Saturday, 28 December 2013

Task week 3 & Reflection


(a)   Identify the theory behind communicative language teaching approach.

Based on the article of Communicative Language Teaching by Nina Spada, CLT is an approach to L2 teaching where it is a meaning-based and learner-centered approach. Here, the fluency is being emphasized more compared to the accuracy of the language or in other words, it is mainly focus on the ability of the students to understand and produce messages and not the teaching or correction of language form. Other than that, there is also other view that purpose CLT as primarily meaning-based which includes both the fluency and accuracy aspect.

The audio-lingual method is an oral-based approach which is based on the behavioral psychology (Skinner). In addition, it is used in the language learning where it gives attention on the inductive learning of grammar. The learning is conducted through the activities that involve the students to do repetition, practice and memorization. This method will drill the students in the use of grammatical sentence patterns. For example, dialogue activities which can be carried out by the students in form of imitation and repetition. By conducting this activity, the students will be able to use the target language communicatively.

Furthermore, according to Hymes’ theory the knowledge of the rules of grammar (linguistic competence) and the knowledge of the rules of language use (communicative competence) gives obvious impact on CLT. According to Hymes’, the focus in L2 teaching is through the accurate use of grammatical forms. Besides that, there are also several components of abilitiesthat the learners need to require which is(1) linguistic competence; (2) sociolinguistic competence; (3) discourse competence; and (4) Strategic competence.

·         Linguistic competence: the knowledge of grammar and vocabulary.
·         Sociolinguistic competence: the ability to say the appropriate thing in a certain social situation.
·         Discourse competence: the ability to start, enter, contribute to, and end a conversation, and the ability to do this in a consistent and coherent manner.
·         Strategic competence: the ability to communicative effectively and repair problems caused by communication breakdown.


(b) State the implications of communicative language teaching towards materials development.

Implication 1:- Functional categories found in teaching materials which includes making requests, greeting, making suggestion enable the learners to be aware of communicative functions. It also helps the learners to understand the fact that communication could break down if they only focus on linguistic (semantic-grammatical) meaning and ignore the intended use of the utterance (i.e. function) by the speaker. For instance, a person whom struggling to open the door due to heavy luggage asks a random student for a help gives grammatically correct answer, without taking any action, may cause offense as the answer shows lack of the understanding of the embedded function of ‘making a request’. Traditional teaching materials tend to simplify the complex form function relationship into one-to-one correspondence. The interrogatives are used for asking questions, imperatives for giving commands and conditionals for making hypothetical statements. From a communicative perspective, this relationship is explored more carefully, and as a result our views on the properties of language have been expanded and enriched. However, there are number of pedagogic problems associated with this approach to materials design, particularly to do with the sequencing of the language to be practised.

Implication 2:-
The real world language in use does not operate in a vacuum.  We need to aware that the language function and language form does not operate in isolation but as part of as network of interconnected factors, all of which need to be taken into account in materials that use a communicative concept as their design principle. Based on a large amount of data from spoken language known as a corpus, Carter et al (2011) and O’ Keeffe et al (2007)explain how spoken grammar is distinctly different from written grammar. There are also principles of conversation (McCarten and McCarthy, 2010) in which social interactions play an important role. There is often a stated requirement for authenticity- a term that loosely implies as close an approximation as possible an approximation as possible to the world outside the classroom, in the selection both of language material and of the activities and methods used for practice in the classroom.

Implication 3:-
A communicative approach also implies a concern with behavior, with patterns of interaction as well as linguistic content. Morrrow (1981) makes a simple and useful distinction between the ‘what’- the contents of a language programme- ad the ‘how’- the ways in which that content might be learned and taught. This behavioural ‘how’ would cover the kinds of activities we carry out and the tasks we perform, such as writing a letter or an essay and etc. Recent materials have reacted in various ways to and against the communicative movement of the 1970’s. However the main principles, with varying degrees of change and modification have had a long lasting impact on materials and methods that should not be underestimated. Thomson (1996) highlighted few points regarding CLT which were:-
          I.            CLT means not teaching grammar
        II.            CLT means teaching only speaking
      III.            CLT means pair work- role play
     IV.            CLT means expecting too much from the teacher
Recent materials have reacted in various ways to and against the communicative approach of the 1970’s. However the main principles, with varying degrees of change and modification have had a lasting impact on materials and methods that should not be underestimated.  Certain criteria of CLT is too important to lose for instance the concern with the world beyond the classroom, the concern with the learner as an individual and the view of the language as structured to carry out the functions that we want to perform.

