Natalie Fong English Centre, The University of Hong Kong

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Natalie FongEnglish Centre, The University of
Hong Kong
Good Practices in a Second Language Classroom
An Alternating Use of ICT in Independent Learning
and Small Group Learning
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Preview of the Presentation

• Background
• Research Objectives
• Research Methods
• Quantitative Findings and Analysis
• Good Practices in a L2 Classroom Video Show
• Implications
• Conclusion
• Q A Session

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Background

• The implementation of the five-year plan
  (1997-2002) on the introduction of Information
  Communication Technology in all Hong Kong schools
  by the Government
• An emphasis on the advantages of ICT in society
• A rethinking of the underlying effectiveness of
  the extensive use of ICT in Hong Kong primary
  schools

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Objectives

• To understand how English is taught with the use
  of ICT and without the use of ICT
• To look into what learning aspects tend not to
  occur when ICT activities are integrated in the
  English lessons when compared to non-ICT English
  lessons

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Research Methods

• Survey
• Lesson observations of ICT classrooms and non-ICT
  classrooms
• Interviews with the school principals, English
  teachers, and IT coordinators

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Quantitative Findings Analysis---Survey
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Where Do You Like Having L2 Lessons?
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What are the Online Activities that the
Students Like Most?

• About 100 primary five students were asked to
• indicate three online activities that they like
  most.
• Playing online games (96)
• Searching for information (46)
• Communicating by emails (35)
• Downloading music (30)
• Academic Learning (5)

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Written Feedback from the Students

• I like learning English in the computer room
  because
• There is a computer.
• We can learn together.
• It is less boring than learning in the classroom.
• There are lots of English web pages.
• I can correct my pronunciation with the use of
  computers.
• I can learn better English.

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Written Feedback from the Students

• I like learning English in the classroom
  because
• I can speak more English in class.
• I do not need to look at the screen all the time.
• I can concentrate on learning in the classroom.
• The environment enables me to interact more with
  my classmates.

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Students Perceptions of ICT

• Consider that the computer is an effective tool
• to arouse their interest
• to learn better English
• to understand more about English culture
• Recognize the inherent features of computers
• to promote extended learning
• to motivate students to learn
• to help offer an interesting lesson

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Students Perceptions of ICT

• Realize the educational purposes of ICT used by
  their teachers
• to learn grammar
• to improve pronunciation
• to enrich vocabulary
• Feel more confident in learning English with ICT
  because ICT activities can provide them with
  certain learning aspects that non-ICT activities
  cannot

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Case Study Good Practices in a L2 Classroom

• Topic Reading skills and Phonics
• Venue Computer Learning Room
• Format An alternation of independent learning
  and small group learning
• Mode of Learning
• Independent learning (task-oriented)
• Group learning (teacher-centered)
• Time Length 35 minutes

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Group 1 Independent learning with the CDROMs to
revise Phonics with the help of the Teaching
Assistant
Computer
Computer
Computer
Computer
Computer
Computer
Computer
Computer
Group 2 Group 3 Small group learning with the
guidance of teachers
Group 2
Group 3
Teacher A
Teacher B
Group 4 Independent learning with the CDROMs
to practice reading skills with the help of the
Teaching Assistant
Computer
Computer
Computer
Computer
Computer
Computer
Computer
Computer
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Classroom Arrangement

• No. of Groups 4
• Each group of 8 students was assigned various
  tasks in the lesson.
• Each group took turns to learn independently with
  the computer and to practice in small groups
  under the guidance of the teacher.
• Room Facilities
• 2 rows of computers along the side of the room
• 2 small tables in the middle for group discussion
• No. of Teachers
• 1 native-English speaker
• 1 non-native English speaker
• 1 teacher-assistant

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Structure of the Lesson

• For the first 15 minutes, each group completed
  the assigned task
• independent learning (reading and listening
  skills)
• After 15 minutes, group 1 swapped with group 2
  and group 3 swapped with group 4.
• small group learning (listening and speaking
  skills)

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Implications
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Use of Alternating Groups

• No silence in the two small groups in the room.
  The smooth flow of the lesson maximizes the
  students learning opportunities
• Provides space for student learning
• Provides students with a variety of in-class
  communicative activities which entails
  self-practice, group learning, interactions with
  teachers, consolidations, and self-readings.

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Independent Learning Space for Students

• Detached role of teachers
• Is a computer room only suitable for independent
  learning and autonomous learning?
• The students can
• choose their own favorite story to read
• practice what they have learnt according to
  their own pace
• improve their reading abilities
• take control over and mediate the flow of the
  text (Trushell, Burrell, Maitland, 2001)

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Small Group Learning

• Play a key role in leading students learning.
• Keep track of students learning immediately
  after their self-practice.
• Take care of individual students needs and give
  immediate corrective feedback to students.
• Enable the students to practice their
  pronunciations with the teacher and their
  classmates, and experience collaborative
  learning.

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Advantages of Using CDROMs

• Interactive
• Learn by doing
• Eye-candy features (animations, audio-visual
  effects)
• Reasons for using the CDROMs (from the teachers
  interviews)
• to give learners a predetermined storyline
• to enable readers to take control of and mediate
  the flow of the text
• to enhance students recall abilities of the
  story
• to have a positive effect on students word
  recognition

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Conclusion

• Learners should not be controlled by the
  computer.
• The computer can only achieve a fragmented way of
  learning.
• Interaction/talk is important in L2 classrooms.
• The physical environment affords learning
  behaviors of students.
• Use assorted classroom activities to fulfill the
  targeted learning objectives
• Integrate ICT tools with other non-ICT activities
  
• Identify appropriate contexts for its use and be
  able to evaluate whether, when and how to use it

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Question Answer Session