts that will be participating in the course by sharing their
expertise on various topics. Let’s get started.
Prof. Volker Hegelheimer
Slide 2. In this Lecture. In this lecture we’ll start by looking at the connection
"Prof. Volker Hegelheimer "
between computer technology and language. Then we’ll talk more specifically by Iowa State University is
about technology and the English language. Next, we’ll move to the topic of licensed under CC BY 4.0
technologies for learning in general. Technologies are used across a wide variety
of educational subjects. And then more specifically we’ll turn to our topic of technology for English
language learning. And we’ll look at the things that we’re going to talk about in this course and meet
some of the experts that will be joining us over the duration of the course.
Slide 3. Computer Technology and Language. Computer technology today

has a very strong connection with language because so many people use
technology for communication. When we communicate, we choose what we
want to express. But in addition today, we choose what technology to use. If
we look at the examples in the pictures we see students with their smart
phones that are used for communication using text messages and email and
we see the Internet, where students look at a wide variety of sources. They
"Students using cellphones"
also participate by communicating through the Internet. Students use their by Iowa State University is
mobile devices to communicate everywhere by using oral language, written licensed under CC BY 4.0
language, and visuals as well. Overall, these technologies have really

expanded the ways we communicate with each other. Long ago we used to
communicate using face to face oral communication. That changed with the
addition of written language and paper and now once again our technologies
for communication have developed to give us many and varied opportunities
for communication.

Slide 4. Technology and the English Language. With the increase in the modes of
communication that technology provides, people throughout the world are able to
connect using the internet and a lot of the communication that goes on is done in
English. English has become the global language; the language that many people use for
communication because so many people know English. So, English has a special
relationship with technology because the spread of technology has also been
accompanied in many cases by the spread of English, the spread of opportunities to "Student using a mobile device"
learn English, and the spread of opportunities to communicate with a variety of
different people throughout the world.
Slide 5. Technologies for Learning. Technologies today are widely used not only for
communication but also for learning. In many schools and universities course materials
are delivered by computer. And in some courses books are not being used anymore
but instead computer technology is used. Students use interactive technology to do
their course assignments. Students also use course management systems to submit
their assignments to their teachers and to communicate with each other and with the
"Student using a computer"
teacher. by Iowa State University is
Slide 6. These three connections to technology contribute to the topic of our course.
In other words, our topic is affected by these larger trends in society: the connection between technology
and language, the connection between technology and learning, and the connection between technology
and the English language. All of those connections operate outside of our classrooms, but they all impact
what happens with how we use technology for English language learning. All of these larger societal
trends provide new opportunities for us to use technology for English language teaching and learning.
Chart showing relationships

"Chart showing relationships" by Iowa State University is licensed under CC BY 4.0

Slide 7. Technology for English Language Learning. As a result of these trends
and the development of technologies for English language learning, teachers
need to learn where they fit in this dynamic world of technology. Teachers need
to learn about the resources and how to use them to develop pedagogy. A lot
of teachers who use technology see their pedagogy changing because they are
able to use the resources that technology provides in a variety of ways that "Students collaborating" by Iowa
changes what they do in the classroom. State University is licensed
under CC BY 4.0
Slide 8. In our course, we intend to look at the issues surrounding the use of technology for English
language learning. In particular, we want to tackle the central question, “How can teachers use
communication and learning technologies for English language learning?” To do this we will look at six
areas of English language learning: Reading, Writing, Listening, Speaking, Vocabulary and Grammar. Each
of these areas is something that we tackle in the English language classroom, even though students use
all of these skills and abilities and knowledge together when they create new meanings.
Slide 9. For each of these areas we’ll look at how students learn and how technology can help. Questions
about how students learn are very complex. That’s why we have called upon an expert in each of the six
areas to identify the key ideas. We start with their key ideas about English language learning and then we
look at how technology can help.
Slide 10. Today we’re going to start by meeting each of our experts. We begin with Professor Jim Ranalli.
He’s our vocabulary expert. He has worked extensively in the use of technology for teaching and learning
vocabulary. In doing that he learned that he really needed to understand how people learn vocabulary
and what the difficulties are in vocabulary learning.
Slide 11. Jim Ranalli, Vocabulary Expert. Hello, my name is Jim Ranalli and
I’m an assistant professor in the Applied Linguistics and Technology
program at Iowa State University. I teach undergraduate courses in
linguistics and second language writing, as well as graduate courses in
computer-assisted language learning and teaching methods. My research
interests include second language writing, technology, self-regulated
learning, and second language vocabulary. My doctoral dissertation was
focused on vocabulary learning strategies. It was an evaluation of an
online course in vocabulary learning strategies that I developed over a
number of years to help students of English leverage the power of Prof. Jim Ranalli
pedagogical dictionaries to help them use words more accurately and
"Prof. Jim Ranalli" by Iowa State
appropriately. University is licensed under CC BY 4.0
Slide 12. Technologies for Vocabulary Learning. Professor Ranalli will introduce us to two types of
vocabulary learning: incidental and intentional. Incidental learning happens while students are doing
something else, such as reading. Intentional learning happens when students are studying vocabulary.
We will see how technology can help with both of these.