(b)   Locate principles supporting CLT within the KBSM English Language Curriculum and F1 English Language Syllabus.

Aim of KBSM English Language Curriculum:
·         The syllabus aims to extend learners’ English language proficiency in order to meet their needs to use English in certain situations in everyday life, for knowledge acquisition, and for future workplace needs.

By referring to the KBSM English Language Curriculum, there are several objectives that support the CLT that are:-
By the end of their secondary school education, learners should be able to:
·         form and maintain relationships through conversations and correspondence; take part in social interaction; and interact to obtain goods and services;
·         obtain, process and use information from various audio-visual and print sources, and present the information in spoken and written form;
·         listen to, view, read and respond to different texts, and express ideas, opinions, thoughts and feelings imaginatively and creatively in spoken and written form;

Principles that support CLT:-
(1)   form and maintain relationships through conversations and correspondence; take part in social interaction; and interact to obtain goods and services:
·         1 principle: promotes cooperative and collaborative learning
-          Through the activities that involves conversation; the students will eventually interact with each other and give opinions on the topic that is being talk about. Here, the students not only able to express their idea on certain things but they also will learn on how to give a right response. For example, in the role-playing activities where students can ask each other questions regarding certain topic (e.g. family or friend) where during this process, they will ask questions and respond politely. Moreover, through this activity the students also practice the sociolinguistic competence.In addition, the students also will collaborate with each other in order to make the process of communication of the target language can be carry out successfully. Thus, teacher needs to be the facilitator during the learning activities and promotes communication among students.
·         2 principal: practice of using the language
-          As the students get involves in the interaction process obtaining the goods and services, they will be exposed to discourse competence. Here, they will learn to start, contribute to, and end the conversation on the topic being talk about. The students will start to learn this in a consistent and coherent manner as they will take turn in order to participate in the conversation. Moreover, they also will be taught on how to ask questions and responds in a polite manner whenever they want to make enquiries.
-          Apart from that, the students also will learn the linguistic competence as they get involves in activities such as writing simple instruction or simple invitation. Here, the students usually will participate collaboratively and at the same time they will learn on how to use the simple grammar and vocabulary.
·         3 principal: focus on form
-          It is an approach to explicit grammar teaching, emphasizes a form-meaning connection and teaches grammar within the contexts and through communicative task. Thus, it is very important for the teacher to find activities that is related to their real life situation so that they will understand the context more easily. Here, teacher should encourage the students to express their idea by making the students get involve in interaction and focus more on the meaning and allow the learners to figure out the rule themselves naturally as they having a conversation with each other. During the activity, the students eventually will communicate by negotiation of meaning and gives feedback as well.

(2)   obtain, process and use information from various audio-visual and print sources, and present the information in spoken and written form:
·         1 principal: input needs to be rich
-          The activities that involve the use of authentic materials are very essential to reflect real-life situations and demands. Thus, teacher should design activities that use various audio-visual and print resources for the learning. For example by using audio-visual such as videos, the students not only will listen to the spoken texts but they also can take a look at the visuals presented in the videos.This is very good as teacher can attract the student’s interest. Moreover, teacher plays an important role in maximizing the use of the target language and this can be done through giving an instruction during the learning. Furthermore, teacher should give students greater amount of input so that they will gains greater information on the target language.
·         2 principal: input needs to be meaningful, comprehensible and elaborated.
-          The materials that are used in the activity of the learning should be meaningful and comprehensible to the students so that they can use the language in their real life. Thus, teacher needs to design activity that is authentic. For example, teacher should choose passage that is meaningful and able the students to give view on what the text is all about. Here, the process of learning can be in the form of writing or orally where here the students are encourage to elaborate their thought on what they have learn.That is why; teacher must be able to choose appropriate materials, as the proficiency levels of the students differ.

(3)   listen to, view, read and respond to different texts, and express ideas, opinions, thoughts and feelings imaginatively and creatively in spoken and written form:
·         1 principal: promotes collaborative learning
-          As the students are exposed to different texts, this can enhance their understanding on different usage of the language. The students will get involves in a group activity where they need to collaborate and interact with each other to complete their task. For example, storytelling activities during the discussion which ask the students to use their own words in order to express their ideas. Here, the process of negotiation of meaning can be seen during the discussion process.
·         2 principal: focus on fluency over accuracy
-          As the students express their own ideas, the focus will be on the fluency of the language use. Here, teacher also will emphasize the students with the discourse competence and sociolinguistic competence as the students get involves in the interaction process regarding the topic being discussed.
·         3 principal: learner-centered approach
-          Teacher should encourage the students to participate actively in an activity that use the target language which allow them to work on themselves, for example role-play activity that needs the students to cooperate with each other creatively. Thus, by conducting activity that focus on learner-centered, the students able to express their ideas and opinions freely. Moreover, in order for the learner’s linguistic knowledge to be automatic, students’ needs to be put under the real condition or situation of communication.
·         4 principal: provide error corrective feedback
-          When the students presenting their works, teachers will either give positive or negative feedback to the students. In order for teacher to make correction on the language used by the students, teacher can used direct error corrective which involved teacher’s help such as providing clues or clarification requests. In addition, error corrective and positive feedback is necessary in support of the learning process. Moreover, during the feedback, the students also will be exposed to the strategic competence that allow them to communicative effectively and repair problems caused by communication breakdown.

(d) Identify the general categories and specific items to evaluate chapters in a Malaysian English Language textbook.

Checklists are the systematic evaluation for course books. There are various checklists proposed by different authors such as Tucker (1975), Haycraft (1978), Daoud and Celce-Murcia (1979), Cunningsworth (1979, 1984) , Williams (1983), Grant (1987), Sheldon (1988), Harmer (1991), Skierso (1991) and Ur(1996). The most detailed checklist is Skeirso’s checklist.

The checklist of each and every author varies from one another from the aspect of scope, form, criteria and the terms used to describe the criteria. Almost all checklists share the similar general categories for evaluation of the chapters in course books which were design, language content, subject matter and practical considerations. Precisely, design of the course book is an important or main key for the evaluation of the textbooks which includes the layout of the materials on the page and it also involves the overall clarity of organisation whereas language content involves the coverage of linguistic items and language skills. Subject matter is related to the topic whether it is related to the theme of the course book. Last but not least, practical considerations are vital for evaluation of the course book and it can be explained as availability, durability and price. It is better if the course book is designed to be `reachable’ for all walks of people in the context of availability and price.

The specific items for the evaluation of the course book are transparency of the criteria. Transparency of the criteria can be explained as whether the concepts stated clearly and able to understand by all teachers and students with different potentials. Teachers, course designers, and materials writers must be aware that the input provided by them will possibly are processed by learners in ways different than intended. For instance, look at the words below. Can you understand these phrases? It has been used in course book.

*      Sequencing of the grammatical patterns ( appropriateness)
*      Sentence length ( matches to students proficiency of that level)
*      Spiral approach
*      Communicative activities
*      Balance in language skills
*      Usage of Authentic language
*      Encourages learners to develop their own learning strategies
*      Range of Vocabulary

The grading and sequencing of the materials is also comes under specific items for the evaluation of the course book. It can be explained in terms of the organisation of the language content. As far as we concern, language can be divided into structures. For instance, the American course book which is targeted for Upper Intermediate level seems to be easily interchanges and there seems to be no sequence. The chapter 6 of the book is entitled `Life essentials’ which talks about health problem or which is more related to healthy lifestyle however the chapter 7 is entitled as `The natural world’ which describes about remarkable places which requires travelling. It shows there is no sequencing in terms of lexical items. In contrast, Malaysian English Form 2 textbook shows correct sequence and 3 chapters clustered under one main theme, for instance `People’. The chapter 1 entitled `What people do’, the second chapter entitled as ` Villagers and their livelihood’ and followed by chapter 3 entitled as `Famous faces’. It clearly shows the lexical items are related to people and there is proper sequencing of the materials.