Slide 13. We will take a look at websites like this one that are available to you and your students. On
websites like, Voice of America’s “Learning English,” you can find a lot of examples of vocabulary as well
as some pedagogical materials for teaching vocabulary. There’s a rich source of material that you will find
has been developed on these kinds of websites.
Voice of America: Learning English Website
“Learning English” by VoA Learning English. This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this
course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your personal
use, and do not use it after the course ends.
Slide 14. Technology for English Language Learning. As part of this course, we will also look at how
technology has changed the study and teaching of English grammar. There is no one better suited to
introduce the modern world of grammar studies than our expert, Bethany Gray.
Slide 15. Bethany Gray, Grammar Expert. Hi, my name is Bethany Gray. I’m
an assistant professor at Iowa State University. I teach courses in grammar
and grammatical analysis. And I teach these courses to a range of different
audiences. I’ve taught grammar to ESL students in the university context, I
teach grammar to undergraduate students who are being trained in
linguistics, and I also teach grammar to graduate students who are studying
to become English language teachers around the world. My work largely
focuses on using technology to study grammar using methods from a field Prof. Bethany Gray
called “corpus linguistics.” This means that I use technology and computers
"Prof. Bethany Gray" by Iowa State
to study large collections of authentic language. And I study variation in the University is licensed under CC BY 4.0
grammatical structure of this language.
Slide 16. Technology and Grammar. Professor Gray explains that corpus linguistics provides lots of new
knowledge about grammar. Corpus linguistics also provides new ways for linguists, teachers, and students
to study grammar. But one question remains: What exactly is corpus linguistics?

Slide 17. Technology and Corpus Linguistics. A corpus is a large collection of texts. Once we have a large
collection of texts stored on a computer, we can then search the texts to see how particular words and
grammatical structures are used in real English. The example on the screen shows the word “grammar”
and all the different ways that “grammar” is used in sentences in English. In fact, it shows how “grammar”
has been used in real sentences written by real writers and speakers of English. Our expert Joe Geluso is
going to explain how to use a corpus to study both grammar and vocabulary.
Output from a corpus search of the word "grammar"
This work is a derivative of "Search results for grammar" by Corpus of Contemporary American English. This derivative is licensed under
CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.
Slide 18. Joe Geluso, Corpus Researcher and Teacher. Hi, my name’s Joe Geluso. I’m
studying towards my PhD in Applied Linguistics and Technology at Iowa State
University. Before coming to Iowa State, I was teaching English in Mexico and Japan,
where I studied Spanish and Japanese while teaching. In terms of my research here at
Iowa State, I’m very interested in the patterning of language, and how that patterning
might help us as researchers to better understand grammar rules, how language is
represented in the mind, and how language is learned. Corpus linguistics, the topic I’ll
be talking about in this course, is a great methodology to uncover patterns in language
and help us gain insights into how language is used, and learned from those insights. I
look forward to working with you.
Joe Geluso
Slide 19. Technology for English Language Learning. In this course, we will see how
"Joe Geluso" by Iowa
technology has helped in the teaching of reading. Reading is a complex process that has State University is
to be taught in class and practiced every day. Our expert, Professor Tammy Slater, will licensed under CC BY 4.0
help us to understand how reading develops. With this knowledge, teachers can help
their students learn to read.

Slide 20. Tammy Slater, Reading Expert. My name is Tammy Slater and I am
an associate professor in Applied Linguistics and Teaching English as a second
or foreign language. I’m originally from Western Canada and I spent several
years teaching English in Japan, but I moved to the American Midwest about
seven years ago to teach at and do research for this university. I teach a variety
of courses here, including introduction to linguistics, but my main interest is in
literacy methods and theories. I regularly teach a graduate course on this topic
for ESL teachers, and I developed and taught a course for undergraduate
Prof. Tammy Slater
students who are learning to be ESL teachers.
"Prof. Tammy Slater" by Iowa
Slide 21. Technology and Reading. Professor Slater explains that students State University is licensed
under CC BY 4.0
need to have interesting things to read and that motivation is the key. The
Internet provides reading on every topic in the world and lots of topics are in
English.
Slide 22. American English. The Internet is full of reading opportunities for students. We’ll take a look at
the American English website that has a section called “Resources” where students can find lots of texts
that should be interesting for them to read.
Slide 23. Fan Fiction. We will also call on one of our experts, Professor Shannon Sauro, to tell us about fan
fiction. Shannon is an Associate professor at Malmö University in Sweden. She researches fandom, fan
practices, and computer-assisted language learning. And she is actually a fan so she is the best person to
help us understand how powerful fandoms are for motivating readers. Students read a text and then they
discuss the text online with other students, who are interested in the same text.
Slide 24. Hi, I’m Shannon Sauro, and I’m an associate professor in the
department of Culture, Languages, and Media at Malmö University here in
Sweden, and I train future teachers who are specializing in teaching English
to elementary, middle, and high school students in Sweden. And my
research is therefore connected to classroom language teaching. In
particular, I look at the digital and creative linguistic practices of language
learners in online communities in fan spaces and on social media, for
example, like fanfiction. And I look at how these can be used or
transformed into teaching activities to help our students develop their
digital literacy and English language skills. So far, I’ve used an investigative Prof. Shannon Sauro
collaborative online fanfiction based on The Hobbit and the Sherlock Holmes
"Prof. Shannon Sauro" by
mysteries to help with advanced language learning and literary learning. And Shannon Sauro is licensed
I also do work in tele-collaboration or online inter-cultural exchange, to link under CC BY 4.0
classes in different countries for the purpose of language and inter-cultural
learning.
Slide 25. Technology for English Language Learning. Writing is another key area for English language
teachers. We will see how technology has transformed the process of writing and created new

opportunities for language learners. Writing is an important skill in the world today in part because people
communicate using written language for email and text messages. Our expert, Professor Elena Cotos, will
help us to understand how technology can also help novice writers.
Slide 26. Elena Cotos, Writing Expert. My name is Elena Cotos. I am an

assistant professor in the Applied Linguistics and Technology program in the
English Department at Iowa State University. I’m also the director of the
Center for Communication Excellence of the Graduate College at Iowa State.
Much of my teaching experience has been related to academic writing. For
the past few years, for example, I have been teaching a graduate studies
course that prepares graduate students from different disciplines to write
publishable thesis chapters. I have also taught an advanced workshop in
academic writing as well as ESL courses in oral and written communication, Prof. Elena Cotos
and first year composition for undergraduate students. From the courses
"Prof. Elena Cotos" by Iowa State
offered to students who major in linguistics, I’ve taught linguistic analysis University is licensed under CC BY 4.0
both to graduates and undergraduate students, and special topics, for
example “Genre Analysis and Learning Technologies”. Before coming to Iowa State, I taught in an EFL
setting, and of course I taught language classes focused on particular language skills like grammar,
speaking, listening comprehension, and I also taught courses in lexicology, stylistics, oral and written
translation.
Slide 27. Technology and Writing. We will

also take a look at some of the many tools
that are available for students as they
write. This one is one example called
Grammarly, which is a tool that makes
corrections for students on their writing.
You can see in the example how
Grammarly has identified spelling errors
as well as grammar errors in students’
writing.
Error correction in Grammarly software
This work is a derivative of "Grammarly" by Grammarly. This derivative is licensed under CC BY

4.0 by FHI 360 for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.
Slide 28. Technology for English Language Learning. Later in the course, we will see how technology has
opened up the world of spoken English for language learners everywhere. The Internet provides precious
opportunities for listening in on English in use for many different purposes. Our expert, Professor Gary
Ockey, will help us to understand what listening really means so teachers can make the best use of
technology for developing their students’ listening skills.
Slide 29. Gary Ockey, Listening Expert. Let me begin by briefly
introducing myself. My name is Gary Ockey, and I’m a professor
at Iowa State University. I first began teaching English when I was
in my early twenties, I was teaching English in Taiwan. And I
taught there for a few years and I became very interested in
especially listening and speaking, but I’ll talk about listening today.
And then I worked at the Educational Testing Service for a number
of years, and there I worked on the TOEFL (Test of English as a
Foreign Language) listening test. And I’ll talk just a little bit about
that as I move on. And the other thing that I’m doing right now
that’s related to listening is co-authoring a book on the
assessment of listening. And in this book we discuss questions
Prof. Gary Ockey
such as the following: “What is listening ability?” “Should it
include visual information, for example?” “Should it include the "Prof. Gary Ockey" by Iowa State University is
ability to accommodate to a variety of accents?” and “Should
listening be taught with only authentic material?” I’m going to talk a little bit about each of these aspects
as I answer some of the other questions that I’ll be asked. So that gives you a little bit of an idea of my
background.
Slide 30. Technology & Listening.

We will take a look at examples of
the kinds of listening that students
can find on the Internet. Students
can find interesting talks with
excellent content like this example
of Ted Talks, which are very
popular in the United States and
around the world.
TED Talks
“TED Ideas worth spreading” by TED. This content is copyrighted, and cannot be adapted in any way, or
distributed after the end of this course. It is not Public Domain or Creative Commons-licensed, and therefore
not for public use. Please do not save a copy for your personal use, and do not use it after the course ends.