In addition, the presentation of the skills in the materials also has equal impact in evaluation of the course book. The course book must emphasize and integrate four skills which were speaking, reading, writing and listening. However, some course book fails to give equal importance and seem to be narrowed to focusing on writing skills only. As a teacher, we have to be aware that writing skills alone is not being used in communication. The activities of the course book must be more communicative so that it can benefit the students to improve their proficiency and boost their confidence level.



Reflection on Task week 3


Compared to the previous task, task week 3 is the most difficult one as we need to read Spada & Sauvignon’s article in order for us to locate the theory behind the CLT. At first, the question seems easy but when come to answering it, we faced with the same problem. To be exact, we did not understand the article especially Sauvignon’s article, perhaps because the language is pretty tough. However, after read it all over for so many times and refer to the other sources we managed to understand it and detect the CLT theory. Basically, we already learn about the CLT in semester 2, thus it help me to understand what is CLT is all about.

Here, CLT focus on the language learning through the real communication where it provides the students to experiment and try out the language which can be done formally or informally. In CLT, there are several components of abilities that the students need to require such as (communicative, linguistic, sociolinguistic, discourse, and strategic) competence. I still remember when I was in secondary school, my English teacher did implement this approach where she asked us to communicate with each other and does the role play activity. At first I thought that the purpose we are doing the activity is just for fun and learn something from it, but now I realize that there is another reason why we do that activity.

 Hence, through this task I am able to see clearly that CLT is being implement in the activity and the most important things is that, the way I improve myself is through the communication with my classmates. Even though, there are some grammar errors but I can speak fluently and even my teacher encourages me to speak in English with my classmates so that I am use to it. Moreover, after looking at the implication of CLT and the principles that support it within the KBSM, it becomes clearer now why CLT is being practice.  From it we are able to improve our language through communication which we deal with in our everyday life situation.

From this task, I learnt a lot about CLT and its impact toward the material development which plays a great role in the language learning. Thus, I am sure that by taking into consideration the principles of CLT, we are able to implement it in the process of learning later. Moreover, I believe that the current knowledge that I have right now can help me to understand the concept of CLT much better. Hopefully, the knowledge that I get from this task able me to create an activity that not only promotes the communicative aspect but the others abilities as well.  







Tuesday, 19 November 2013

Week 9: Materials for Teaching of Listening & Reflection

Listening text extract from F2 textbook (Topic: Looking Good, Feeling Great)

                                              

1) How closely do you feel that the listening process is mirrored in these materials?

                                   

Stage 1: Receiving
-Intentional focus on hearing a speaker’s message, which happens when we filter out other sources
Eg: The main objective of the talk is to listen and detect the missing information to fill in the blanks. The talk is related to personal hygiene so the students need to focus on listening to the steps on personal hygiene only. If the talk is quite long and include other elements such as effects of personal hygiene, then the students mind will automatically filter these information because it is considered to be unimportant to them.

Stage 2: Understanding
- Attempt to learn the meaning (which is not always easy)
Eg: The students will make attempt to learn the meaning of the talk-new vocabulary * and predict the synonym of the word.

Stage 3: Remembering
-Trying to recall back what has been said (might have missed)
Eg: While the students struggle to understand the meaning in the process, they might have missed relevant information or answers and try to recall back on what has been mentioned earlier.

Stage 4: Evaluating
- Judging the value of the message
Eg: After got the answers, the students try to make sense and value the message-is it important? Is it relevant? 

Stage 5: Feedback
- Indicate your involvement 
Eg : After the listening task, the teacher plays their role by asking one or two representatives from the class to give their answers before giving their answers so that the students will feel more motivated to learn in the class. 

2) To what extend do they assist in developing the listening skills of our students?

I. Teaches the students to find the keywords, in other words, focus on what’s important/relevant
-Based on the listening task given in the Looking Good Feeling Great (pg 121), the students are required to listen to a recorded audio talk to get the answers to fill in the blanks. Therefore, the students need to listen intently to get the correct answers-filter unimportant words/information and focus on answering the questions.