Slide 31. Technology and Listening. Students can also listen and watch news from America on the Voice
of America website.
Voice of America website
“Voice of America” by VoA News. This content is copyrighted, and cannot be adapted in any way, or distributed after the
end of this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not
save a copy for your personal use, and do not use it after the course ends.
Slide 32. Technology for English Language Learning. As part of the course, we also explore how
technology can connect learners around the world for oral communication in English. Our expert,
Professor John Levis, will help us to understand the kind of help that students need to develop their
speaking skills. We will take a look at how we can use technology for helping students to improve their
pronunciation and fluency.
Slide 33. John Levis, Speaking Expert. I’m John Levis, I am a professor in the
Applied Linguistics program here at Iowa State, and I teach classes in oral
communication and oral language, a class in technology and oral language,
and another graduate class in the teaching of pronunciation in speaking and
listening. I also teach undergraduate classes in phonetics and phonology and
this semester I’m teaching a class in dialects in American literature, and I’m
co-teaching that with another faculty member.
Prof. John Levis
"Prof. John Levis" by Iowa State

University is licensed under CC BY 4.0

Slide 34. YouGlish for Pronunciation. Here’s one example of a website that’s intended to help students
with their pronunciation. Students can type in a word or a phrase into this website and the website will
do a search throughout the Internet to find video that shows an example of a speaker of English saying
the word or phrase that the student wanted to hear.
Slide 35. YouGlish for Pronunciation. For example, when I typed in “How’s it going?” the website made a
search and found an example of this video, where we see a person speaking and it shows the segment
where he actually pronounces the expression, “How’s it going?” There are many such segments that the
computer found. In fact, for this particular, “How’s it going,” the computer found 258 examples. That’s
a lot of examples to look at if you want to refine your pronunciation of “How’s it going?”
YouGlish results
This work is a derivative of "How to pronounce “How’s it going” in English (1 out of 258)" by YouGlish. This derivative is
licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.
Slide 36. Using technologies in language teaching. I expect that you’ll see during the course why people
say that technology empowers English language teachers. Technology empowers teachers with large
selections of English language materials for you and your students. Technological resources allow you to
find new ways to teach and learn English. Technology also provides access to what’s happening in the
English-speaking world and sources for spoken English language. It has also prompted collection of data
and development of methods for finding how English grammar and vocabulary are used. It offers
opportunities to participate in English language communication. I’m sure that during the course you’re
going to find lots of other ways that technology can empower you in the English language classroom.

Slide 37. I hope that you will also see during this course, how
technology empowers students. Technology empowers students with
English language materials for them to choose from. It gives up-to-
date information about what’s happening in the English-speaking
world including popular culture, science, sports, and international
politics. It gives opportunities to hear spoken English language and
lots of examples showing how English grammar and vocabulary are
used. It provides opportunities to participate in English language "Students using laptop" by Iowa State
communication and lots of new ways to get help and learn English. University is licensed under CC BY 4.0
Slide 38. The Biggest Change! Most teachers find that the biggest
change that comes with the use of technology for English language
learning is that the students become empowered to take on their
own learning. They become interested. They learn how to find
things for themselves. They take an active part in learning and this
of course we know as teachers is the most important aspect of our
teaching--to get students interested, motivated and ready to learn
on their own.
Slide 39. The Need. We want students to be able to learn on their

own but they often don’t know how to do it. Teachers need to "Group work using laptop" by Iowa State
know the technologies and how to help students develop their University is licensed under CC BY 4.0
agency as learners, so that they can become lifelong language learners.
Slide 40. Looking Forward… Later in the course we will focus on creating
activities for your students, teaching others about technology for English
language learning, and the next generation technologies. To take up these
topics we will call on the perfect expert to help us. Professor Greg Kessler is a
Professor at Ohio University where he has been working on CALL, teacher
education, and new technologies for many years.
Slide 41. Hello, my name’s Greg Kessler, and I’m a professor of Computer
Assisted Language Learning in the department of Linguistics at Ohio University.
I look forward to meeting all of you, and working with you.
Prof. Greg Kessler
Slide 42. We will ask Greg… We will ask Greg how he and the teachers he works
"Prof. Greg Kessler" by Greg
with create activities for English language learners. We’ll also ask what tips he Kessler is licensed under CC BY 4.0
can share about teaching others about using technology for English language
learning. And then we will ask him what he predicts will be the next generation
technologies for English language learning.

Slide 43. Once again, we welcome to this exciting course and we are delighted that you have decided to
learn more about the use of educational technology in the English Language classroom. We are all looking
forward to working with you.
Profs. Carol Chapelle and Volker Hegelheimer
"Profs. Carol Chapelle and Volker Hegelheimer"

by Iowa State University is licensed under CC BY 4.0

Self-Introductions Video of the Educational Experts and Applied Linguists
[The video can be viewed here: https://www.youtube.com/playlist?list=PLlE2-

ekUHe80C5nERZ1s2VjeYhe-8vYSu ]
Video 1. Jim Ranalli. Hello. My name is Jim Ranalli, and I’m an assistant professor in the Applied
Linguistics and Technology program at Iowa State University. I teach undergraduate courses in linguistics
and second language writing as well as graduate courses in computer-assisted language learning and
teaching methods. My research interests include second language writing, technology, self-regulated
learning, and second language vocabulary. My doctoral dissertation was focused on vocabulary learning
strategies. It was an evaluation of an online course in vocabulary learning strategies that I developed
over a number of years to help students of English leverage the power of pedagogical dictionaries to
help them use words more accurately and appropriately.
Video 2. Bethany Gray. Hi. My name is Bethany Gray. I’m an assistant professor at Iowa State University.
I teach courses in grammar and grammatical analysis. I teach these courses to a range of different
audiences. I’ve taught grammar to ESL students in the university context, I teach them to undergraduate
students who are being trained in linguistics, and I also teach grammar to graduate students who are
studying to become ESL teachers around the world. My work largely focuses on using technology to
study grammar, using a field called corpus linguistics where I use technology and computers to study
large collections of authentic language, and I track variation in the grammatical structure of this
language.
Video 3. Tammy Slater. My name is Tammy Slater, and I’m an associate professor in applied linguistics
and Teaching English as a Second or Foreign Language. I’m originally from western Canada, and I spent
several years teaching English in Japan, but I moved to the American Midwest about seven years ago to
teach at and do research for Iowa State University. I teach a variety of courses here, including
Introduction to Linguistics, but my main interest is in literacy methods and theories. I regularly teach a
graduate course in this topic for ESL teachers, and I developed and taught a course for undergraduate
students who are learning to be ESL teachers.
Video 4. Shannon Sauro. Hi. I’m Shannon Sauro, and I’m an associate professor in the Department of
Cultural Languages and Media at Malmö University here in Sweden. I train future teachers who are
specializing in teaching English to elementary, middle, and high school students in Sweden. My research
is therefore connected to classroom language teaching. In particular, I look at the digital and creative
linguistic practices of language learners in online communities in fan spaces and on social media, for
example, like fanfiction, and I look at how these can be used or transformed into teaching activities to
help our students develop their digital literacy and English language skills. So far, I’ve used an
investigative collaborative online fanfiction based on “The Hobbit” and the “Sherlock Holmes” mysteries
to help with advanced language learning and literary learning. I also do work in telecollaboration or
online intercultural exchange to link classes in different countries for the purpose of language and
intercultural learning.
Video 5. Elena Cotos. My name is Elena Cotos. I’m an assistant professor in the Applied Linguistics and
Technology program in the English department at Iowa State University. I’m also the director of the
Center of Communication Excellence with the Graduate College at Iowa State. Much of my teaching
experience has been related to academic writing. In the past few years, for example, I have been
teaching a graduate studies course that prepares graduate students from different disciplines to write
publishable thesis chapters. I have also taught an advanced workshop in academic writing, ESL courses
in oral and written communication, and first-year composition for undergraduate students. From the
courses offered to students who major in linguistics, I’ve taught linguistic analysis, both to graduate and
undergraduate students, and special topics in, for example, genre analysis and learning technologies.
Before coming to Iowa State, I taught in an EFL setting and, of course, I taught language classes focused
on particular language skills like grammar, speaking, and listening comprehension. I also taught courses
in lexicology stylistics and oral and written translation.
Video 6. Gary Ockey. My name is Gary Ockey, and I’m a professor at Iowa State University. I first began
teaching English when I was in my early 20s. I was teaching English in Taiwan, and I taught there for a
few years. I became very interested in listening and speaking. Then, I worked at the Educational Testing
Service for a number of years. There, I worked on the TOEFL (Test of English as a Foreign Language)
listening test. The other thing that I’m doing right now that is related to listening is I’m co-authoring a
book on the assessment of listening, and in this book, we talk about what listening ability is. Should it
include visual information, for example? Should it include the ability to accommodate to a variety of
accents? Should listening be taught with only authentic material?
Video 7. John Levis. I’m John Levis. I am a professor in the Applied Linguistics program here at Iowa
State University. I teach classes in oral communication and oral language, a class in technology and oral
language, and another graduate class in the teaching of pronunciation and speaking and listening. I also
teach undergraduate classes in phonetics and phonology, and this semester, I’m teaching a class in
dialects in American literature, and I’m co-teaching that with another faculty member.
Video 8. Greg Kessler. Hello. My name is Greg Kessler, and I’m a professor of computer-assisted
language learning in the Department of Linguistics at Ohio University. I look forward to meeting all of
you and working with you.

Experts Using Technology in the English Language Classroom
Introduction: Technology Experts

[The video can be viewed here: https://youtu.be/e0I7WgoibTE ]
Slide 1: Technology Experts. This is Volker Hegelheimer and for the next few minutes
I would like to talk to you briefly about technology experts that we asked to talk about
their experiences with technology in the classroom.
Slide 2: Technology Experts. The first 4 experts here; Amy Walton, Derek Hanson, Eva
Simpson, Sarah Davis will talk about a variety of different options that they employ in
their classrooms, Amy will talk about Google Forms. Derek Hanson will talk about
. Volker Hegelheimer
Logomakr and how to embed visual communication into this teaching and then Evan
Simpson will briefly introduce Videonot.es he uses to provide feedback for students "Volker Hegelheimer"
and Sarah Davis outlines a way in which authenticity for writing tasks can be enhanced. licensed under CC BY 4.0
Amy Walton Derek Hansen Evan Simpson Sarah Davis

"Amy Walton" by Iowa State "Derek Hansen" by Iowa "Evan Simpson" by Iowa "Sarah Davis" by Iowa State
University is licensed State University is licensed State University is licensed University is licensed
under CC BY 4.0 under CC BY 4.0 under CC BY 4.0 under CC BY 4.0