II. Enables the students to figure out/identify the correct way for pronouncing words/tone
-Language acquisition can be done effectively by using several method-watching English based program, listening to songs and etc. Academically thinking, listening to a good speaker is a good way to acquire the language better. Even though, the recorded talk is one- way communication but still the students able to check on actual/correct manner of utterances as well as the tone of the speech of the speaker. Later, the students will imitate the speaker and slowly, they make progress.

III. Enhances the cognitive skills of the students
-What is defined as cognitive skills? Cognitive skills refers to an individual’s ability to process or synthesise information, filter unimportant information and store essential knowledge in short-term memory or long term memory. Based on the listening activity in the Looking Good Feeling Great topic (page 121), the students are required to listen to a recorded talk for twice. First, the students will be given some time to read and understand the questions before the teacher proceed to play the recorded talk. Some students might have gotten the answers right away while certain students may face difficulties to familiarize with the intonation, accent, pitch and pronunciation of the speaker and could have missed the important elements (answers). When the talk is being played for the second time, this opens up chances for the students to focus on the missed elements and take note while for some students, they can take this opportunity to check their answers. 

*Powerpoint presentation
Group
Anasuhah binti buyong
Jeeivita Kathirvelu Pillai
Nabilah Huda Bt Hamdan
Ainatul Mardiah Bt Manin


Reflection on week 9

For this task, we choose English form 2 textbook and the topic is Looking Good, Feeling Great. From the extract that we choose, we believe that the listening process involved in the materials comprises of five stages that are receiving, understanding, remembering, evaluating and feedback. Moreover, for this listening activity, the students are asked to listen carefully in order for them to fill in the blanks. From this aspect, the students will learn on how to filter which information is relevant. Apart from that, the speaker also has a good and clear pronunciation which can help the students to listen on how certain words are being pronounced correctly. Apart from that, the listening topic from this activity is regarding the personal hygiene which the students familiar with and it is not hard to comprehend either, thus we believe that the material used is very suitable for them and they are able to predict the answer for certain questions.


Monday, 18 November 2013

Week 7:Discussion on the Digital Language Learning Materials & Reflection

Learning object
“A learning object is a representation designed to afford uses in different educational context” (Churchill, 2007)

Web links in Edmodo & Blog
- Visual/graphic featured indicates a certain meaning (Edmodo: Notifications, profile & Backpack)

Learning material
Each learning material possess its own user interface, usability and definable learning goal.
A range of educational materials that teachers use in the classroom to support specific learning objectives, as set out in lesson plans.
- Teacher’s instruction/description
- Edmodo & Blogger interface in general.

Activity

For this section, there are two activities that we decide to choose for our digital language learning materials. 
Theme: Environment
Topic: Go Green
Focus skill: Writing (sentence connectors)
DLLM: Edmodo & Blog

First activity

In this activity, the students will be doing brainstorming regarding to the topic of “Go Green”. Here, teacher will provide subtopic for every group. So, every group will have to do different subtopic.
Examples of subtopic:
How to Go Green?
Why Go Green?
Benefits of Go Green
What is 3R concept?
What is “Earth Day”?

*for this activity, teacher can use Edmodo to carry out this activity. Hence, every group members will be doing the brainstorming regarding the chosen topic. Teacher can held the online discussion and comment the students work.

Second activity

Instruction: As a vice president of the “Environment Club”, write a short talk of not more than 150 words regarding the chosen topic by using right sentence connectors.

In this second activity, teacher will ask the students to write a short talk and the discussion will be conduct by using the Edmodo whereas the complete short talk will be place on the students’ blog. Purpose of doing so is that, when using Edmodo the students can and teacher can have a discussion on their choosen topic. On the other hand, by using blog the students can use their creativity to present their work as the features and appearance of their blog can be customize. Moreover, by using those DLLM an interesting, fun and interactive environment of learning can be created.

Visual Design

Harmony
For this aspect it refers to the manner elements of a display interact together in a pleasing manner. We found out that Blog could provide this aspect as the students able to change the theme and customize the features according to their interest.