Slide 3: Technology Experts (cont.). The next 2 experts, Stephanie Fuccio and Sockwun Phng will talk
about the same tool: Google Docs but they use it in slightly different ways. And the last expert, Tom
Ballard, will talk about Wordpress and how he uses that for students who want to compose some blog
posts.
Stephanie Fuccio Sockwun Phng Tom Ballard
"Stephanie Fuccio" by Iowa "Sockwun Phng" by Iowa "Tom Ballard" by Iowa State
State University is licensed State University is licensed University is licensed
under CC BY 4.0 under CC BY 4.0 under CC BY 4.0
Slide 4: Technologies. This slide provides a brief overview of the 6 technologies that the experts are going
to introduce, aligned with the purpose for which these technologies are used in the classroom.
Slide 5: Next Steps. Your next steps are to watch the videos and, while you are watching the videos, to
think about technology tools that you use in your classroom and what purposes these technologies serve.
After that you have the chance to share reactions and insights in our online forum.

Technology Tools
[The videos can be viewed here: https://www.youtube.com/playlist?list=PLlE2-

ekUHe81pdyJPSON9NumnOoDyi4aK ]
Amy Walton
Iowa State University
Google Forms (https://www.google.com/forms)
My name is Amy Walton. I’m a lecturer at Iowa State, and I teach writing, grammar, and teacher education
courses. Google Forms is a tool that I use in all of my classes as a practical way to gather information for
planning and for assessment. It’s a part of the Google suite of applications, and at its core, it is a tool that
can be used to create a variety of questions that you can send to participants, like a survey.
Figure 1. Google Forms as an information gathering tool
This work is a derivative of "Untitled" by Google. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
sponsored by the U.S. Department of State.
It collects the data from respondents, and it keeps a spreadsheet that it updates automatically. I use this
in class for several purposes. I can create a survey to gather information for needs assessment at the start
of a course or a unit and for anonymous feedback from students’ in-class activities and for quizzes.

Figure 2. Creating a survey question on Google Forms
I also use this tool to match learners with tutors, and because it is available on mobile devices, students
can walk around the classroom and offer peer response to their classmates’ projects or presentations
using their phones. There are several reasons why I find this tool helpful. One nice feature is that you are
able to have respondents provide their contact information, but you can also make it anonymous.
Additionally, Forms allows you to create a variety of questions like multiple-choice questions, paragraph
responses, or rating items on a scale. You can also embed a variety of media.
Figure 3. Embedding media to questions on Google Forms

Finally, Forms compiles a summary of responses and creates a spreadsheet, which is a very practical way
to store and sort through information.
Figure 4. Summary of responses collected through Google Forms
In the case of a quiz, this can make grading easy and, if you use the tools in the spreadsheet, even
automated, depending on the nature of the assessment.
Derek Hanson
Logomakr (https://logomakr.com)
Hi, I’m Derek. I’m a PhD student, and I teach predominantly first-year composition. A lot of my students
do Web development work and writing for the Internet, and a lot of the Internet uses very visual
communication. A website I like to direct them to and teach them how to use is a very easy tool that is
free to use that you can find online. It’s called logomakr.com, and with that tool, you can search for
thousands of images just using keyword searches.

Figure 5. Searching for images on Logomakr
This work is a derivative of "Search results for pen" by Logomakr. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-
Teacher Program, sponsored by the U.S. Department of State.
You can add shapes and texts.
Figure 6. Adding shapes and texts to create icon on Logomakr
This work is a derivative of "Untitled" by Logomakr. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,

If you’re using phones and browsing the Web, a lot of communication is done through icons now, so it
could be easily recognizable across cultures. I like to have my students experiment with it and create
something that’s individual and unique to their own personality but also really communicates across
cultures.
Evan Simpson
VideoNotes (http://www.videonot.es)
Good afternoon. My name is Evan Simpson. I’m a third-semester PhD student here at Iowa State
University. My focus in applied linguistics and technology is on assessment. One tool that I’d like to show
you today that I use to help prepare my students for their assessments is called VideoNotes. It’s a web-
based application that’s used for taking notes on YouTube videos as well as Coursera, Udemy, and TED
Talks.
Figure 7. Taking notes on TED Talk using VideoNotes
This work is a derivative of "Untitled" by VideoNotes. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
What you do is you load up the video, you press Play on the video, and you take notes as you watch the
video. While you’re taking the notes and watching the video, every time you hit Enter, the notes sync to
that time in the video.

Figure 8. Notes on VideoNotes are timestamped and synced
This work is a derivative of "Untitled" by VideoNotes. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
One reason why I find this helpful is when I’m having students give presentations, I can videotape their
presentations and then provide them feedback on their presentation itself through video. Instead of
saying you did this, this, and this, I can actually have it be stamped and synced together. That’s one way.
Another way that I love to use this tool is by having students actually watch some of these content-
heavy videos in their field or subject and then take notes on the lecture itself. Another way to do it is to
do move-and-step analysis as well as other discourse markers.
Sarah Davis
Looking at Current Events Online
Hi. I’m Sarah Davis. I’m a lecturer at Iowa State University. I teach the ESL writing courses, and I use
technology in my classroom to help provide my students with an authentic writing task. I give them the
opportunity to look at current events online, which might not be available to them if I only used
textbook resources. Currently, there is major refugee crises globally, worldwide, so my students are
actually writing about what’s going on as we speak and what’s happening in the world. I make available
to them the links that will help them find that information, but I also give them an opportunity to
explore on their own and decide what is important, make those critical thinking choices, and they
develop that into their own writing.

Figure 9. Linking to current events online through course Moodle
This work is a derivative of "Untitled" by ISUComm Moodle Courses. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-
Teacher Program, sponsored by the U.S. Department of State.
I also make sure the sources are both visually and personally and emotionally very pertinent to them. I
think it makes for a wonderful writing task and a really great assignment.
Figure 10. Online resources for current events
This work is a derivative of "Refugee Stories: Life-threatening sea journeys" by The UN Refugee Agency. This derivative is licensed under CC BY
4.0 by FHI 360 for use in the AE E-Teacher Program, sponsored by the U.S. Department of State.

Stephanie Fuccio
Google Docs (https://docs.google.com): Color Coding for Research Papers
Hello. My name is Stephanie Fuccio, and I am a PhD student here at Iowa State University. I’ve taught
first-year writing at ISU and other institutions for over a decade with a specialization in teaching second
language writing. A common type of paper to teach in this class is a research paper, and I like to use
Google Docs to help students visualize the different parts that need to go in a paragraph in this type of
paper. For example, in this screenshot, you can see the student has color-coded the research claim in
pink, the evidence in yellow, and the analysis in blue.
Figure 11. Color coding on Google Docs for writing research papers
This colorization is useful for students to see two things in the paragraph: (1) are all parts of the
paragraph present and (2) is the ratio of the different parts balanced. When students start to write
research papers, oftentimes, they won’t have any analysis, or it’ll be too short, and this is a good way to
see that that needs to change. I usually do this activity in class, and with this colorized collaborative tool,
they get both verbal feedback during class time during peer review. They also have written feedback in
the Google Doc from their peers, from their teacher, and they can even leave notes for themselves in
the document.

Figure 12. Leaving feedback on document
This example is with a research paper, but this can be used for any genre that you’re teaching in your
writing classroom. It can be used with essays, with abstracts, with narratives, and with letters. It can be
used for any of those. Thank you.
Sock Wun Phng
Google Docs (https://docs.google.com): In-Class Collaboration
Hi. My name is Sock Wun Phng, and I’m a master’s student in applied linguistics here at Iowa State. I also
teach English 99L and 99R, which are the listening and reading classes. In both of those classes, one of
the things I like to do in class is to have student collaboration. Usually, when you have small group
discussions, things can get awkward. Students might be uncomfortable talking to one another, so one of
the technology tools I like using for student collaboration is Google Docs. One of the features that really
help with group discussion is the ability for multiple students to type and work on the same document at
the same time. They can type what they want and use it like Microsoft Word.

Figure 13. Two students typing simultaneously on one Google Doc
They can also add comments to one another’s’ answers.
Figure 14. Two students writing and responding to comments simultaneously on Google Docs

Tom Ballard
WordPress (https://wordpress.com)
Hi. My name is Tom Ballard, and I am an instructor for English 150, English 250, and English 314. That’s
our foundation communication and technical communication courses. The tool that I really like to use in
my classroom is WordPress. I find that WordPress is a great way to introduce students to web
composing. They don’t need to know any HTML, CSS, or Javascript, and they can start creating websites
right away. A tool I particularly like with WordPress is creating posts.
Figure 15. Creating posts on WordPress
This work is a derivative of "Add New Page" by WordPress. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher
Program, sponsored by the U.S. Department of State.
I find that with a student’s dedicated page for their posts, they can create a blog or journal format, and
they can create content regularly.

Figure 16. Page for weekly writing journals
This work is a derivative of "Journals" by WordPress. This derivative is licensed under CC BY 4.0 by FHI 360 for use in the AE E-Teacher Program,
This is a great way to check in as an instructor on their progress in the course, and it’s a good way to see
how they are progressing with their language acquisition as well.