Balance and symmetry
The elements of the blog page also can be change by moving the position closer or farther from the center of the page so that it can be balance.
By using blog, different types of symmetry can be create and it is depend on the students creativity but mostly students will prefer to use the approximate horizontal symmetry, horizontal symmetry and radial symmetry.

Emphasis
This aspect emphasize on the color, value, shapes or other design elements to achieve dominance. For Blog the color is orange and it has initial “B” whereas Edmodo the color is blue + white and has shape represent the icon of Edmodo.
 



                                 
Alignment
Both Blog and Edmodo provide alignment that organizes the features of the page. For Blog, the alignment can be customized but Edmodo cannot and it is fixed already. In addition, alignment that is provided allows us to see clearly the texts, label and pictures that is posted.

Unity
This aspect can be found clearly at Edmodo. Visual presented shows that this sites is use for the learning purposes by both teachers and students. The image gives a sense of closure and the background image reflects its function.

Technical usability

Learnability
Blog and Edmodo are quite easy to be learnt by the students and they can go through and explore it by themselves without much aid from teacher. Students will not take so much time to be familiar in using that application for the purpose of learning.
Efficiency
Both applications are very efficient as the users can upgrade the available features to a more functional feature that can be displayed in one page. As beginner the students can just use the simple features but as they are familiar in using it, they can explore more about the other features that can be use for the learning purposes.
Memorability
Blog and Edmodo able the students to use the features easily and we are sure that once the students already use it, later it is going to be easy for them to be familiar with the operational principles for the next time.

Satisfaction 
Overall, as we ever experienced using Blog and Edmodo, we found out that both application are very good, interesting and it also satisfy our needs as a students.

Pedagogical Usability
Learner Control
-Learning a new topic, learners’ memory should not be burdened to an optimal level.
-Divide the material into smaller meaningful units
Eg: There are two tasks respectively- brainstorming with their members regarding a topic. As can be seen, the topic ‘Go Green’ has been divided into 5 segments or parts so that each group will only focus on a particular issue to come up with variety of ideas.

Learner activity
-Determined by the learners characteristics but learning material that support student activity by being interesting and based on real life.
-Introduced problem-based learning-> learners is presented with a certain amount of source material and constructs their own conception of the topic to be learned
-Encourage collaborative nature of learning.

Eg: Based on the task given, each group of students were assigned to come up with solutions or gather information regarding the issue. For example Group A has to come up with methods/solutions to `Go Green’. It is undeniable that this topic is based on real life (environment), plus it helps to nurture the students to value the benefits of the Going Green and directly creates awareness among students to protect the environment. 

Cooperative/Collaborative learning
-Studying with other learners to reach a common learning goal.
-Learners are demonstrating active participation to construct knowledge as members of communities in practise.
-Cooperative learning is more structured compared to collaborative learning -> teacher in control
-Learning takes place in groups where members gather and structure information, the system or learning material, should offer the learners tools that can be used to communicate and negotiate approaches to a learning problem.

Eg: The teacher allows the students to use Edmodo as a medium to communicate with their peers or group members to complete the task for brainstorming purposes since. Edmodo is a platform for online discussions to take place effectively. From this online discussion, students are able to share and gather information.

Goal orientation
-Goals and objectives should be clear.
-Best result -> learning material, teaching and learner are aligned.
-Goals can be concrete or abstract
-If goals do not originate from learner, the meaning should be explained to them.

Eg: Before assigning the task to the students, the teacher ought to brainstorm in overall regarding the environment theme before going in depth, so that the learner gains an insight of the topic that is going to be learnt. Therefore, the teacher plays an important role here, by stating the relevance of the lesson and how important it is for them to acquire the knowledge to apply in daily life.

Applicability
-Approach taken in learning material should correspond to the skills that learner will need in everyday and working life.
-Effectively accomplished through learning involving practical tasks
-Learning material should be at an appropriate level from the point of view of a learner’s learning process.
Eg: The teaching is projected to intermediate Malaysian Form 2 English Language learners therefore it is vital for the students to learn about the importance of environment and the tasks seem to be at the right level since it is less complicated and more direct in terms of the instructions/questions. 

Added Value
-In the form of creative use of possibilities that technology offers
-Computer assisted learning offer following added values:
  • Adaptability of individual needs
  • Number of flexible options
  • Learning is controlled  by learners, initiated by the learner and is in the form of that the learner desires
  • Interesting content
  • Development of communication
  • Learners’ active participation

-Offer the learners tools that are suited to control the learning material contents and effectively and economically make use of that material.
-Learners should feel it is best to learn using technology.
Eg: Blog is an interesting webpage that can be integrated in teaching and learning process because it is fully authorized by the learners. The layout, colour, arrangements of the icons are fully based on learners creativity. Blog also promotes active participation since it is a new form of learning material which is quite engaging and fun to use with.
Motivation
-Learners should be given incentives, be able to self-regulate, achieve learning expectations , failure and success, performance or learning goals should be acknowledge, be guided either by intrinsic or extrinsic goal.

Eg: The teacher should monitor and send feedback (via online) regarding the students’ progress in both Edmodo and Blog so that the students feel that their work is appreciated which causes the learners to be more excited and motivated to do other tasks via online. The teacher also should give positive remarks for the students who worked hard.
Valuation of previous knowledge
-Learning material respects learners’ previous knowledge -> takes into account individual differences in skills and knowledge and encourages them to take advantage of it during learning.
-Learning material reviews central concepts from earlier lessons that are important for understanding present material -> diminished the importance of learners’ previous knowledge of previous material and the cumulative nature of knowledge

Eg: The students are well aware of the campaigns related to environment and the importance of ‘Going Green’ due to mega projects conducted by government and have background knowledge regarding the issue. Therefore, the activity used exploit the students background information and by doing this task, the learners will have better understanding regarding the topic.

Flexibility
-Takes into account learners’ individual differences
-Should be given opportunity to navigate freely through the learning material
-Contains diverse activities

Eg: Blogging enables the learners to design their own background/ layout for their blog. The students will make effort to make their blog looks appealing and interesting. Blogging enables the learners to make attempt for including visual elements such as animated cartoons to suit the content. 

Feedback
- Should provide encouraging and immediate feedback
- Encouraging feedback increases learning motivation
- Immediate feedback help learners to understand the problematic parts in their learning
Eg:  The teacher gives comments or suggestions to improve the points in their piece of writing so that the students learn where their mistake lies and improve their idea and style of writing.

Group
Anasuhah binti buyong
Jeeivita Kathirvelu Pillai
Nabilah Huda Bt Hamdan
Ainatul Mardiah Bt Manin



Week 7: DLLM reflection

For this task, we are asked to design the Digital Language Learning Material by using Prezi and our group chooses Edmodo and Blog as the learning tools. From this task, I realize that there are many aspects that need to be taken into consideration in designing the DLLM such as learning object, learning material, visual design, technical usability, and pedagogical usability. To be honest, this task is quite challenging but really fun. This is because it is our first time dealing with Prezi. However, we found that Prezi is pretty awesome as it can zoom in and zoom out the page and even the template also very nice.

Through this task, I am able to know the characteristics for a suitable DLLM that can be used to teach the language. For this task, we choose Edmodo and Blog because we think that this tool are suitable to be used for the learning process as it has many features available that can create variety in the learning. Apart from that, I learnt a lot from this task especially on the criteria in designing the DLLM because it is not that easy as all the aspects need to be considered. I admit that during the discussion with my group members, we kept changing our plans but at last we managed to do it.


Apart from that, I learnt a lot of things from this task and after looking at the other group’s presentation, it broadens my understanding on the others DLLM which differ from ours DLLM. I believe that, the knowledge that I get from this task can be as a starting point for me to explore a suitable materials that can be used in the language learning so that an interesting learning environment can be created. Hopefully, in the future later I am able to create a useful and suitable DLLM for the student’s language learning.