Experience with Technology in Language Teaching
You just watched a video of technology experts who shared how they use different
technologies. We will use this discussion forum to talk more about these technologies, or
others you may already use.
Directions:
Address these questions with a one- or two-paragraph forum post, typed in the text box below.
Be sure to read the posts of your fellow course participants. We also recommend you
comment on at least one post of other course participants.
• Have you used or heard of these technologies?
• Do you use technologies to accomplish some of the aspects the teachers mentioned
such as creating surveys, providing feedback, and having student collaboration?
o If yes, please share with us how you use them and any insights you might have
gained from such experiences.
o If no, why not? and how do you accomplish these aspects in your teaching?
Here is a brief review of the seven technology experts:
• Amy discussed using GoogleForms for creating quizzes, surveys, etc.
• Derek discussed using Logomkr for creating visual communication
• Evan discussed using Videonot.es for giving feedback on oral presentations and
annotating videos
• Sarah discussed using news stories to create authentic writing tasks
• Steph discussed using GoogleDocs for color coding texts
• Sockwun discussed using GoogleDocs for collaborative writing
• Tom discussed using Wordpress for Blogging

Summary
Finishing Up Week 1
The focus of this week of the course was to get to know you better and to give you an overview
of ways in which technology can be used for language learning and teaching.
Please make sure to read the introductions of the other participants in Unit 1: Let's Introduce
Ourselves. This would be a great time to reply to at least one other post if you haven't already!
We also recommend exploring the web resources we have shared with you
• Voice of America Learning English
• Corpus of Contemporary American English
• Grammarly
• TED Talks
• YouGlish
Even though using these technologies is not required for our MOOC course, we would suggest
you try some of these tools in order to get ideas on how to implement some of them in your
teaching contexts.
In addition to the numerous technology resources Prof. Hegelheimer introduced in his first
lecture, we would like to introduce you to other useful web resources. We will refer to them in
the course as well. For now, all we ask you to do is explore the ones you have access to and
think of how these tools connect to the lectures you have read/watched and whether or not
they are applicable to your teaching context.
• The U.S. Department of State American English website
• American English Facebook Page
• American English for Educators Facebook page
• American English YouTube channel
• Voice of America Twitter Page
• American English Mobile App

Looking Ahead
In Week 2, the focus will be on using technology to assist with reading and writing. As you are
getting ready for Week 2, think about how you have used technology to help with learning or
teaching reading and writing, and be prepared to share these experiences with your classmates.


Unit 1 Packet:: Using Educational Technology in The English Language Classroom

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Welcome from Iowa State University .......................................................................................... 3

Let’s Introduce Ourselves .............................................................................................................. 7

Introduction to Technology for English Language Learning ........................................................ 8

Self-Introductions Video of the Educational Experts and Applied Linguists ............................. 20

Experts Using Technology in the English Language Classroom .................................................. 22

Introduction: Technology Experts ............................................................................................. 22

Technology Tools ....................................................................................................................... 24

Experience with Technology in Language Teaching .............................................................. 36

This is a program of the U.S. Department of State administered

Prof. Hegelheimer: Welcome to the Using Educational Technology in the

"Liberato Silva dos Santos"

Ananda Muhammad: Hello, my name is Ananda Muhammad, and I’m

Kimberly Becker: Hello, and welcome to the MOOC! My name is Kim

"Kimberly Becker" by Iowa

This is a program of the U.S. Department of State administered

"Tim Kochem" by Iowa

This is a program of the U.S. Department of State administered

This is a program of the U.S. Department of State administered

This is a program of the U.S. Department of State administered

[The video can be viewed here: https://www.youtube.com/playlist?list=PLlE2-

Slide 1. Welcome to the MOOC on Using Educational Technology in the English

Slide 3. Computer Technology and Language. Computer technology today

language, and visuals as well. Overall, these technologies have really

This is a program of the U.S. Department of State administered

Chart showing relationships

This is a program of the U.S. Department of State administered

This is a program of the U.S. Department of State administered

Voice of America: Learning English Website

This is a program of the U.S. Department of State administered

Output from a corpus search of the word "grammar"

This is a program of the U.S. Department of State administered

This is a program of the U.S. Department of State administered

Slide 26. Elena Cotos, Writing Expert. My name is Elena Cotos. I am an

Slide 27. Technology and Writing. We will

Error correction in Grammarly software

This work is a derivative of "Grammarly" by Grammarly. This derivative is licensed under CC BY

Slide 30. Technology & Listening.

This is a program of the U.S. Department of State administered

Voice of America website

"Prof. John Levis" by Iowa State

This is a program of the U.S. Department of State administered

This is a program of the U.S. Department of State administered

Slide 39. The Need. We want students to be able to learn on their

This is a program of the U.S. Department of State administered

Profs. Carol Chapelle and Volker Hegelheimer

"Profs. Carol Chapelle and Volker Hegelheimer"

This is a program of the U.S. Department of State administered

[The video can be viewed here: https://www.youtube.com/playlist?list=PLlE2-

This is a program of the U.S. Department of State administered

Introduction: Technology Experts

Amy Walton Derek Hansen Evan Simpson Sarah Davis

This is a program of the U.S. Department of State administered

Stephanie Fuccio Sockwun Phng Tom Ballard

This is a program of the U.S. Department of State administered

[The videos can be viewed here: https://www.youtube.com/playlist?list=PLlE2-

Iowa State University

Google Forms (https://www.google.com/forms)

Figure 1. Google Forms as an information gathering tool

This is a program of the U.S. Department of State administered

Figure 3. Embedding media to questions on Google Forms

This is a program of the U.S. Department of State administered

Figure 4. Summary of responses collected through Google Forms