Tuesday, 5 November 2013

Reflection task week 8


For this task, we are learning about the materials adaptation. As proposed by Tomlinson & Masuhara (2004), “materials adaptation involves changing existing materials so that they become more suitable for specific learners, teachers and situations” (p. 11). From that definition, it shows that adaptation process for the learning materials is essential so that it can bring benefit to both teacher and students. This is because, learning materials play important role to make the situation of learning become more conducive and able the learners to understand the learning process and achieve the learning aims and objectives at the end of the lesson. Thus, it is very important for teacher to carry out the adaptation process  where from my understanding teacher have a right to decide which aspect he or she want to teach. Teacher also can customize the activities by providing supplement from other sources instead of using the available one. Moreover, as we are aware, some of the activities in the book are not that necessary to be conduct and teacher can just skip that part and add activities that he or she thinks suitable for the student’s level.
Through this task, we are able to see the similarities and differences that can be found from McDonough and Shaw, Maley, and Tomlinson and Masuhara adaptation techniques. Overall view from our finding is that, although they share more similarities in terms of the characteristics and explanation however, there are also a few differences that can be found. Furthermore, from the comparison between McDonough and Shaw with Tomlinson and Masuhara materials adaptation procedure, the similarities and differences are obviously seen from the table. From that, we found out that some procedures are similar with each other especially the description of certain concept whereas the terms used for each procedure is differed. Apart from that, this task also able we to have a clear view on the levels of the materials adaptation which comprises of three level where the 1st level: macro adaptation, 2nd level: adapting a unit, and 3rd level: adaptation of specific activities in a unit. We believe that, the disclosure of the description of the three levels allow us to have a gist on what things that need to be done for every levels.
For question (d), we are ask to discuss in general what level of materials adaptation we will be using and techniques that we will employ to enrich the chapter that we have evaluated in our 1st part of assignment. For this part, we decide to use the activities from the Malaysian English Language Form 2 Textbook. For the 1st level that is macro adaptation, we choose to eliminate the topic entitled “Give Us Space to Run and Play” because we found that it is not necessary for the students to learn this topic. At the 2nd level that is adapting a unit, we choose topic “ Looking Good Feeling Great” because this topic allow us to relate the real life situation context and to make it more authentic we use realia to teach the topic which focus on the writing skills using sentence connectors. For the 3rd level that is adaption of specific activities in a unit, we come to an agreement that if the activity is not well-designed then we want to customize and adapt it. Thus, we decide to use realia so that the students will be able to give instruction using right sentence connectors. Moreover, we have confidence that by creating an activity that has the authentic purposes can actually attract the student’s interest and engage them in the learning process.

In a nutshell, adaptation is the process where teacher will try to match the teaching materials by changing some of the features available in the course book so that it is appropriate and suit the circumstance of the students. I believe that, the adaptation process can brings successful towards the process of learning of the students as they learn and receive only necessary input. Thus, teacher should carry out adaptation of the materials that is use for the student’s learning so that it suits their need. Moreover, through this task I am able to learn more on what aspect that needs to be taking into consideration in order to carry out the materials adaptation process. I am sure that by the knowledge and information that I get from this task, I am able to do the materials adaptation later.

Evaluating English Form 2 Textbook using Grant Checklist



Reflection

For the previous week, all the groups present their own textbook evaluation using their own checklist and from that we can see all of them come out with different views regarding to the checklists. In addition, for this week we are given a task to evaluate the English textbook by using the checklist and for my group we use the Grant checklist. For the Catalyst test section, we did not encounter with any problem and everything went smoothly as the criteria are quite direct.

However, when come to the questionnaires part, we found that some of the questions are not clear enough especially part 2 and part 3 of the questionnaire. We admit that, it is time consuming for us to evaluate the textbook and some of the questionnaire is regarding to teaching experience, thus we are unable to give a suitable answer for that part because we do not have any experience in teaching.

From this task, I learnt a lot of things especially when come to evaluation process where at this stage all of our group members are giving out our own opinion regarding to certain aspect in the checklist. We cannot deny that every of us have different views and because of that by doing discussion regarding to the checklist, we are able to broaden our knowledge. Moreover, for the Grant checklist, all of us share the same thought that this checklist can help teacher to evaluate the books more easily because it is not so detail like the other checklist. 


In addition, from this task we are exposed to many useful checklists which can be used to evaluate the books. Thus, I am pretty sure that all of us have a clear guideline especially on using which types of checklist in the future later on. Moreover, I also realize that evaluation process is not that easy thus a careful decision should be made so that a suitable checklist can be choose because by doing so we are able to see what criteria of a good book should have.